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Activation of pupils is an essential part of the teaching process within our schools. In this endeavour, teachers are not always successful, but in prevalent cases they are able to support students and pupils to read the offered work, which might not correspond with their area of interests by using various methods and approaches, and thus gradually broaden their horizons of their perception of the world around. To support the reading during the tuition, we may use variety of activation and motivation methods that shift teaching into the phase of an active engagement of pupils into the class work and beyond. Through a discussion, establishing of a problem or a possibility of alternating a literary work, or maybe other forms of work, a pupil moves from a role of a passive recipient of a piece of information to an active participant in the teachinglearning process. By this approach, not only the reading literacy is developed, but the communication and cooperation skills as well. Gestion to reading should be a priority especially for primary school teachers at the first degree. By their work (especially by an active differentiation) and their overview in the field of children´s literature, they can positively align their pupils in choosing a suitable book. Reading is the best way how to non-violently shape and positively influence the psychological and aesthetical development of children and young people.
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Together with a scientific team we participate in the team that is focused on the study of the relationship between foreign languages and music, at the Faculty of Education, University of Hradec Králové. Last year, there was a pilot study, where we dealt with musical and language memory at pupils in primary education, while the results showed a certain connection between music and language, which was a motivation to implement a research survey with a higher number of respondents. The topic of the paper is represented by results in the research survey, the aim, which was to determine the level of language memory in pupils of the 3rd, 4th and 5th class of primary school and to map the role of music in learning of foreign languages. Using a non-standardised questionnaire, we firstly determined the respondents’ relationship to music and then, based on listening language tests, their level of language memory in relationship with music. There were 403 respondents in the research. The Spearman´s correlation coefficient, the Mann-Whitney test and the T-test had been chosen for data processing. The results showed a higher success in language memory in pupils of the 3rd year, who attend primary art school. This inter-connectedness brings further challenges to research in the fields of learning of foreign languages.
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This article discusses humorous presentations of the school system during the coronavirus pandemic in visual-verbal internet genres (image macro memes and viral photos) in the context of topical humor. Internet genres are analyzed in relation to topical joke cycles. They are divided into three groups according to the most frequent topics: 1) the implementation of epidemiological measures to combat the spread of the coronavirus in schools, 2) the organization of the teaching process during the pandemic, and 3) the reaction of teaching staff to instructions and statements from educational leaders. The analysis reveals connections between the investigated examples and the news as well as satirical presentations of educational leaders. An attempt is made to analyze how humorous effects are achieved in these visual-verbal internet genres. The research focuses on examples posted on the social network profiles of two active web pages in the education system – Nastavnici.org and Srednja.hr – from the beginning of the pandemic in March until the end of September 2020.
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This paper presents an application of the explanatory model aimed at formulation and institutional development in the field of the Croatian upper secondary vocational education. Data was collected via 17 in-depth semi-structured interviews with informants directly involved in formulating relevant policy documents from the independence onwards. Informants were affiliated with competent central state entities, counties, employers’ associations, trade unions and relevant international organizations. The overall thesis that central state actors hold the greatest positional power over key institutional features such as financing, learning content and standards of delivery, is but partially validated. Indeed, central state actors represent the most powerful group. However, dynamics are predominantly structured around workings of two relatively stable and competitive coalitions: “the educational” vs. “the economic”, with the affiliation of central state actors commonly split between these two coalitions.
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Today's class organisation and types of work have not changed much through history. The changes that have occured penetrate slowly into educational systems. New solutions and educational organisation should be carefully planned in order to improve the effectivness of education. This research aimed to investigate the advantages and disadvantages of different practices, to evaluate the effects of group work and compare it to other types of work. Group work, emanating from developmental and social psychological traditions, confirms the importance of interaction in classrooms. The main aim of this research was to study its effects on pupils' achievement, attitudes to schooling and social climate within classrooms, to find out whether group work led to learning and motivational increase and to give further recommendation.
