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The Supplement to Textbooks of Current Croatian History is a handbook for history lectures, which was ordered by the Croatian Ministry of Science, Education, and Sports after the five-year moratorium on teaching current history in the Podunavlje region expired in the 2002/2003 school year. This easternmost region of Croatia remained under the control of local Serbs after the end of the 1991-1995 conflict, and was returned to Croatian sovereignty in 1998 after a transitory period under UN administration and the signing of an agreement between the Croatian government and the local Serb population. Part of the agreement included the decision that instruction in Podunavlje for Croat and Serb children would take place in separate classrooms, and that a five-year moratorium on teaching contemporary Croatian history in classes taught in the Serbian language would be imposed.
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This article discusses the issue of phraseological meaning from the cognitive culture-oriented perspective, which is based on two key assumptions. The first is that language and culture are two separate and interacting semiotic systems, while phraseological units are the products of this interaction. Thus, phraseological meaning is formed as a result of inter-semiotic transposition, i.e. transfer of some conceptual information from nonverbal signs of culture system into the verbal ones of the language system. The second assumption results from the first and stipulates that phraseological meaning is a two-strata structure, the surface stratum and the deep stratum. The deep structure encloses the conceptual foundation based on cultural elements and the surface stratum is its embodiment into language signs. We have chosen the semantic field of emotions to put in practice the cognitive culture-oriented analysis. Anthropologists have proven that emotions are not simply physiological reactions of human bodies, they are also the result of people’s cultural interpretation of extra-linguistic reality. Thus, we shall try to identify the conceptual information that underlies phraseological units depicting human emotions.
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The article presents a quantitative research study that revealed the specificity of collaboration between teachers and support teachers in meeting the special educational needs of students in the context of inclusive education. The contribution of the paper is to expand the understanding of ways of collaboration for inclusive practices between teachers and support teachers in the Republic of Moldova. The results obtained illustrate the perspectives and factors that contribute to the development of partnership teaching practices in the inclusive classroom
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Motivation is one of the most important prerequisites for school learning. The channeling efforts towards the construction and endowment of a school, towards the training of teachers are in vain without a solid motivation for students' learning. Self-regulation of learning also includes that of motivation (self-motivation). This requires students to have motivational learning strategies and tools used to maintain or increase their motivation while completing a learning activity. Parents consider a child motivated when he wants to have good results at school, does not expect to be "pushed" from behind and is appreciated by teachers. Among the motivational strategies and tools used at home and at school, the following stand out: increase hope; communication; engaging the imagination; encouraging self-motivation and involving the child in decision making; cultivating effort. At school, the teacher's enthusiasm and motivation are directly restricted to the student's motivation. Cooperative learning implies the hypothesis, according to which, the way in which the activities are involved determines the quality of the interaction between the students, the results of the activities being consequences of the interaction between them. Thus, one of the main elements to be created in the classroom is positive interdependence or cooperation
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The article interprets the problem of the relationship between psychological defense mechanisms and coping strategies (coping behavior) in adolescents, which are considered the most important forms of adaptation for individuals in stressful situations. Psychological protection is an unconscious psychic mechanism, meant to minimize a person's negative experiences, to regulate their behavior, to increase their adaptability, and to balance the psychic. The practical study proved the relationship between psychological defense mechanisms and coping strategies used by adolescents in difficult situations: constructive psychological defense mechanisms led to the choice of constructive coping strategies and vice versa, destructive defense mechanisms determined destructive coping strategies.
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This article reviews the literature on the skills of emotional intelligence to reduce stress, anxiety, fear, as well as the synthesis of scientific studies that have highlighted the mental pressure and challenges that adolescents go through during the coronavirus pandemic, as well as emphasizing the importance given to the support and emotional psychoeducation of adolescents to maintain mental health. The phenomenon of emotional intelligence is known worldwide and studied by many researchers. The data show that emotional education leads to academic performance, preventing problems, improving behavior or social relationships.
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In the present study we aim to present the results obtained by using the method of objective appreciation, proposed by the Romanian psychologist Gheorghe Zapan (1957) in researching bullying behaviors in a class of students. The method proved to be a tool able to identify both aggressor (harassing) and victim students, producing results comparable to those obtained by the APRI BT questionnaire, developed by Australian researcher H. Parada (2000) and adapted to the Romanian school population by Cluj researchers. In the second part of the study we verified the method of objective assessment through the classic personality tests: EPQ and self-esteem scale (Rosenberg).
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One of the most important problems is individual psychological assistance for students with special educational needs, who have a high level of anxiety. Teens with Special Educational Needs have problems in all spheres of their life. In this article, I propose some methods of working with teens to help them.
