Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje最新文献

{"title":"Pedagogical Semiotics of Space/Pedagoška semiotika prostora","authors":"Jovana Marojević","doi":"10.15516/cje.v26i1.5020","DOIUrl":"https://doi.org/10.15516/cje.v26i1.5020","url":null,"abstract":"AbstractIn this paper, we deal with the consideration of space as materiality and space as a process in the broader context of childhood studies and, more specifically, in the context of school pedagogy. We outline the question of the material construction of childhood (in childhood geographies and geographies of education). Then, we consider the relationship between space and pedagogy, that is, the material aspect of learning, on an explicit level, presenting findings on the share of spatial components in student achievement. The central consideration in the paper is devoted to the concept of innovative learning environments (ILE) and its spatial requirements, especially to the renaissance of open school plans based on that concept. Furthermore, we deal with the issue of spatial mediation of power relations in open-plan schools but also in traditional corridor-type schools (“cells and bells” schools) and with the idea of shaping the identity of students and teachers through these processes. We conclude the paper with a brief review of the neoliberal nature of the concept of ILE and with recommendations on considering the space and environment for learning through the paradigms of critical pedagogy of place and common world pedagogiesKey words: innovative learning environments (ILE); material construction ofchildhood; open space school plans---SažetakU radu se govori o razmatranju prostora kao materijalnosti i prostora kao procesa, u širem kontekstu studija o djetinjstvu, a konkretnije u kontekstu školske pedagogije. Skiciramo pitanje materijalne konstrukcije djetinjstva (u geografijama djetinjstva i geografijama obrazovanja). Potom se analizira odnos prostora i pedagogije, odnosno materijalne dimenzije učenja, na eksplicitnoj ravni, dajući prikaz nalaza o udjelu prostornih komponenti u učeničkom postignuću. Središnje razmatranje u radu usredtočeno je na koncept inovativnih okružja za učenje (ILE) i njegovim prostornim zahtjevima te naročito renesansi otvorenih planova škola zasnovanoj na tom konceptu. Nadalje, govori se o pitanju prostornoga posredovanja odnosa moći u školama otvorenoga, ali i tradicionalnog koridor-tipa („cells and bells“ škole) te oblikovanjem identiteta učenika i nastavnika tim procesima. U zaključnom dijelu donosi se kratki osvrt na neoliberalnu prirodu koncepta ILE-a i preporukama o razmatranju prostora i okružja za učenje kroz paradigme kritičke pedagogije mjesta i pedagogijâ zajedničkoga svijeta.Ključne riječi: inovativna okružja za učenje (ILE); materijalna konstrukcija djetinjstva; otvoreni planovi škola ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering the Development of Metacognitive Capacities of Preschool Children/Mogućnosti poticanja razvoja metakognitivnih kapaciteta djece u vrtiću","authors":"Edita Slunjski","doi":"10.15516/cje.v25i3.4893","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4893","url":null,"abstract":"AbstractTraining children for independent learning, i.e., to realise the concept of lifelong learning includes fostering the development of their metacognitive capacities. These refer to the child's ability to think critically, to consider how they think, and to become familiar with their cognitive processes and learning strategies. In order to achieve such a process, it is necessary to develop certain organisational structures that include a high-quality spatial-material and social environment of the preschool. The preschool teacher, i.e., the quality of his/her educational interventions has a special influence on the development of metacognitive capacities of children. The paper presents ethnographic research conducted in preschools with children aged four to six years in order to establish possibilities for fostering the development of metacognitive capacities of preschool children and the conditions that facilitate this process. The study aimed to discover the conditions in which the metacognitive capacities of preschool children develop, i.e., the entirety of the context that has an impact on their development. The study included two preschools with three, i.e., four educational groups, that is, six or eight preschool teachers, two pedagogues, and one expert associate from the University. The study was conducted in 2021. The results of the study indicate that the fostering of the development of metacognitive capacities of preschool children is influenced by the overall physical environment of the preschool, the quality of the social environment of the preschool with the use of ethnographic records available to children, the general atmosphere and the level of democracy in a particular educational group, the educator's skill of \"listening to children\", the intervention of preschool teachers aimed