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1.
A collection of magical tales in upper primary school EFL classroom : master's thesis
Špela Kukec, 2022, master's thesis

Abstract: Nobody knows for certain where and when people started telling stories; however, people of all ages enjoy them. It has been proven that stories can be useful in any classroom as they are a powerful teaching tool. Language teachers are known for using them frequently, since they do not just motivate the students but also develop their reading skills. Stories can be used as stand-alone study material that provides everything for teaching a topic, or they can be additional material that enriches the lesson. Teachers are more likely to work with pre-prepared materials that are readily available than to make their own. As a future English teacher, I would like to incorporate my love for books into my lessons; therefore, I have researched the appropriateness of J.K. Rowling’s The Tales of Beedle the Bard for teaching EFL in upper primary schools in Slovenia. First, I presented theoretical background about stories, Slovenian primary schools, The Tales of Beedle the Bard, and choosing an appropriate story for classroom use. In the practical section, I analysed the appropriateness of The Tales of Beedle the Bard for teaching EFL and prepared some lesson plans for teaching EFL with The Tales of Beedle the Bard.
Keywords: EFL, primary school, tales, The Tales of Beedle the Bard, magic
Published in DKUM: 07.10.2022; Views: 149; Downloads: 20
.pdf Full text (3,73 MB)

2.
Approaches to Teaching Political Correctness to Slovene Primary School Students
David Najžer, 2021, master's thesis

Abstract: The M.A. thesis focuses on political correctness as a concept in today's society and seeks practical approaches to teaching its linguistic aspects as part of English classes in the primary school. The thesis consists of an overview of the history of political correctness, its elements, its implementation in educational institutions; an overview of a similar implementation in Slovenia (Faculty of Arts at the University of Ljubljana) and its reaction; and an overview of theoretical and practical approaches to teaching political correctness. In the practical section, Touchstone, a series of English as a foreign language course books, written by a Slovene author, are reviewed, examples of content related to political correctness and the content that may potentially be perceived as politically incorrect are presented and analyzed. In the empirical section, a questionnaire was conducted. The participants were teachers of English from primary and secondary schools and English student teachers. Based on the results, we attempted to determine the general attitude towards political correctness and teaching political corrects in English as a foreign language classes; experiences participants have with teaching topics related to political correctness; and the level of importance participants believe political correctness has in peer and class relations. The conclusion is based on the findings from the theoretical, practical and empirical segment and suggestions on how political correctness could be implemented in English as a foreign language classes are provided.
Keywords: English language, political correctness, primary school, education
Published in DKUM: 12.10.2021; Views: 485; Downloads: 47
.pdf Full text (1,44 MB)

3.
Challenges of teaching primary school migrant students basic English
Patricija Obrovnik, 2021, master's thesis

Abstract: Educational institutions carry an immense responsibility as the key institutions where migrant children start their integration process. Educational workers at schools are the ones that actualize government policies in their classrooms and directly influence migrant students’ integration process and monitor their progress. Teachers need proper education, training, and support to be able to work with migrant students successfully. Our master thesis focused and researched issues and problems teachers encounter when teaching migrant students English in the first triennium of primary school. In the first part of our thesis we defined migrant students and presented legislation and national guidelines surrounding migrant student integration. We introduced the immigration situation in Slovenska Bistrica, where a proportionally large Kosovo minority lives, and the two primary schools where we conducted our research. In the empirical part of our thesis, we interviewed four teachers that teach English in the first triennium of primary school about their experience with teaching in multicultural classrooms. Teachers rely on visual aids and mime to teach English through group activities where students actively participate through song, dance and games. The analysis of interviews showed that even though all English lessons are conducted in English, migrant students’ lack of Slovenian knowledge and their lack of socialization present the biggest problems interviewed teachers face.
Keywords: migrant students, migrant student integration, challenges of migrant student integration in the English classroom, English in the first triennium of primary school, English teachers
Published in DKUM: 27.07.2021; Views: 601; Downloads: 38
.pdf Full text (1,52 MB)

4.
Pomen izobraževanja osnovnošolcev s področja temeljnih postopkov oživljanja
Marko Kukovec, 2020, master's thesis

Abstract: V Sloveniji je stopnja nudenja temeljnih postopkov oživljanja ljudem, ki doživijo srčni zastoj, zelo nizka. Eden izmed razlogov, da se očividci raje umaknejo, je njihovo neznanje. Zato marsikje po svetu učijo osnovnošolce temeljnih postopkov oživljanja in uporabe avtomatskih zunanjih defibrilatorjev. S tem želijo skozi leta izobraziti čim večje število populacije.
Keywords: TPO, temeljni postopki oživljanja, oživljanje, prva pomoč, osnovna šola, defibrilator, CPR, cardiopulmonary resuscitation, first aid, basic life support, defibrillator, teach CPR, primary school, elementary school.
Published in DKUM: 10.02.2021; Views: 761; Downloads: 136
.pdf Full text (887,09 KB)

