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1.
Psychosocial and moral factors of bystanders in peer bullying
Sonja Pečjak, Tina Pirc, Rene Markovič, Tanja Špes, Katja Košir, 2024, izvirni znanstveni članek

Opis: The aim of our study was to explore students’ bystander roles in peer bullying considering the interaction between their individual and contextual characteristics. We included social status goals (popularity, social preference and social insecurity), moral disengagement and peer support as key variables for differentiating bystander behaviour. Our sample comprised 5148 students from the 8th and 9th grades across 118 primary schools in Slovenia. Bystander roles (active and passive reinforcers, ignorants and defenders) were determined by peer nominations. Other characteristics were measured with self-report questionnaires. For each variable, we normalized students’ results with regard to their classroom to define classroom norms as the context of peer bullying resulting in “low”, “average” and “high” group. Students with similar individual and contextual characteristics were grouped into four clusters. The results showed that students from all clusters were present in all bystander roles, which indicates a highly complex interaction of various factors in bystander behaviour. Some educational implications are discussed.
Ključne besede: medvrstniško nasilje, opazovalci, vrstniška podpora, moralnost, osnovnošolci, bullying, bystanders, peer support, morality, elementary school students
Objavljeno v DKUM: 17.10.2024; Ogledov: 0; Prenosov: 0
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2.
Perceptions of didactic strategies among pupils and teachers in primary school
Monika Mithans, Joca Zurc, Milena Ivanuš-Grmek, 2024, izvirni znanstveni članek

Opis: The quality of educational work is inextricably linked to many factors at the system, school, teacher, and student levels. This research was carried out within the project ‘Education of Teachers as a Factor of Providing High-quality Life-long Learning in the Learning Society/The Society of Fast Socio-economic Changes and Unsure Future’, funded by the Slove-nian Research Agency. This paper provides a basic overview of the char-acteristics of open instruction, an umbrella term that combines active and learner-centred didactic strategies. The empirical section focuses on the use of didactic strategies. The survey was carried out with 1,536 primary school4 pupils in Grades 7 and 9 and 263 of their teachers. Both pupils and teachers cited problem-based learning and research-based learning as the most commonly used didactic strategies, while project-based learning was the least frequently used. Despite the agreement on the most and least frequently used didactic strategies, there are statisti-cally significant differences between pupils’ and teachers’ perceptions of all selected didactic strategies. Teachers reported that they used these strategies more often than was perceived by their pupils. We also found a statistically significant impact of better learning performance on the perception of certain didactic strategies. The results of the study raise new research questions, especially in the design of more detailed analy-ses of the use of didactic strategies in pedagogical practice.
Ključne besede: academic performance, didactic strategies, primary school, pupil activity
Objavljeno v DKUM: 14.08.2024; Ogledov: 76; Prenosov: 7
.pdf Celotno besedilo (1,76 MB)
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3.
Turkey’s transition to face-to-face schooling during the COVID-19 pandemic
Mahmut Özer, H. Eren Suna, Matjaž Perc, Sadri Şensoy, Sevil Uygun İli̇khan, 2022, izvirni znanstveni članek

Opis: Background/aim: The COVID-19 pandemic majorly disrupted conventional schooling and many countries maintained educational services through distance education. The duration of school closures in Turkey was longer than most OECD countries, thus Turkey prioritized school reopenings in the 2021-2022 academic year to mitigate possible negative outcomes of closures. Here we study the compatibility of implications for school reopenings in Turkey with these practices and assess the first semester of face-to-face schooling. Materials and methods: We have used document analysis to present and compare the practices in Turkey with international practices. We also used a comparative approach to assess the coherence between policies in Turkey and international suggestions. Results: We find that vaccination rates of teachers and education staff are quite high in Turkey. Other practices, mandatory face masks, class-based closures and quarantine policies, are also in agreement with international practices. These steps are supported with frequent cleaning and ventilation of school environments, as well as with social distancing measures in schools. Conclusion: Consequently, the rate of daily closed classrooms has been kept below 1%, and the patterns of closures and openings are in general agreement with the changes of positive cases in the Turkish society. The net rate of closed classrooms decreased with the decline of quarantine days in Turkey. We hope that these insights will inform about school openings and contribute to best practices for faceto-face schooling.
Ključne besede: school system, school reopening, face-to-face education, COVID-19, educational equality, vaccination
Objavljeno v DKUM: 11.07.2024; Ogledov: 100; Prenosov: 5
.pdf Celotno besedilo (1,25 MB)
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4.
Recognition of the perceived benefits of smartphones and tablets and their influence on the quality of learning outcomes by students in lower secondary biology classes
Vida Lang, Andrej Šorgo, 2023, izvirni znanstveni članek

