Tekstipäev 2013
Report on the conference “Tekstipäev 2013” held at University of Tartu on 6th of December 2013.
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Report on the conference “Tekstipäev 2013” held at University of Tartu on 6th of December 2013.
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Since its formation, an important task of the Islamic Community in Bosnia and Herzegovina has been to establish and manage its own education system. Ever since the late 19th century, education of the Islamic community is torn between Muslims’ actual needs and realistic possibilities, between vocational education for the needs of the Islamic community and education that encompasses as many pupils and students as possible. Debates about education abound with conservative and reforming approaches, interference by state administrations, tardiness and indecisiveness of the structures of the Islamic Community. The paper identifies the following four stages of Islamic education: the period of educational isolation, educational inclusion, educational marginalization and educational relevance.
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In this research, based on the drawings made by primary school students, "Examination of Primary School Students' Paintings in Terms of Color Use" constitutes the main purpose of the research. In this research, which was designed in accordance with qualitative research methods, observation and document analysis techniques were used. In the research, first, information about the concept of color was given, and then the paşntşngs of the students, who were examined and evaluated in the light of this information, were presented with examples. The participants of this research, in which the qualitative research method was chosen and used, consisted of a total of 45 students, 21 girls and 24 boys, studying in different classes in Sakarya. Considering the length of the article in the research, 22 paintings selected as examples from the participants were examined and evaluated. While examining the pictures, demographic characteristics such as gender and age were compared. While collecting the data in the research, students were asked to paint with pastel paints depending on the topic of "my colorful world". As a result of the research, the conclusion section was created depending on the data of the research. In this study, important results were obtained about the use of color in the drawings of the students. A significant difference was observed between the painting works of the primary school students participating in the research and their gender characteristics. Different uses were observed in terms of the use of color in the drawings of male and female students. It was observed that female students preferred primary and secondary colors more than male students in the use of colors. On the other hand, it has been observed that the primary colors are the most preferred colors by male students in terms of color use compared to female students. When the students' painting studies were examined according to age differences, differences were found in terms of color use. It has been observed that the use of color diversity has been observed as the age progresses, depending on the painting characteristics of the students between the ages of 7 and 10. With the increase in the perception of reality as the age increases, it has been determined that the real color of the figures and objects is tried to be used in the use of colors in the paintings of the students. As a result of these findings obtained in the research, suggestions were made about the use of color by the students.
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The study analyzes the evolution of the institutional framework of vocational education in Transylvania during 1850-1914. It examines the legislation that has been developed over time and which has governed this type of education. Comparisons are also made with the evolution of the similar education system in Austria and the Kingdom of Hungary. It is also analyzed the context in which the first schools were founded. The analysis reveals that these schools appeared for practical reasons and their organization was made on the fly, both from an institutional point of view and in regard to the curricula, the basic principle being to satisfy the needs of knowledge in the technical and commercial fields, and to train the students with a minimum qualification, according to local requirements. Therefore, at the beginning, the state was not involved in any form of financial support, the latter being provided by private entities or communities. It was not until the end of the 19th century that the state became more obviously involved in terms of both legislative regulations and the financing of real and commercial schools. At the end, a series of quantitative data are presented that reveal the evolution of this type of education in terms of the number and type of schools, the rhythm in which they were founded, data on the number of students who attended them, the language of instruction, and a list of their type, place and year of establishment.
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The crisis of the outdated education system in Ukraine has led to radical changes at all levels. One of such vital changes in 2016 was the New Ukrainian School reform introduced by the Ministry of Education and Science of Ukraine. It relies on critical theories of the postmodern philosophy of education. They are as follows: toleration of difference, rejection of stereotypes and child-centeredness; transformation of teacher’s authority and roles; individualization of the educational process. Importantly, the New Ukrainian School reform has been launched in primary school as a fundamental part of the whole education system. In this regard, it is crucial to train primary school teachers of the new generation who will be able to implement the ideas of the New Ukrainian School. Consequently, it is extremely essential to update the system of corresponding training in higher education institutions in Ukraine. Therefore, the article aims to justify how future primary school teachers are trained for purposes of the New Ukrainian School in the postmodern era.