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The subject of this paper is the application of sculptural studies in the primary school. The goal of the research is to examine and determine the prevalence of the application of techniques in the primary school grades. The problem of the research is whether the teaching of art studies is realized according to the current curriculum in the primary school grades III and IV. The sample consists of 214 students and 10 teachers. The research methods selected for deriving relevant conclusions are: descriptive method, theoretical analysis method, historical method. Results obtained through a survey questionnaire, related to the surveyed teachers, about whether they represent fields of art equally in their art classes, are that they answered in the representation of 100%, as well as the majority of students (96.26%) who answered affirmatively to the same question. In answering the question what the most art classes are about, the majority of students (82.71%) answered drawing, while the remaining 18.69% answered that they usually paint.According to the students, the areas of art are not equally represented in teaching, as shown by the results of a survey conducted among teachers. With this paper, it has been determined that is not fulfilled or equally represented in the art studies. And that the two fields of art, drawing and painting, are the most represented, while the often left out or insufficiently processed, continue to introduce students to other techniques.
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The paper presents a research conducted with the aim of assessing student achievement in reading and comprehension of the reading text by teachers and researchers. Such assessments contribute to a better understanding of the reading process and the types of assignments used in comprehension tests. The study involved 200 students, one hundred in each of the control and experimental groups, who were equals of gender, reading and writing achievement results and parents‘ educational structure for better assessment,. The results of comprehension tests show a positive effect on student achievement after the involving the experimental procedure. Quantitative analysis has found a high correlation of the evaluation criteria with the subjects of the experimental group and the examiners against with the subjects of the control group.
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The aim of this paper was to validate the Elementary School Class Teacher Competency Questionnaire based on seven quality standards promoted by The Teacher Development Network, which are the basis for improving learning and effective teaching, for the certification of teachers in practice and the preparation of future class teachers. For that purpose, we explored the attitude of 217 elementary school teachers teaching fourth graders and 45 principals. The Elementary School Class Teacher Competency Questionnaire for teachers measured seven dimensions: basic teaching knowledge– items 1 -7; communication skills – items 8- 12; effective teaching practice – items 13-22; evaluation – 23-27; problem solving – items 28 and 29; fairness – items 30 and 31; and professionalism – items 32 – 35. Analyzing items which belong to particular factors, we restructured the questionnaire and singled out new factors. Thus, the following new subscales in the Teacher Competency Questionnaire were found: basic teaching knowledge– items 2, 3, 5, 6 and 7; communication skills – items 8, 10, 11 and 12; effective practice and problem solving – items 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 28 and 29; evaluation and fairness – items 23, 24, 25, 26, 27, 30 and 31; professionalism – items 32, 33, 34 and 35. In the Questionnaire for principals seven subscales with 38 items were retained. In terms of the Elementary School Class Teacher Competency Questionnaire for teachers, the research results showed a high reliability of the individual subscales as well as of the overall instrument, while the validity of the Elementary School Class Teacher Competency Questionnaire for principals is debatable. We had only 45 participants out of which only 32 were acceptable, so the results did not show a clear factor analysis which jeopardized the reliability of the instrument, because when an instrument does not have satisfactory validity, no matter how high the reliability is, it is debatable.
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Based on the analysis of the Islamic religious education textbooks, this research aimed to explore the nature of content with respect to its formative and informative character, as well as to investigate the teachers’ stances about the character of the ecology content in the elementary school textbooks of religious education. The starting assumption was that the research findings would show that the ecology content in elementary school textbooks of Islamic religious education is by its nature both formative and informative. We used a theoretical analysis method, a content analysis method, and a descriptive analytical survey method. The research corpus comprised Islamic religious education textbooks, and the sample consisted of 100 religious education teachers from Tuzla and Zenica. The findings related to the teachers’ stances showed that the majority of teachers consider that formative and informative ecology content is not sufficiently represented, but that theformative ecology content is present more. On the other hand, the results of the content analysis indicated that informative ecology content is more present than the formative content.
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The paper presents the way in which libraries of religious schools – madrassas operate and whether their work is satisfactory and in accordance with the standards. The results, which were obtained by administering a survey, will be presented and analyzed in detail, along with guidelines and instructions on how to change the current situation and to make the work in school libraries of the highest quality possible and as purposeful as possible. The research indicated some of the basic problems that school libraries of madrassas are facing nowadays, and the current situation in these three school libraries. Some of the issues tackled in this paper are: the state of school library stock, library space, space for independent and group work, as well as the analysis of technical equipment and library staff. Special attention is paid to information literacy, which is today one of the key competencies for every librarian, as well as for all their students and users.