at encouraging children to self-evaluate, and the reflectivity of the preschool teachers. In order to stimulate the development of meta-cognitive capacities, systematic professional development of preschool teachers, aimed at strengthening their research and reflective competencies, is necessary. Keywords: ethnographic research; preschool teacher interventions; the preschool context; reflectivity---SažetakOsposobljavanje djece za samostalno učenje, tj. za ostvarivanje koncepta cjeloživotnoga učenja uključuje poticanje razvoja njihovih metakognitivnih kapaciteta. Oni se odnose na sposobnost djeteta da kritički razmišlja, da razmišlja o vlastitom razmišljanju te da upoznaje vlastite kognitivne procese i strategija učenja. Za ostvarivanje takvoga procesa potrebno je razvijati određene organizacijske strukture koje uključuju kvalitetno prostorno-materijalno i socijalno okružje vrtića. Poseban utjecaj na razvoj metakognitivnih kapaciteta djece ima odgajatelj, tj. kvaliteta njegovih odgojno-obrazovnih intervencija. U radu se prikazuje etnografsko istraživanje provedeno u vrtiću s djecom u dobi od četiri do šest godina kako bi se ustanovile mogućnosti potic","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139334932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education of Albanian Teachers in Socialist Montenegro (1945-1955)/Obrazovanje albanskih učitelja u socijalističkoj Crnoj Gori (1945. – 1955.)","authors":"Milan Scekic","doi":"10.15516/cje.v25i3.4818","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4818","url":null,"abstract":"Abstract The paper analyses the process of education of Albanian teachers during the first decade of socialist rule in Montenegro (1945–1955). The issue of education among the Albanian population in Montenegro was a complex task of the socialist government, where teachers educated and engaged in Albanian-language schools, seeking to bring the Albanian ethnic community closer to their own political worldviews, but because of the specific historical, social and cultural context, encountered great limitations. In research, we predominantly used first-class historical sources stored in the State Archives of Montenegro, press and literature, which deal with the issue of education of Albanian teachers. The aim of the paper is to present the main processes of educating Albanian teachers and to point out that out of a modest number of unskilled population, the socialist government created a solid base of educated Albanian teachers after 1945.Keywords: socialist government; socialist ideology; teachers education of Albanians; the totalitarian regime in Montenegrо; Socialist Montenegro---Sažetak U članak se analizira proces obrazovanja albanskih učitelja tijekom prvoga desetljeća socijalističke vladavine u Crnoj Gori (1945. – 1955.). Jedan od složenijih zadataka socijalističke vlade bio je problem obrazovanja albanskoga stanovništva Crne Gore, gdje su učitelji poučavali i djelovali u školama na albanskom jeziku, nastojeći albansku etničku zajednicu približiti vlastitim političkim svjetonazorima, ali su naišli na velike prepreke zbog specifičnoga povijesnog, društvenog i kulturnog konteksta. U istraživanju uglavnom su korišteni primarni povijesne izvori koji se čuvaju u Državnom arhivu Crne Gore, odnosno, tisak i literatura koji se odnose na pitanje obrazovanja albanskih učitelja. Cilj je ovoga rad predstaviti glavne procese obrazovanja albanskih učitelja i istaknuti da je od maloga broja nekvalificiranoga stanovništva socijalistička vlada nakon 1945. uspostavila čvrstu bazu obrazovanih albanskih učitelja.Ključne riječi: socijalistička vlada; socijalistička ideologija; obrazovanje učitelja Albanaca; totalitarni režim u Crnoj Gori; socijalistička Crna Gora","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The research and teaching nexus from the perspective of external quality evaluation/Povezanost nastavne i istraživačke djelatnosti sveučilišta iz perspektive vanjskoga vrednovanja kvalitete","authors":"Irena Petrušić, Anita Čeh Časni","doi":"10.15516/cje.v25i3.4797","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4797","url":null,"abstract":"AbstractThis paper aims to investigate relationships among nine institutional quality dimensions in order to identify the effect of each quality dimension on the others in an institutional evaluation. The relationships between 9 quality dimensions in 78 institutional evaluations are explored quantitatively using the Pearson correlation matrix. The results show that teaching quality dimensions are interrelated, as are research dimensions, suggesting a clear separation between the teaching and research characteristics of institutions, nationally. However, the analysis points out that full-time faculty adequacy is a good predictor of quality of both teaching and research. Findings of this study contribute to the evaluation of the institutional teaching and research nexus as well as to the discussion on the role of peer review in external quality evaluation