5.
Prevention of juvenile crime and deviance : Adolescents' and experts' views in an international perspective
Thomas Görgen, Anneke Evenepoel, Benjamin Kraus, Anabel Taefi, 2013, original scientific article

Abstract: Purpose: This article analyses perspectives on youth crime prevention in samples of 13–17 year old students from 6 European countries and of practitioners/experts in Belgium and Germany. Design/Methods/Approach: Surveys were conducted among urban and rural school students (n = 10682). Expert and practitioner perspectives were taken into account using Delphi surveys, standardized surveys on the state of youth crime prevention, and semistructured interviews with practitioners in the areas where the school surveys were conducted. Findings: While the majority of students have been targeted by drug abuse prevention measures, rates for violence prevention are lower. Students ascribe moderate preventive potential to school and they regard peers and parents as most influential in prevention while professional agents are viewed as less important. Punitive approaches are not rejected, but approaches focusing on individual resources and problems are given priority. Experts point at the significance of socioeconomic factors related to the problem of (youth) delinquency and hence of social policy measures. They recommend prevention starting at an early age, strengthening social skills and following multi-professional approaches. Research Limitations / Implications: Schools surveys excluded special schools, and response rates in expert surveys were low or moderate. Practical Implications: Findings point to young persons’ understanding of factors influencing their behaviour and at connections between involvement in offending and accessibility for approaches to prevention. Expert surveys show needs for improvement in the field of prevention, especially in terms of funding, evaluation, and fundamental strategic approaches. Originality/Value: Perspectives of both actors and targets of preventive approaches are taken into account.
Keywords: prevention, juvenile delinquency, school survey, expert survey, drug abuse, violence
Published in DKUM: 23.04.2020; Views: 662; Downloads: 37
.pdf Full text (528,16 KB)
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6.
Juvenile delinquency school failure and dropout in Portugal : drafting a picture in different voices
Ana Cardoso, Heloísa Perista, Paula Carrilho, Mário Jorge Silva, 2013, original scientific article

Abstract: Purpose: The purpose of this article is to address and discuss the relationship between different school paths and self-reported young students’ behaviours and perceptions regarding violence and delinquency. Their views on prevention deserve particular attention. This is though a picture drafted in different voices, since young students’ opinions contrast with those of several other actors in the domain of juvenile delinquency. Design/Methods/Approach: This analysis is based on the YouPrev project findings in Portugal, generated by the different empirical data collection instruments employed, thus combining a quantitative and a qualitative approach. Gender differences as well as differences between urban and rural regions are highlighted whenever relevant. Findings: School failure and dropout is a structural problem in Portugal and some expert views anticipate a reversal in recent trends and a new rise of these phenomena as a result of the current crisis. The YouPrev school survey outcomes in Portugal confirm that young people with negative school integration have a higher life-time prevalence of self-reported delinquency. Among the 1,755 young students surveyed, 29.4% reported they had committed, over their life-time, at least one of the offences listed in the questionnaire. 156 of these students reported that they had committed a violent offence during the last twelve months. Among these, 46 may be described as frequent violent offenders. The concentration of risk factors among the frequent violent offenders shows that these are also victims of other forms of violence in the context where they live in. Young people share the idea that “what works” best in the prevention of juvenile delinquency is to improve their prospects to get a job and to provide them a good general education. Both in the rural and in the urban regions the relationship between young people and the family is seen as crucial either by experts or by the young boys and girls. Research Limitations / Implications: Self-reported delinquency surveys attempt to overcome insufficiencies of the official statistics – these surveys open the possibility to obtain more diverse information and to identify delinquent practices that are not registered. But one of the possible criticisms is that, in these kinds of studies, chronic and persistent delinquents are not represented. In this particular analysis, information is missing for those students who skip school and those whose parents, for different reasons, did not give consent to their participation in the survey. The conduction of expert face-to-face interviews complemented the prospective information collected by the Delphi study, compensating and enriching the relative low number of responses to the survey. Practical Implications: The outcomes promote the awareness-raising on juvenile delinquency and prevention strategies among different actors: experts, schools, and young students. These can also be used as training material for professionals, working in social services and police forces, in particular. Originality/Value: This study contributes to the body of knowledge on the practices and views within the domain of juvenile delinquency and violence. This is a research topic insufficiently explored in Portugal, at least in a comprehensive way, either in terms of subjects or territorial coverage. It also adds to existing research with crossed views, based on a multi-method approach, on the interplay between school failure and dropout and juvenile delinquency and prevention.
Keywords: juvenile delinquency, violence, prevention, school failure, Portugal
Published in DKUM: 20.04.2020; Views: 633; Downloads: 21
.pdf Full text (614,36 KB)
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7.
Use of animated songs in early teaching of English and German
Janja Stariha, 2019, master's thesis