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Article presents the results of an experimental research of volition, perseverance in preadolescents, and the interrelation between volition / perseverance and personality traits. As results we established that preadolescents with high level of volition are characterized by courtesy, conscientiousness and emotional stability. The preadolescent with high scores for perseverance besides conscientiousness and emotional stability presents autonomy.
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Among children, the acquisition and development of social competencies is closely linked to emotional development. Social and emotional competencies influence how children interact with others (e.g., parents, peers or teachers), how they deal with their emotions, and how they react to the events that happen around them.A growing body of empirical evidence is revealing the value of children’s social and emotional competencies for positive social behaviors, quality of interactions with peers, adjustment of stressful demands, school achievements, psychological well-being, and mental health. Therefore, investigating children’s social and emotional competencies becomes of practical importance to educators, school counselors, and parents. The current study aimed to identify the level of development of social and emotional competencies according to the age and gender of young school-age children. Based on the answers given by the parents at two screening scales, we obtained profiles of social and emotional competencies for 100 children (52 girls and 48 boys) aged between 6 and 8 years. Comparative data revealed significant differences depending on the children’s age, but not on their gender. We discuss these findings based on the characteristics of social and emotional development at an early age.
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The article presents the main results of the experimental study on relationship between the components of psychological well-being and types of lifestyle of the modern high school students. It also contains a description of the relationship between prosperious and patological types of lifestyle with the level of manifestation of components of psychological well-being.
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This article comprises the aspects of developing creativity in pupils at all the stages of their education, during all the classes. The stimulation of creativity should have a special place in the instructive-educational process and take into account the factors that stimulate or inhibit it. This is the only way we will be able to help developing the complex characteristics of the personality, thinking, memory, intelligence, motivation and will – general human traits of the qualities of cognitive, affective, volitional and attitudinal processes.
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Improving school leadership is now high on the list of priorities for school reform. Principals are considered key actors responsible for the successful management of all administrative functions of schools. They bear a great responsibility for maintaining the effective internal functioning of school systems, representing the schools in the community, and implementing educational policies. Principals also act as role models who promote the ethical and professional growth of teachers and other professional staff. Ultimately, school leaders have an indirect but significant impact on student learning and achievement. The purpose of this exploratory study was to determine the social representation of competencies needed for an effective school principal to manage the administrative and instructional process. The participants were 119 female teachers who teach at the elementary level. A standardized task based on the free association method was used to collect data. Participants’ responses were analyzed lexically and semantically to differentiate associations from a qualitative perspective. The structural approach based on the analysis of prototypical categories was also used. The qualitative and quantitative analyzes revealed three facets of teachers’ representation of the competencies of a successful school leader. These dimensions included: a) the mission and basic competencies of a school leader; b) managing interpersonal relationships; c) skills, attitudes, and motivation for managerial career.
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Parent education is one of the main concerns of the school counselor. In order to alleviate the problems that appeared in the lives of young people at the time of graduating high school, so that he no longer appears as an individual who oscillates between safety and uncertainty, we initiated the Parental Counseling Program: The future graduate between safety and uncertainty.
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With the development of the industrial economy, a large number of young laborers from rural China have entered the cities. It is located in a mountainous area in the west of Hangzhou, Zhejiang Province, which is close to economically developed areas, and has been affected by economic development relatively large and relatively early. The industrial economy changed the previous economic form and also affected rural families. Inter-generational education as a family education model generated under the situation has its advantages and disadvantages, but the disadvantages are obvious, which has a great influence on the formation of children's character. To completely solve this problem, it requires the cooperation of various departments to complete, and the school and society should give full play to the leading role.
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The Romanian teacher is in a permanent change, which is why education is required to go beyond this context. Therefore, the school, in addition to the educational preparation of the student, must consider its education in non-formal and informal environments. In order to be able to carry out and implement such activities, the Ministry of National Education has elaborated the Methodology for organizing the "School after School" Program, through OMECTS no. 5349 / 07.09.2011, an official document, which presents the legislative framework in order to be successful. With the help of local authorities, these programs are much more flexible. They are carried out under the guise of educational projects and help the student both in the preparation of the subjects, as well as in various recreational activities, depending on his skills. An efficient partnership between the three factors involved in the educational process, the school and local authorities on the one hand, and the family on the other, implies mutual respect and trust, but also efficient communication and collaboration. All these concerns have as main objective to find the methods by which the students acquire the necessary knowledge to be able to cope with the daily changes of the society. As the learning must be carried out permanently, not only within the formal framework of the school, the local authority comes to support the family and the school so that the learning environment does not suffer and offers the student comfort.