Opis: After the appearance of the first smartphones in 2007 and shortly thereafter, tablets became not only useful communication tools, but also objects that function as life organisation units. However, although they are ubiquitous, their actual and potential role in biology education has not been sufficiently explored. The objectives of the survey were to investigate the recent use of smartphones in the last two grades of Slovenian comprehensive school by 14- to 15-year-old students, their satisfaction with them for educational purposes, and the perceived impact on the quality of schoolwork in biology classes. Based on the responses of 313 lower secondary school students, we can conclude that by the end of compulsory education, almost all of them have used smartphones and tablets for educational purposes to some extent, even if the reported use in different school subjects is low. Based on structural equation modelling, which examines the influence of the constructs of support, perceived usability, perceived ease of use, attitudes, and perceived pedagogical impact on the quality of smartphone-based schoolwork, it can be concluded that only perceived pedagogical impacts and perceived usability impacted quality, leading to the conclusion that additional efforts should be made to explore their full potential and the gaps that should be addressed through formal education. Leaving students to their own devices is the worst solution, resulting in a permanent lack of skills, such as the ability to select and interpret information provided through the media.
Ključne besede: attitudes, biology education, quality of schoolwork, secondary school students, smartphones, tablets
Objavljeno v DKUM: 05.06.2024; Ogledov: 136; Prenosov: 8
.pdf Celotno besedilo (1,60 MB)
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5.
School belongingness and family support as predictors of school bullying perpetration and victimization in adolescents : are relations the same for students with an immigrant background?
Katja Košir, Martina Zakšek, Ana Kozina, 2023, izvirni znanstveni članek

Opis: The aim of the study was to examine school belongingness and family support as predictors of bullying behavior and victimization, and the moderating role of students’ gender and immigrant background in a large representative sample of Slovenian adolescents (N = 1925; 42.50% male). The results indicated that school belongingness significantly predicted both bullying and victimization. Family support did not contribute to the incremental validity beyond school belongingness in predicting victimization. Gender was found to moderate the relationship between school belongingness and both bullying outcomes. The relationship between school belongingness and victimization was stronger for students with an immigrant background.
Ključne besede: bullying, victimization, school belongingness, family support, immigrant background, adolescents
Objavljeno v DKUM: 31.05.2024; Ogledov: 165; Prenosov: 9
.pdf Celotno besedilo (891,51 KB)
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6.
Teachers’ impact on the implementation of human rights education in international Indian schools in Kuwait
Radhika Lakshminarayanan, Suzana Košir, 2023, izvirni znanstveni članek

Opis: With globalization, the establishment of private international schools has increased, particularly in nations with large migrant populations. These schools are affiliated to accreditation bodies from their respective country of origin for curriculum and assessment, although they may also be subject to certain norms within host countries. effectuates the official curriculum defined by the accrediting institution into the actual curriculum within the classroom. Although this reflects on all courses taught, it has wider implications in the effectiveness of Human rights education (HRE). This paper investigates key factors that determine the effective implementation of HRE by teachers in international schools, using the case study of Indian schools in Kuwait. By developing the 3I model (Introduction, Interpretation, and Implementation), the researchers determined the causative linkages in the structure and effectiveness of school curriculum for HRE, measured with exploratory factor analysis and structural equation modelling. The results indicate that human rights are not adequately addressed in the official curriculum and the teachcomprehension of human rights influences the application of HRE in the actual curriculum, which may present scope for bias and subjectivity.
Ključne besede: human rights, human rights education, international schools, Indian school curriculum, Kuwait
Objavljeno v DKUM: 12.04.2024; Ogledov: 265; Prenosov: 18
.pdf Celotno besedilo (10,41 MB)
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7.
Exploring factors afecting elementary school teachers' adoption of 3D printers in teaching
Branko Anđić, Andrej Šorgo, Christoph Helm, Robert Weinhandl, Vida Lang, 2023, izvirni znanstveni članek