Abstract: This MA thesis deals with animated songs and their use in early foreign language teaching. In the theoretical part I have described child development, first and second language acquisition, multimedia, foreign language teaching and the use of songs in the classroom. As the literature on animated songs has not yet been developed, I have turned to theory on multimedia, music and art to formulate a set of criteria for easier choice of animated songs for use in class. In the empirical part I have chosen some high quality, didactically apropriate animated songs. Content, sound, music, text, design, animation, multimedia learning theories, art theory and didactics were taken into account. The final part of the paper shows the results of a questionnaire that was forwarded to Slovenian teachers who teach children aged 3–11 to see to what extent they know and use animated songs. Nowadays acces to songs is no longer a problem so it is important for teachers to know how to evaluate multimedia materials. There are both favorable opinions and cautions regarding technology use in childhood, so good judgement is needed. The choice and use of animated songs in the young learner classroom should be didactically justified.
Keywords: animated songs, songs, young learners, foreign language teaching, English, German, multimedia, modern technology, didactics, preschool, primary school
Published in DKUM: 25.10.2019; Views: 1047; Downloads: 144
.pdf Full text (2,99 MB)

8.
Teaching Literature in Slovene Grammar Schools and Preparation for the General Matura Examination
Barbara Melanšek, 2019, master's thesis

Abstract: The place of literature in English language teaching has been challenged by the emergence of the Communicative approach to teaching English language, the growing emphasis on spoken language and the teaching of English for specific purposes. However, recent years have brought renewed interest in this field, in how literary texts can best be exploited, and how the use of literature in the English classroom can help students improve their English. The main purpose of this Master’s thesis is to investigate what approaches to teaching literature are employed by English teachers at Slovene grammar schools, in general and in connection to the preparation for the General Matura Examination. We also wish to examine if and to what extent the requirements of the General Matura for English Language affect the teaching of literature in Slovene Grammar Schools, as well as to unveil the general attitude of Slovene secondary school students toward literature and reading. In the theoretical part of the Master’s thesis, we provide a theoretical framework for using literature in an English classroom, present the main aspects of using English literary texts with grammar school students and provide a few didactic ideas for the in the classroom.
Keywords: literature teaching, English teaching, grammar school, the General Matura
Published in DKUM: 23.10.2019; Views: 739; Downloads: 80
.pdf Full text (1,35 MB)

9.
Oral Assessment of English in the Third Cycle of Slovene Elementary Schools
Martin Pobežin, 2018, master's thesis

Abstract: The thesis Oral Assessment of English in the Third Cycle of Slovene Elementary Schools consists of two sections – theoretical and empirical. The aim of the former was to analyse the various factors that contribute to successful oral assessment. Oral assessment differs from others in its execution, since it is conveyed by word of mouth. This creates authentic communication between the two groups of participants – learners and the teacher. However, both have to fulfil their roles. Firstly, the learners’ task is to prepare well for the assessment and act respectfully towards the assessor. Secondly, the teacher must produce adequate criteria and tasks which meet the principles of reliability and validity. In the empirical section, we present how the oral assessment of English is executed in the third cycle of Slovene elementary schools by examining two groups of participants – teachers of English and third-cycle learners. It was established that learners prefer oral assessment, whereas teachers either remained undecided or claimed that they preferred written assessment. The general dislike of the oral form among teachers can be explained by their observations about lack of time. Consequently, many learners reported the common use of writing of the answers as a form of oral assessment, whereas the majority of teachers denied such claims. Interviews and presentations remain the two most commonly used forms of oral assessment; in addition, they are also the most popular among both groups of participants. All in all, a significant body of the learners claimed they would not change anything about the current process of oral assessment, which suggests that many curricular elements are adequately selected and executed.
Keywords: oral assessment, learners, teacher, English, elementary school
Published in DKUM: 08.01.2019; Views: 842; Downloads: 0

10.
Elementary school teachers’ attitudes towards the importance and use of teaching methods in visual arts education
Zlata Tomljenović, 2018, original scientific article

Abstract: The quality of the teaching process in visual arts largely depends on a creative and effective combination of both general and subject-specific (visual arts) teaching methods. The aim of this study was to determine in- service teachers' perceptions of the features, specifics, importance and objectives of teaching methods in visual arts education, as well as their perception of the importance of visual arts as a school subject. The research was conducted on a sample of 373 Croatian elementary school teachers. A correlation was determined between the following variables: “teachers' work experience”, “teachers' perception of the importance of visual arts education” and the variable: “use of teaching methods in visual arts classes”. Findings have implications for modernizing and improving school practice; they also suggest further research in this area.
Keywords: learning, teaching, interactive approach, generic teaching methods, subject-specific teaching methods, elementary school teachers, teaching strategies, visual arts
Published in DKUM: 14.05.2018; Views: 1298; Downloads: 342
.pdf Full text (498,08 KB)
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