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This paper presents an analysis of the history textbooks published and used in Bosnia and Herzegovina in the period 2000–2017 in order to answer how the results of historiographic research on Bosnia and Herzegovina have been incorporated into textbooks content. Considering that the textbook in Bosnia and Herzegovina, as well as in most European countries, continues to serve as a basic teaching tool in history teaching, and in some ways represents a canonized knowledge, an official version of the past that is recommended or better created by national authorities an attempt was made to look at what historiographical reflections on Bosnia and Herzegovina were given in them. The specificity of textbook and educational policy in Bosnia and Herzegovina is reflected in the deep division on the ethnonational principle and the additional fragmentation caused by the administrative organization of Bosnia and Herzegovina after the Dayton Agreement. Instead of a unique historiography on Bosnia and Herzegovina, we come across different approaches in the textbooks. In some of them, information on the past of Bosnia and Herzegovina is rather modest or almost omitted, and emphasis is given to the history of the neighboring countries of Serbia or Croatia or of the Serbian or Croat people. The paper seeks to see what kind of message the past has sent to textbook generations through their education and the role it plays in the future of this country. In examining how the historiography of Bosnia and Herzegovina is contained in the textbooks, based on the analyzed 32 history textbook, we find only a partial answer, which is primarily caused by the different interpretation of national history by the three curricula for which the textbooks were designed. Thus, in Serbian language textbooks, national history is primarily presented as the history of Serbia and Serbs, and partly of Serbs in Bosnia and Herzegovina. Similar is the practice in Croatian textbooks, dominated by the history of Croatia and Croats, while there is very little mention of Croats in Bosnia and Herzegovina. Teaching units related to Bosnia and Herzegovina are represented by 10–20% of the total material and presented with only a few lessons.
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The Republic of North Macedonia has undergone a turbulent period since its independence. This is a period in which education, and especially History as a subject, has also undergone significant changes in content. First it strengthened ethnocentrism, patriotism and national romanticism, in which the Macedonian people were the bearers of all the processes of origin and development of the state, but also of civilizational processes and movements significant for the whole world. In defence of the Macedonian national identity, Albanians, Turks, Bosniaks, Serbs, Roma and other peoples who live with the Macedonian people and whose homeland, same as for the Macedonians, is the NR Macedonia, regardless of their national or religious affiliation, were often marginalized. NR Macedonia is therefore making efforts to disperse teaching content that creates divisions and prejudices. That is why the curricula today envisage the study of the history of the Macedonian people, as well as the histories of the constituent peoples and their countries of origin in proportion to their percentage share in the total population. Bosniaks are the constituent people of the Republic of North Macedonia and their home country is Bosnia and Herzegovina. This implies that the content on Bosnia and Herzegovina and Bosniaks is represented in textbooks. Not only because of the constitutionality and importance of Bosniaks in the construction and development of the state and society, but also because of the many common centuries-old historical processes, the common states of which they were part of from the 15th to the end of the 20th century. It is very important that the content on Bosnia and Herzegovina and Bosniaks be represented and properly presented to the young population. In legal terms, formal prerequisites for the development of textbooks, for the most part, provide a good basis for writing quality textbooks that will represent the histories of all peoples and their role for NR Macedonia, as well as better mutual understanding. However, the situation is not as simple as it may seem at first glance, despite all the legal bases and criteria for textbook development. Instead of striking a balance between the history of the Macedonians and the history of other peoples, the textbooks have been reduced to achieving the balance between the history of the Macedonians and Albanians, giving a binational history in the textbooks. These differences are less pronounced in the lower grades, where study of general history is dominant. In higher primary school grades and during the four years of secondary education these differences are more than obvious. In addition to the general history studied throughout the world, Macedonian and Albanian histories are dominant. Then the histories of the other neighbours – Serbia, Bulgaria and Greece, as well as the history of Turkey and the Turkish people because of the common historical processes and constitutionality of the Turkish people.
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Education of teachers in the Austrian-Hungarian period was starting point of this research. Namely, during the Austrian-Hungarian Monarchy education in Bosnia and Herzegovina was institutionalized for the first time in its history. Education became a moving force which effected life and society of that time. Teacher training schools were founded in this period of time and accumulated intellectuals who participated in social and cultural life of the country bringing important decisions in relation to education. School’s buildings that were constructed during the Austrian-Hungarian Monarchy are at the same service even today. Therefore, the attempt of this work is to compare teacher education in the past and today. It is important to detect how many changes were made regarding quality and practical implementation of teaching subject matters. The question is has quality kept its level of importance or has it exposed to some other influences or formal attempts? The intention of this paper is to research those facts and present them with regard to their specificity.
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