schemes.Key words: full-time faculty adequacy; quality assurance; peer review; higher education, teaching, research---SažetakCilj je rada istražiti odnose između devet institucijskih dimenzija kvalitete kako bi se utvrdio međusobni utjecaj svake od njih. Pri tome se kvantitativno analiziraju korelacije 9 dimenzija kvalitete u 78 institucija uz upotrebu Pearsonove korelacijske matrice. Rezultati pokazuju da su dimenzije kvalitete poučavanja međusobno povezane, upravo kao i dimenzije istraživanja. Takvi rezultati sugeriraju jasno razdvajanje nastavnoga i istraživačkoga obilježja institucija u nacionalnom kontekstu. Međutim, analiza pokazuje i da je odgovarajući broj i kvalifikacije nastavnika i dobar prediktor kvalitete obje aktivnosti sveučilišta - nastave i istraživanja. Rezultati ovoga istraživanja doprinose boljem razumijevanju povezanosti institucijskih dimenzija kvalitete, posebice onih koje se odnose na kvalitetu nastave i istraživanja. Ujedno, istraživanje predstavlja i doprinos raspravi o ulozi istorazinske procjene u postupcima vanjskoga vrednovanja kvalitete.Ključne riječi: istorazinska procjena; istraživanje; nastava; nastavnici; osiguravanje kvalitete; visoko obrazovanje","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Overview of the Characteristics of a Modern School/Nastava u suvremenoj školi","authors":"Lejla Jelovica, Anna Alajbeg","doi":"10.15516/cje.v25i3.4902","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4902","url":null,"abstract":"AbstractEducation plays a key role in the development of human civilisation. Learning and teaching methods are still evolving and undergoing numerous changes as a result of scientific knowledge and revolutionary ideas of stakeholders in the education system, and the development of advanced technologies. We are all familiar with traditional ways of learning wherein educational process is conducted in such a way that the focus is primarily on content. Jan Amos Komensky, the alpha and omega of education science, laid out the class-subject-lesson traditional education system and designed, as early as the 17th century, the school as an institution capable of meeting the mass educational demands of the time. Because these traditional methods use repetition and memorisation of information as the principal means of acquiring knowledge, students are unable to develop their critical thinking, problem-solving and decision-making skills. In the 21st century, teaching should be focused on the effective cooperation between teachers and students who are actively participating in the teaching process, because such an approach ensures the training of innovative individuals who go on to become qualified professionals and responsible citizens, thus creating a more affluent and safer society in general. This paper provides an overview of the important characteristics of modern schools, as well as some modern teaching strategies. Keywords: modern teaching strategies, quality of teaching, teaching--- SažetakObrazovanje ima ključnu ulogu u razvoju ljudske civilizacije. Metode učenja i poučavanja još uvijek se neprestano razvijaju i prolaze kroz brojne promjene zahvaljujući znanstvenim spoznajama, revolucionarnim idejama osoba uključenih u obrazovni sustav kao i razvoju naprednih tehnologija. Svi smo dobro upoznati s tradicionalnim načinima učenja u kojima se obrazovanje provodi tako da je fokus usmjeren na sadržaj. Jan Amos Komensky, alfa i omega pedagoške znanosti, tvorac razredno-predmetno-satnoga tradicionalnog sustava obrazovanja, već je u 17. stoljeću osmislio školu kao instituciju primjerenu zahtjevima tadašnjega vremena za masovnim obrazovanjem. Budući da te tradicionalne metode koriste ponavljanje i pamćenje informacija kao temeljni način stjecanja znanja, učenici ne razvijaju svoje kritičko razmišljanje, vještine rješavanja problema i donošenja odluka. Nastava u 21. stoljeću treba biti usmjerena na učinkovitu suradnju nastavnika i učenika koji su aktivno uključeni u nastavni proces jer takav pristup osigurava osposobljavanje inovativnih pojedinaca koji postaju kvalitetni stručnjaci i odgovorni građani te na takav način stvaraju bogatije i sigurnije društvo u cjelini. U ovom radu dan je pregled bitnih obilježja suvremene škole, kao i nekih suvremenih nastavnih strategija.Ključne riječi: kvaliteta nastave, nastava, suvremene nastavne strategije","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are Pre-Service Teachers Multicultural Thinkers as 21st Century Educators?