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Review of: Edina Nikšić Rebihić - Irene García-Moya "The importance of connectedness in student-teacher relationships: Insights from the teacher connectedness project", Cham: Springer Nature Switzerland, 2020, 127 str.
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Context: In the current period, researchers in the field of physical education (PE) have highlighted the need for a theoretical component to support practical activity. This aims to provide students with a rational understanding of the objectives, principles and concepts underlying this discipline. Objective: The Covid-19 pandemic forced the Romanian government to move the educational process to the online environment. So, given this situation, we tried to find out if the PE teachers chose to teach theoretical content during this period. Procedure: A two-part questionnaire was designed for PE teachers: in the first part demographic information is requested, and in the second part, they were asked to provide answers to 8 items. For each item in the second part, teachers had to choose from 5 answer options built on the likert scale: <Not at all>, <A little>, <Enough>, <Much>, <Very much>. Results: The teachers said that they taught <Much> or <Very much> nutritional knowledge (43%), behavioral knowledge 48% and information about famous athletes (46%). But, 53% of them said they used the PE textbook <A little> or <Not at all>. Conclusion & Recommendations: During the period in which physical education took place online, the teachers stated that they taught a vast theoretical content. However, for the most part, the contents taught were not those in the PE textbook. In the future, clearer delimitations of the importance of theoretical knowledge are needed, as well as clarifications regarding the theoretical contents that must be mastered by students.
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In this study, the factors affecting student satisfaction with student information systems have been investigated by applied Technology Acceptance Model and rust. Partial least squares structural equation modelling implemented to study these factors. 400 authentic responses from overseas students in a large number of universities located in Jiangsu province China have been evaluated. The statistical investigation findings demonstrate that student trust has a considerable effect on student satisfaction; meanwhile, the behavioural intention of use has no significant impact on student satisfaction.
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The latest studies have shown that the parameters of physical development of children with hearing loss are attracting the attention of the scientific community. However, there are few studies that investigate changes in the physical condition of deaf children after improving physical education. The purpose of this work is to study the physical condition of deaf primary school-age children and develop a corrective program using methods of physical education. The study included 72 deaf children (to the experimental nEG=37 and the control group nCG=35) and 28 primary school-age children with normal hearing. The choice of research sample was random and the age of the children ranged from 6-10 years old. The physical condition of the schoolchildren was determined using a set of medical and biological methods: blood pressure measurement, heart rate calculation according to the electrocardiogram R-R interval, spirometry, electrocardiography, echocardiography, physical work capacity (PWC150) test, measurement of catecholamines using E. Matlina’s method, and anthropometry. The experimental physical education program consisted of a set of physical, breathing and posture exercises as well as physical games. Games were divided by complexity, level of perception, physical intensity, and impact on the body. It was determined that deafness negatively affects anthropometric indicators, the respiratory system, and the functional condition of the sympathoadrenal system, but does not affect the morpho-functional values of cardiac performance in primary school-age children. The study proves the effectiveness of adopting exercise programs based on physical games as a means of correcting the physical condition of deaf children. The study confirmed that the implementation of exercise programs for the correction of the physical condition of deaf primary school-age children by means of physical education based on physical games in the daily routine of special boarding schools has a positive effect on the children’s respiratory, cardiovascular and sympathoadrenal systems.
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Goal: The identification of the effectiveness of the application of dynamic stretching (DS) and static stretching (SS) during warm-up and cool-down, in regards to lower body flexibility. Participants: 206 boys and 91 girls, first- and second-year students of the Dunărea de Jos University, Galați, involved in over 90% of the physical education lessons over the course of both semesters of the academic year 2018-2019, for 28 weeks, 1 module/2 hours weekly. Results: The statistical calculation performed with ANOVA, with repeated measurements indicates the existence of significant progress (values of F<.05), for both genders, in most of the applied tests, but the size of the effect (Partial eta squared/Ƞ2p) shows a weak influence of the independent variable on the flexibility values in half of the analyzed cases. The average values of the girls' performances are significantly superior to the boys' results, in 6 out of 8 tests. Conclusions: The stretching types used during the physical education lessons are effective, producing results in regards to flexibility and to the initial, reduced training level, however, in order to get stronger effects, one physical education lesson per week is not a viable solution to achieve long term favorable adaptations.
