Iskanje po katalogu digitalne knjižnice

Opis: School tracking has been introduced as a means to provide skills the labor market demands, and as such has been in place for several decades in most Organisation for Economic Co-operation and Development (OECD) countries. The time is thus ripe for a critical review of the effects this has had on the equalities in education and opportunities later in life, and on the quality of vocational education in general. A synthesis of the existing literature reveals gaping holes between the dreams of superior vocational education and training that educational tracking ought to deliver, and the realities of lost opportunities and facilitated inequalities, especially in students with poor socioeconomic background, weak social capital, and sparse social networks. This is all the more true the sooner educational tracking comes into effect. While most OECD countries will start tracking students aged 15 or 16, some countries, such as Germany, will start doing this as early as age 10. Our review shows that this can have catastrophic consequences for students that for various reasons perform poorly early on, as they are indeed unable to recover due to the Matthew effect and preferential attachment in social networks, both of which punish false starts in life and reward first movers. To remedy the situation, we propose educational tracking be held off until later in life, and even then be undertaken with flexibility and late bloomers in mind. We also propose to restructure vocational education by decreasing the degree of curriculum differentiation, by allowing broader vocational education curricula, and by decreasing the number of training occupations in order to account for the changing labor market dynamics.
Ključne besede: vocational education, network, preferential attachment, educational system
Objavljeno v DKUM: 17.09.2024; Ogledov: 0; Prenosov: 5
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Opis: Success breeds more success, the rich get richer, and the powerful get even more powerful. These are often true in human societies and describe the situation where whatever advantages one has in life frequently beget further advantages over time. The social sciences often describe this phenomenon as the Matthew effect of accumulated advantage, and it is known as preferential attachment in network science. The starting point of the process is often due to the first-mover advantage, under which the first person that achieves something will receive recognition and praise at a rate significantly higher than a person who achieves the same at a later point in time. All this boils down to the fact that unequal opportunities early on in education can translate into greater inequalities later in life. A major goal in the Turkish education system is therefore to ensure equal opportunities as well as equal quality of educational processes starting in preschool and beyond. This study explores the thought processed that have led to the implementation of procedures toward this goal, compares the current state in Turkiye with other OECD countries, and outlines future steps that are in the making for reaching targets throughout the educational system.
Ključne besede: educational equality, Matthew effect, cumulative advantage, preferential attachment, education policy, preschool education, educational systems, cooperation, social physics, government
Objavljeno v DKUM: 27.05.2024; Ogledov: 226; Prenosov: 20
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Opis: Purpose: At a high-security psychiatric hospital in the UK, the Understanding Intimacy and Relationships (URI) psycho-educative group therapy was developed in an attempt to provide a therapeutic input for interpersonal difficulties displayed by patients with sex offending history. This study aimed to conduct a preliminary evaluation of the URI group effectiveness for sex offenders. Design/Methods/Approach: A longitudinal study with three groups of participants – sex offenders (n = 9) and non-sex offenders (n = 9) that completed the URI group, and the control group (n = 10), which were assessed at two time points was conducted at a high-security psychiatric hospital. Each group filled out three questionnaires at both timepoints – IIP-C, UCLA Loneliness Scale, and ECR-R. Findings: The results suggest a decrease in feelings of loneliness for both groups of patients that completed the URI programme, and a limited reduction of interpersonal difficulties. Results of within-subject changes regarding interpersonal difficulties among patients in URI group did not statistically significantly differ from the result of the control group. Research Limitations/Implications: The most evident limitation of the study is a very small sample size and lack of objective measurement of patients’ difficulties in interpersonal relations. Practical Implications: The findings suggest that the URI programme might have a limited effect on sex offenders due to the unsuccessful implementation of the Risk, Need, Responsivity Model, although several study limitations were present potentially affecting the outcome. Originality/Value: Longitudinal evaluation effectiveness of a clinical intervention for patients with sex offending history at a high-secure psychiatric hospital.
Ključne besede: sexual offenders, attachment style, loneliness, psycho-educative group therapy
Objavljeno v DKUM: 13.04.2023; Ogledov: 356; Prenosov: 20
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Opis: In the theoretical part of this paper, the author gives answers to the question of whether a real attachment relationship can exist between a child and a non-maternal caretaker. She mentions the established methods of measuring the child's attachment to the kindergarten teacher. She presents The scale of child's attachment to his/her kindergarten teacher (CAKT), which is based on authors previous findings and the experience of other authors in the forming of psychological instruments of this type. The scale was tested in a research which involved twenty-five kindergarten teachers who participated in the evaluation of 178 children (49.4% boys). Children ranged in age from 3 to 6 years. The purpose of the study was to investigate the dimensionality and internal consistency of the Scale. It was established that the psychometric characteristics of the Scale were adequate. This paper also presents the limitations of the research, which should be considered in the interpretation of the obtained results. Replication studies using clinical groups and samples from different cultures will be needed to assess a possible generalization of the presented results.
Ključne besede: navezanost, predšolski otroci, vzgojiteljice, socialno vedenje, ocenjevalne lestvice, merjenje, psihometrična analiza, attachment behaviour, preschool children, kindergarten teachers, preschool teachers, social behavior, measurment, scales
Objavljeno v DKUM: 10.07.2015; Ogledov: 1790; Prenosov: 47
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