/Razmišljaju li budući učitelji kao obrazovatelji 21. stoljeća multikulturno?","authors":"İbrahim Yaşar Kazu, Cemre Kurtoğlu Yalçin","doi":"10.15516/cje.v25i3.4782","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4782","url":null,"abstract":"AbstractMulticultural education is the harmonious coexistence of differences in terms of race, ethnicity, social class, religion, language, gender, and cultural characteristics in the educational setting. Multicultural education can be possible with teachers who are sensitive, aware of the existence of different cultures, respectful of differences and free from prejudices. This study aims to investigate the multicultural efficacy level of pre-service teachers. The data collection tool, ‘The Multicultural Efficacy Scale’ was applied to 588 pre-service teachers studying at the Faculty of Education at a public university in the 2021 – 2022 academic year. Three key aspects of their multicultural efficacy level were investigated: ‘experience, attitude, and self-efficacy’. The overall multicultural efficacy level was found to be moderate. It was revealed that the pre-service teachers who live in metropolises, were included in pre-school education, have been abroad, and have a foreign friend have more multicultural experience. The study hopes to contribute to exhibiting the multicultural efficacy level of pre-service teachers. It has pedagogical implications for pre-service teachers in that they should be trained and given more knowledge about multicultural education so that they can meet the expectations of today’s era.Key words: attitude; experience; multicultural education; pre-service teachers; self-efficacy---SažetakMultikulturno obrazovanje je skladan suživot različitih rasa, skupina različitih etničkih pripadnosti, društvenih klasa, religija, jezika, spola i kulturnih obilježja u obrazovnom okružju. Multikulturno obrazovanje moguće je s učiteljima koji su osjetljivi, svjesni postojanja različitih kultura, koji poštuju razlike i nemaju predrasuda. Cilj je ovoga istraživanja istražiti razinu multikulturne učinkovitosti budućih učitelja. Alat za prikupljanje podataka, „Multikulturna ljestvica učinkovitosti“ primijenjen je na 588 budućih učitelja koji su studirali na Učiteljskom fakultetu na javnom sveučilištu u akademskoj godini 2021./2022. Istražena su tri ključna aspekta njihove razine multikulturne učinkovitosti: iskustvo, stav i samoučinkovitost. Utvrđeno je da je ukupna razina multikulturne učinkovitosti umjerena. Istraživanje je pokazalo da budući učitelji koji žive u metropolama, imaju predškolsko obrazovanje, bili su u inozemstvu i imaju prijatelja iz strane zemlje imaju više multikulturnoga iskustva. Cilj istraživanja je pridonijeti prikazivanju razine multikulturne učinkovitosti budućih učitelja. Provedeno istraživanje ima pedagoške implikacije za buduće učitelje da se educiraju i dobiju više znanja o multikulturnom obrazovanju kako bi mogli ispuniti očekivanja današnjega doba.Ključne riječi: budući učitelji; iskustvo; multikulturno obrazovanje; samoučinkovitost; stav","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"192 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139334759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advantages of Digitization in Education -Knowledge Transfer as Modern Global Migration/Prednosti digitalizacije u obrazovanju - Transfer znanja kao moderna globalna migracija","authors":"Maja Vizjak, Marina Perić Kaselj, Morena Paulišić","doi":"10.15516/cje.v25i3.4879","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4879","url":null,"abstract":"AbstractModern forms of education and business development are characterized by more sophisticated software solutions and general computerization. The newly emerging situation triggered by the COVID-19 pandemic created a need to apply new forms of communication and accelerated the penetration of technologies into all systems, including the education system. This topic is intensively considered at all levels and in various fields of science and technology. In the process of educating modern personnel in the knowledge society, the focus is on the development of modern skills. Technology has become an important factor within the innovative educational process, and it encourages teamwork and the correlation of multiple participants from remote locations. It has a great potential, and the aim of this paper is to assert its advantages. Education should be adapted to the needs of users, and this is achieved through reforms. Access to highly sophisticated IT solutions is necessary in today's business, while the education process occasionally slows down and is somewhat inert, but there are many factors that accelerate this delay. The scientific contribution of this work is manifested in the potential and possibilities of developing knowledge, skills and competences through new technologies in education, where dislocation is no longer an obstacle but an opportunity to connect, thus becoming an efficient transfer of knowledge. Migration enhanced by going to more developed and advanced environments with the desire to strengthen competences through the application of new technologies is not lost human potential, or brain drain. One can study in the home country via e-learning. The main goal is to develop quality modules for knowledge transfer as a modern global migration.Key words: digitization in education; e-learning; knowledge transfer; knowledge society; lifelong education; migrations---SažetakSuvremeni