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Perfectionism amongst young children is a phenomenon that has just recently become a topic for research. In a highly competitive society, orientation towards performance and the attainment of very high standards coincide with the necessity to create a perfect “self” for the child. In this context dominated by the interest to create optimised children, we can talk about the development of a type of behaviour with perfectionist tendencies, whose consequences have started to draw the researchers’ attention during the past decades. Although perfectionism can be both positive and negative, research findings have shown that there are numerous factors that contribute to the development of maladaptive perfectionism in children, even from an early school age. The purpose of this research was to focus on the positive side of this personality trait by measuring the connection between the independent variable of perfectionism and the dependent variable of school performance, by also taking into consideration variables such as the parents’ influence and the competitive spirit in the educational background. To this effect, the instrument we used to measure positive perfectionism was the Questionnaire on Orderliness [Q3 factor: Perfectionism] on a sample of 101 participants, both parents and children, whereas the instrument we used for competitiveness was the Competitiveness Scale Questionnaire [HICs] on a sample of 51 subjects, consisting only of fourth graders. The obtained data were organized in Excel spreadsheets based on the Pearson correlation coefficient, in order to establish the connection between the variables. The main result of this research is that the subjects focus on quantitative results and on developing strategies to get higher grades, rather than on an efficient learning process. This study has opened up numerous research opportunities on the topic of perfectionism in the young schoolchildren.
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This study investigates the effects of computer games on teenagers in Famagusta, Turkish Republic of Northern Cyprus. Most games are inspired from other media as books, TV, films, etc. For this kind of media entertainment, the term ‘passive entertainment’ is used. However, computer games and video games are considered as ‘interactive entertainment’. Computer games are interactive because they make people to feel that they are inside the story. 400 teenagers, 200 boys and 200 girls participated in this research from four different schools in Famagusta. Two of the schools are high schools and two others are secondary schools. Each participant completed a questionnaire with 35 closed-ended questions. The data were collected and analyzed by using SPSS 10.00 program. Using the data gathered with the questionnaire, whether playing computer games affects the children’s school performance; whether decreases their participation on social activities; whether evokes aggressive behavior; and whether causes the feeling of loneliness is discussed.
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he school system of Bosnia and Herzegovina principally consists of three curricula: the Curriculum of the Federation of Bosnia and Herzegovina, the Curriculum of the Republika Srpska and the Curriculum of the Brcko District. Although at first glance it’s only stratiied into three parts, it is even more complex in practice. For example, in the Federation of Bosnia and Herzegovina, each canton (ten of them) has the opportunity to adopt a curriculum based on the Framework Curriculum of the Federation of Bosnia and Herzegovina. In the Republika Srpska, we have other complexities, including the impossibility of attending classes in Bosnian and Croatian, which is the constitutional right of the constituent people, but only attending classes in “language of Bosniak folk” and “language of Croatian folk”. Such a complex educational system in the scientiic-research sense is extremely interesting because it sets a precedent in modern educational systems. However, in this paper our focus is not on the formal educational structure of Bosnia and Herzegovina, but we have focused on the content capacities of curriculum in literature which, in addition to grammar, is the dominant area studied in Bosnian, Croatian, Serbian and literature. he focus of our interest was to investigate the extent to which Mostar writers are represented in primary school curriculum in Bosnia and Herzegovina and to analyze which literary works by Mostar writers are represented.
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Family communication with all its specificities has a significant impact on the functioning of its members. This means that the effects of family communication are woven into all segments of the life and work of the persons who make up the family community. Emphasizing the importance of family education, the aim of our research was to use an empirical non-experimental research to examine the connection between the types of family communication and the success of students in mathematics in the fifth grade. 161 fifth-grade students from two Banja Luka schools and the same number of parents participated in the research. Statistical significance was determined between the final grade in mathematics and violent and nonviolent communication, and between autocratic and democratic communication and the final grade in mathematics, as well as between violent and nonviolent communication and success on the knowledge test and school achievement in mathematics.