Opis: Owing to its advantages such as producing durable models and easy accessibility, 3D modeling and printing (3DMP) has become increasingly popular in educational practice and research. However, the results of many studies have shown that the adoption rate of 3DMP among teachers is still low, especially in elementary schools. Therefore, research is needed to expand current knowledge about what influences teachers' decisions to start and continue using 3DMP in elementary schools. To investigate factors that affect elementary school teachers' decisions to use 3D printing in teaching, this study uses a mixed methods research approach combining binary logistic regression with a qualitative thematic analysis approach. Both approaches assembled predictive constructs from a range of theories on (1) technology acceptance and (2) intentions to continue or abandon 3DMP use. Using a sample of 225 elementary teachers from Montenegro, this study empirically concluded that intentions to discontinue 3DMP was slightly more strongly correlated with the predictors (i.e., performance expectancy, effort expectancy, perceived pedagogical impact, personal innovativeness, management support, user interface quality, technology compatibility, social influence, student expectations) than was intentions to continue using 3DMP. Performance expectancy was a significant determinant of teachers’ continued use of a 3DMP approach. The remaining seven factors (constructs) were found to be insignificant predictors. Perceived pedagogical impact and technology compatibility were significantly associated with teachers' decisions to discontinue using 3DMP. Our results also suggest that the time required to use 3DMP during instruction, the impact of 3DMP on the implementation of curriculum activities, and the availability of 3D printers are all relevant factors that influence teachers’' decision to use or abandon 3DMP.
Ključne besede: elementary school, binary logistic regression, continuance intentions, thematic analysis approach, 3D modelling and printing
Objavljeno v DKUM: 26.03.2024; Ogledov: 268; Prenosov: 196
.pdf Celotno besedilo (807,43 KB)
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8.
Effectiveness of health promotion interventions in primary schools : a mixed methods literature review
Joca Zurc, Camilla Laaksonen, 2023, pregledni znanstveni članek

Opis: School-based health promotion interventions (HPIs) are commonly used in schools, but scientific evidence about the structures of effective interventions is lacking. Therefore, we conducted a mixed methods systematic literature review to recognize the HPI structures related to their effectiveness. Based on the inclusion criteria, 49 articles were selected for the literature review. The articles, published in 2011–2022, described 46 different school-based interventions conducted in 20 different countries. The average duration of the interventions was 12 months, and they were implemented mostly with an RCT study design (61.2%) and by targeting children (69.4%). Three main groups of interventions were identified and explained: (1) extensive and long-term interventions; (2) school policy-changing interventions; and (3) highly effective interventions. Effective school-based HPIs included multiple target groups, multiple providers with external experts, and an efficient duration and timing of follow-ups. The implications for educational research and school practice are presented. Evidence on the effectiveness of health-related interventions is still lacking and needs to be addressed in further studies.
Ključne besede: education, school health, health promotion, health education, intervention effectiveness, systematic literature review, mixed methods review
Objavljeno v DKUM: 21.03.2024; Ogledov: 299; Prenosov: 17
.pdf Celotno besedilo (935,20 KB)
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9.
"Here and there one seed sprouts, and then it seems we have done something" : nurturing creativity in elementary schools
Saša Poljak Istenič, 2023, izvirni znanstveni članek

Opis: The Lisbon Strategy and other documents of the European Union advocating for a knowledge-based society have provided the ground for restructuring schools and changing pedagogical approaches to teaching and learning, focusing on creativity and entrepreneurship. One of the approaches increasingly popular in Slovenia has been Edward de Bono's methodology. The article analyses the benefits, controversies, and potentials of de Bono's "lateral thinking" methods for increasing creativity when introduced to children in elementary school courses and extracurricular activities. Based on the qualitative study, it explores how this "pragmatic" approach to creativity is realised in Slovenian elementary schools, and reflects on teaching creativity in schools as a systemic approach.
Ključne besede: creativity, Edward de Bono, elementary school, metaphors, creative ability, elementary education, creative teaching, lateral thinking, Slovenia
Objavljeno v DKUM: 20.02.2024; Ogledov: 308; Prenosov: 17
.pdf Celotno besedilo (231,10 KB)
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10.
Environmental attitudes among youth : how much do the educational characteristics of parents and young people matter?
Andrej Kirbiš, 2023, izvirni znanstveni članek

Opis: Research shows that education increases environmental attitudes, yet there is a lack of studies examining young people’s attitudes and the role of various educational characteristics in youth’s environmental engagement. The main aim of our study was to examine how several educational characteristics of young people and their parents impact youth’s environmental attitudes. We employed a survey sample of 14–34-year-olds (N = 1508; Mage = 19.25 years) collected in January 2020. The impact of five educational variables was tested: maternal and paternal educational level; students’ educational stage (primary, secondary and tertiary school students); educational track of secondary students (vocational, professional and general); and youth’s educational status (currently in education vs. not in education). We controlled for several demographic and economic confounding factors in multivariate analyses. These indicate significant between-track differences in environmental attitudes among secondary school students, while educational status and educational stage have no significant impact on environmental attitudes. In addition, the father’s (but not the mother’s) education increases Slovenian youngsters’ environmental attitudes. As findings indicate significant differences between educational tracks of secondary students independent of their parental education and other personal and family characteristics, educators may want to revise vocational and professional secondary school syllabuses to include an increased number of environmental, climate change and sustainability topics.
Ključne besede: environmental attitudes, educational characteristics, school track, parental education, young people
Objavljeno v DKUM: 16.02.2024; Ogledov: 397; Prenosov: 23
.pdf Celotno besedilo (753,73 KB)
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