oblici edukacija te razvoj poslovanja okarakterizirani su sofisticiranijim softverskim rješenjima te sveopćom informatizacijom. Novonastala situacija s pandemijom koronavirusa nametnula je potrebu primjene novih oblika u komunikaciji te ubrzala penetraciju tehnologija u sve sustave tako i u sustav obrazovanja. O ovoj temi intenzivno se promišlja na svim razinama te područjima grana znanosti i tehnologija. Potreba obrazovanja suvremenoga kadra u društvu znanja, stavlja fokus na razvoj suvremenih vještina. Tehnologija postaje važan čimbenik unutar inovativnoga obrazovnog procesa, potiče timski rad i korelaciju više polaznika s udaljenih lokacija. Veliki je potencijal upotrebe digitalizacije u obrazovanju, a cilj je ovoga rada ustvrditi njezine prednosti. Obrazovanje treba prilagoditi potrebama korisnika, a to se postiže reformama. Pristup visoko sofisticiranim informatičkim rješenjima u današnjem poslovanju je neophodan dok proces edukacije sporadično kaska i nešto je tromiji, no postoje mnogi „puch up” faktori koji će umanjiti taj raskorak. Znanstveni dopri","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the Interaction between Parents’ Education Level and Children's Books and its Impact on Early Literacy Skills/Ispitivanje interakcije između stupnja obrazovanja roditelja i knjiga za djecu te njezina utjecaja na vještine rane pismenosti","authors":"Hasan Kagan Keskin, Elçin Yazıcı","doi":"10.15516/cje.v25i3.4834","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4834","url":null,"abstract":"AbstractIn this study, it is aimed to investigate the individual and interactive impact of the number of children’s books at home and the educational background of parents on the Skill of Phonological Awareness and Alphabet Knowledge, which have a critical influence on the reading skills of children in the preschool period. This study examines the variables Family and Reading Skills in a sample composed of 149 children and their parents in a locality in the capital of Turkey. The Literacy Skills Survey Test (LSST) to assess Phonological Awareness and Alphabet Knowledge skills and the general information form to establish the number of children’s books and parents’ education levels were employed. The between-group differences and interactions were analyzed with multivariate analysis of variance (MANOVA). The analysis of the number of books and education level revealed a significant difference only in Phonological Awareness. No interaction effect on alphabet knowledge was identified. However, the main effects of the Number of books and Education level variables on Alphabet Knowledge were significant. The group of parents with a university degree with a small number of books accounted for the difference in Phonological Awareness and had the highest Phonological Awareness points. The combination of the Parents' education level and the Number of children’s books at home variables can affect Phonological Awareness. These variables also have personal effects on Alphabet Knowledge. However, what renders the number of books more effective in Phonological Awareness is the parents' education level. Key words: alphabet knowledge, children's books, parents’ education, phonological awareness.---SažetakCilj ovoga istraživanja bio je ispitati pojedinačni i interaktivni utjecaj broja dječjih knjiga kod kuće i stupnja obrazovanja roditelja na vještine fonološke svjesnosti i poznavanje abecede, koji imaju ogroman utjecaj na vještine čitanja djece predškolske dobi. U istraživanju su ispitane varijable Obitelj i Vještine čitanja na uzorku koji se sastojao od 149 djece i njihovih roditelja, u jednome dijelu glavnoga grada Turske. Proveden je Test vještina pismenosti (LSST) pomoću kojega su određeni razina fonološke svjesnosti i poznavanje abecede, a korišten je i obrazac za prikupljanje općih podataka kako bi se odredio broj knjiga za djecu kod kuće i stupanj obrazovanja roditelja. Razlike u interakciji između grupa analizirane su pomoću multivarijatne analize varijance (MANOVA). Analiza broja knjiga i stupnja obrazovanja pokazala je značajnu razliku samo u dimenziji Fonološka svjesnost. Utjecaj interakcije nije uočen kod dimenzije Poznavanje abecede. Međutim, glavni utjecaji varijabli „broj knjiga“ i „stupanj obrazovanja“ na poznavanje abecede bili su značajni. Skupina roditelja s visokim stupnjem obrazovanja koji kod kuće imaju mali broj knjiga dovela je do razlike u fonološkoj svjesnosti te je imala najviše bodova u fonološkoj svjesnosti. Kombinacija varijabli „stu","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Homework on Student Achievement: A Meta-Analysis Study/Učinak domaće zadaće na postignuća učenika: metaanaliza","authors":"Esen Turan Ozpolat, Berna Karakoc, İbrahiöm Yıldırım, Kevser Eryilmaz","doi":"10.15516/cje.v25i3.4695","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4695","url":null,"abstract":"AbstractThe aim of the present study was to combine the findings of experimental studies conducted between 2000 and 2019 on the