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Learning any type of material or any activity can be a burden for an individual. If we are dealing with individuals at younger age periods, then that burden becomes even heavier. Practice shows that students are generally not willing to learn, and there are more and more educators who are dissatisfied with the way students learn at all age levels. We should look for the result of dissatisfaction in the causes, and the task of educators should be to instruct students to primarily learn to learn. Dissatisfaction should be sought in the causes, and the task of educators would be to instruct students to primarily learn to learn. The goal of the paper is a consistent theoretical review of learning to learn, viewed through a kind of "binocular" of the author for the analysis of the problems of learning to learn, based on "listening" to practice. Using the method of theoretical analysis, we elaborated the theoretical foundations and performed an analysis of the available literature on the issue of learning to learn, observing the same in its way through permanence, determinism, integrative, multi-layered dimension, and intellectual education. reviewing the literature that deals with the issue of learning, we tried to point out the importance of the same, to develop theoretical foundations that will help all those who are engaged in educational work in developing awareness of the importance and popularization of this issue on the one hand, and on the other hand, it can represent a foundation for some future research.
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Petar Mandić is one of the most outstanding educators of the 20th century, not only in Bosnia and Herzegovina but also further. In the focus of Mandić's pedagogical work were many questions and answers related to improving school work and teaching. The theoretical study aimed to analyze and present the value of Petar Mandić's pedagogical and didactic ideas for improving educational work in school and the teaching process. Petar Mandić's scientific research covered various fields of pedagogy, psychology, and other related sciences. Mandić's pedagogical ideas shed light on family pedagogy, the history of pedagogy, methods of educational work, preschool pedagogy, home pedagogy, comparative pedagogy, pedagogical psychology, andragogy, teaching methods, pedagogical methodology, and other scientific disciplines. Contemporary didacticians find Petar Mandić's ideas theoretically and methodologically grounded, thematically and structurally articulate, and characterize them as a courageous scientific endeavor accompanied by a critical and creative attitude towards theoretical sources and technical and technological novelties in teaching. The value of Petar Mandić's didactic ideas refers to the orientation towards new, modern and productive solutions (team teaching, dual progress plan, school without classes, flexible class schedule, micro-teaching, individually planned instruction), instructions on the application of innovations (use of computers and educational television in teaching process) and knowledge about the electronic classroom and individualized instruction.
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By dismantling the legal and pedagogical realities of Romanian education, which drew their sap from traditional principles and values, the European establishment has imported in recent decades new styles, trends, ideologies and axioms in order to create, with the help of official education, a new model of personality. A model of the educable who is predisposed, in exchange for his own freedom, to accept the ideas of the "great" projects of globalisation and of "sustainable development" that prescribe his living space, his recipe for food, air and water, the lanes to travel and even the way to think.
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Review of: Naida Gadžo, Savremeni metodički pristup početnom čitanju i pisanju, Bosanska knjiga, Sarajevo, 2021.
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Education is one of the basic indicators of women's status in society and also one of the means by which women have been able to enter professional and social life. The study examines contemporary views on girls' and women's education during the existence of the First Czechoslovak Republic. The intention is to outline what society's attitude to the issue was in the democratic conditions of the newly established state and to capture the changes that occurred in comparison with the previous period.
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Aggression, bullying, or reducing human dignity by insulting and humiliating others is a deplorable act that should be punished by society. It is unacceptable behavior in building interpersonal relationships. Anyone who has met a bullied individual and recognized their trauma and suffering will surely agree with us that there is no doubt about the seriousness of this issue. In our article, we deal with the most frequently occurring sociopathological phenomenon in schools, specifically in secondary schools, so we deal with bullying in more detail.
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The paper provides a theoretical insight into the topic of attachment and its impact on the educational process. The quality of attachment is presented here as a potential factor of school success, as a risk factor in the development of problem behavior and deficit social competencies of a pupil with a less favorable type of attachment. The paper concludes by outlining the possibilities of the teacher, particularly the class teacher, in supporting pupils with a less favorable type of attachment.