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The article briefly discusses the main models of providing primary education in the leading countries of Europe, in particular, the organization of the educational process. Against their background and as a result of historical consideration (the long experience of the totalitarian regime), it is shown how post-Soviet Ukraine reached its transitional system of primary education. The international value of the article lies in the demonstration of the historical totalitarian influence on primary education in comparison with the countries of ancient democracies. The article may be of interest to educational historians, specialists in comparative pedagogy, etc. Goals as a determining component in the system of primary education were formed under the influence of state educational policy, the needs of society, school practice, research in the field of primary education. The invariant goals of primary education in the chosen chronological framework remained the all-round development of children of primary school age; upbringing of high moral qualities in them, the development of their mental and physical abilities, in accordance with the prevailing social and political system, acquired a communist or national connotation. It is proved that Ukrainian primary education is still at the initial stage of borrowing pan-European value and methodological systems.
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Objectives and Requirements for the IGCSE, AS and A Level in Some Coursebooks Designed for These Exams. The IGCSE, AS and A level Spanish exams are exams of different language levels that belong to the Cambridge curriculum. Romanian students and not only, in some private secondary schools, can choose either this type of exam or the national high school exam, both of which offer the possibility of university entrance. In addition to the syllabus, Cambridge provides teachers and students with materials for preparation, assessment and self-assessment. Likewise, teachers have training courses and interaction with other teachers. The Cambridge coursebooks used in a private school in Romania, Transylvania College, are analyzed, the purpose of this study being to observe how they are reflected and if the objectives and requirements of the curriculum are met in the content of the manuals studied. Regarding the content and activities proposed in the manuals, we intend to check how they meet the needs of the students and finally, how they prepare them for those exams.
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In Plato’s “Republic”, it is outlined the conception of the ideal human society. The paper examines the meanings of “justice” and “partiality” and their place in the governance of a “city.” Plato establishes a theoretical concept about what education means for both the individual and the state, focusing on the important role of educating the guards of the city. The Greek philosopher claims that the protection of citizens, laws and customs depends on the education of guards. For education to be complete, it must include: literature, music and gymnastics.In the first volume of the Open Society and Its Enemies, Karl Popper challenges the Platonic ideal of state stability with its rigid class divisions. Plato’s education system is attacked because it is designed as a tool to maintain class governance and to ensure that the mass of the people depends entirely on leaders.Popper develops, in his work, a critique of historicism and thus defends the open society and liberal democracy. Plato is considered a sympathizer of totalitarianism. Popper is extremely critical of the idea that the state should have complete authority and control over education, in addition to ensuring that all people have access to education.The purpose of this study was to analyse the concepts of education of Plato and Popper. The study focuses on Plato’s theory of the Republic and Popper’s critique of the education system. The results of the study indicate that education, regardless of its form, mass political project (see Plato) or critical analysis of a community (Karl Popper), is the cornerstone for the healthy and harmonious development of any society.
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The name Blaze Koneski finds an essential place in the textbooks on the subject of Macedonian language for primary and secondary education. In the year of 2021 a 100 years have passed since his birth, therefore, that same year was commemorated as a year in honor of Blaze Koneski. At the same time, 2021 has also been declared an International Year of Peace and Trust by the General Assembly of the United Nations where the Republic of Macedonia joins the celebration of the International Year with a special program that will be dedicated to the great Macedonian patron, Koneski. His birthday is also inscribed on the UNESCO List for celebrating significant anniversaries in the world during 2021. The program, which is part of the calendar of important international anniversaries, is joined by several institutions, ministries, associations in the country and abroad, including the National Bank and the Macedonian Post, which will aim to issue a gold coin and a postage stamp featuring the portrait of Koneski. This is where the inspiration and the idea to review the life and work of Koneski in the textbooks in primary and secondary education emerged from.
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