effect of homework on students' academic achievements using the meta-analysis method. Ten papers that were reported by Google Scholar and Higher Education Institution (YÖK) National Thesis Center databases between 2000 and 2019 were included in the study based on certain criteria. The study also included subgroup analyses, as well as the determination of the general effect of homework on academic achievement. The findings of the present study revealed that the Hedges’ g value was significant; it was calculated as 0.970, which indicated the general effect of homework on student achievement. Furthermore, the analysis demonstrated that the effect of homework on student achievement differed significantly based on school level and various sub-dimensions reported previously.Key words: homework; achievement; meta-analysis---SažetakCilj ovoga istraživanja bio je primjenom metaanalize objediniti rezultate eksperimentalnih istraživanja provedenih od 2000. do 2019. godine koja su se bavila učinkom domaće zadaće na akademska postignuća učenika. Deset radova prijavljenih u bazama Google Scholar i Nacionalni centar za disertacije Vijeća za visoko obrazovanje (YÖK) između 2000. i 2019. uključeno je u analizu na temelju određenih kriterija. U istraživanje je također uključena analiza podskupina te utvrđivanje općega učinka domaće zadaće na akademsko postignuće. Rezultati su pokazali da je Hedgesova g vrijednost bila značajna; iznosila je 0,970, što otkriva opći učinak domaće zadaće na postignuća učenika. Nadalje, analiza je pokazala da se učinak domaće zadaće na postignuća učenika značajno razlikuje ovisno o školskoj razini i različitim poddimenzijama koje su prethodno prijavljene.Ključne riječi: domaća zadaća; metaanaliza; postignuće","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"141 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Structural Inquiry-Based Learning Approach on Future Teacher Performance/Utjecaj strukturalnoga istraživački usmjerenoga pristupa učenju na dostignuća budućih učitelja","authors":"B. Radulović, Milanka Džinović, Danimir Mandić, Nada Vilotijević, Ivko Nikolić","doi":"10.15516/cje.v25i3.4907","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4907","url":null,"abstract":"AbstractThe study examines the impact of structural inquiry-based learning (IBL) approach on future teacher performance – their test achievements and perceived mental effort invested in completing tests. The study included 38 students at the Faculty of Education in Belgrade who were trained how to create instruments for assessing physical quantities, such as thermometer and barometer, while attending the course Geographical concepts through experiments. Focusing on interdisciplinarity, the course tasks encouraged participants to think about new problem situations and detect causal relations among physical phenomena. The results show that the IBL approach has led to higher achievement and lower values of perceived mental effort. The decrease in mental effort points to the possibility of handling larger amounts of information in working memory and processing them in long-term memory. Due to complex relationship between the variables, the model of neural networks has shown that mental effort and the cognitive complexity of the item significantly affect on the participants’ achievement. The results are useful to in-service teachers as they point to the effectiveness and the guidelines for the implementation of the IBL approach. Key words: cognitive complexity of item; future teacher; mental effort; students’ achievement; structural inquiry-based learning approach.---SažetakIstraživanje proučava utjecaj strukturalnoga istraživački usmjerenoga pristupa učenju (IBL) na dostignuća budućih učitelja – njihova postignuća i percepciju mentalnoga napora uloženoga u rješavanje testova. Istraživanje je uključivalo 38 studenata Učiteljskog fakulteta u Beogradu koji su tijekom sudjelovanja u kolegiju Geografski pojmovi kroz eksperimente postali osposobljeni za kreiranje instrumenata za provjeru fizičkih veličina poput termometra i barometra. Usmjeren na interdisciplinarnost, kolegij je potaknuo sudionike na promišljanje o novim problemskim situacijama i na otkrivanje uzročnih veza među fizičkim pojavama. Rezultati pokazuju da istraživački usmjeren pristup dovodi do većega postignuća i smanjenih vrijednosti percepcije mentalnoga napora. Smanjenje mentalnoga napora ukazuje na mogućnost obrade veće količine informacija u radnoj memoriji i procesiranje u dugoročnom pamćenju. Zbog složenih veza među varijablama, model neuronskih mreža pokazao je da mentalni napor i kognitivna složenost čestice značajno utječu na postignuća sudionika. Rezultati su korisni za buduće učitelje jer ukazuju na učinkovitost IBL pristupa i daju smjernice za primjenu istoga. Ključne riječi: budući učitelji; kognitivna složenost zadatka; mentalni napor; postignuća studenata; strukturalni istraživački usmjereni pristup učenju.","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}