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The needs and demands of the labour market indicate a shortage of many occupations, among which there are often different profiles in the field of engineering and technology. Since children should be encouraged and directed towards such professions already in elementary school, it is certain that their attitudes and interests can be influenced by school education. Therefore, in this paper, an investigation and analysis of students' attitudes and interests towards career development in the field of engineering and technology was conducted. The study was conducted on a stratified sample (N = 2155) of primary school students. The analysis includes gender and age differences in their direct interest, attitudes toward occupations, experience levels, and career aspirations. The t-test and one-way ANOVA with Scheffé post-hoc tests were used to analyse the collected data. The results show that they are very interested in activities related to engineering and technology and that they understand the reasons for choosing a career in this field. However, there are significant gender and age differences in their own aspirations and perceptions regarding these occupations, as well as in their experiences. At the same time, girls are significantly less interested in careers, experiences and activities in technology compared to boys. Although students in lower grades are more interested in engineering and technology, they are less likely to pursue activities, jobs, and careers in this field compared to students in higher grades. These findings point to the need to adapt content and activities to appeal equally to girls and boys, including changing pedagogical approaches, teaching styles, and more investigation and design activities in the classroom. Age adaptation requires changes in curriculum implementation, particularly in computer science instruction, more meaningful hands-on activities, investigation, and integrated activities, and more time for such activities in the primary school curriculum.
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Recently, the topic of violence in schools is being addressed more often as part of research studies. So far, very little is known about vertical violence that ascends from teachers and other staff towards the school principal. The aim of this study was to examine the association between experiencing violence in the workplace and satisfaction with work and life among primary school principals in the Republic of Croatia. This study included a total of 483 principals (27.7% male and 72.3% female) from different regions across the Republic of Croatia. Relevant data were collected using the Socio- Demographic Characteristics Questionnaire, the Workplace Harassment Scale, the Life Satisfaction Scale, as well as the Job Satisfaction Survey. Our results show that as many as 55.5% of the participants reported experiencing at least one form of violence in their workplace on a regular basis, while 40.8% reported experiencing some form of violence more rarely. Only 3.7% of the participants reported that they had not experienced any form of violence. Based on correlation analyses, we found that principals who were more likely to experience violence in the workplace reported lower work and life satisfaction. In addition, regression analyses showed that violence experienced in the workplace was a statistically significant individual predictor of job satisfaction. Principals who were more likely to be exposed to violence in the workplace also reported lower life satisfaction in general and job satisfaction was a significant mediator in this regard. Our findings highlight the need to prevent incidents of school violence against principals since this could result in harmful consequences with respect to the school staff and their relationships, and subsequently reflect poorly on the students and reputation of the school.
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The pandemic, the abrupt suspension of the state of alert, the war in Ukraine and the socio-economic crisis it has created, have taken a heavy toll on all of us, and we are still feeling the negative effects! Rapid changes in the situation, the risk of illness and loss of life, experiencing illness or loss of loved ones, isolation, lack of access to cultural activities, online or hybrid schooling, anxiety and depression have had and continue to have a negative impact on the development of children and adults alike. In such a context, the motivation for learning activity of young schoolchildren has often decreased as has their ability to concentrate and perform academically. The quality of teaching-learning-assessment has decreased and teachers' performance has also changed substantially. Conflicts between children, parents and teachers have multiplied and school seems to have become a torment for everyone.
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Considered a 'silent emotion', boredom is not often seen as a topic worthy of study in terms of school problems faced by children. But is it really that quiet? We hear so often from students nowadays that they are bored, whether we are talking about school situations, time spent at home or even when they are in groups of friends. Based on a sample of over 1800 children in Romania during the pandemic period (2021), the present research was initiated by the interest to investigate boredom and its correlates among children. We conducted a secondary analysis of data collected through the international survey "Child well-being in Romania". The results of the present quantitative research indicated that boredom is significantly more common among 12-year-olds than among 10- and 11-year-olds and is more likely to be found among children who do not often engage in sports activities and those who frequently use social media. Also, contrary to our expectations, there seems to be no gender differences in boredom at this age. According to statistical analyses, children who experienced boredom during the pandemic also experienced feelings of sadness and stress (positive correlation). Several negative correlations emerged between boredom and others variables like: well-being, feelings of happiness, self-satisfaction and the idea of a positive future. The results of this study show that feelings of boredom certainly have to be considered in studies of children's problems.
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