(MULTI)MEDIA LITERACY – PERSPECTIVES IN SERBIA

Author(s): Dejan Pralica / Language(s): English / Issue: 02/2016

The aim of this paper is to analyze the effects of media literacy in Serbia five years after "The Strategy for the Development of the Public Information System in the Republic of Serbia" came into force. Among other things, the "Strategy" proclaimed the introduction of new ICTs in order to contribute to better informing and education for children and youth. "Medijska koalicija" ("Media coalition") and US Agency for International Development (USAID), with the help of Serbian Ministry of Education and Science, started the project in order to encourage and support the democratization of the society via promotion of media literacy and responsible journalism in the Republic of Serbia. The target groups of the project were both teachers and secondary school students, as well as journalists. The project resulted in many seminars as well as a web-site which provide permanent support for the establishment of critical understanding of media messages using the most up-to-date learning models such as webinars and other multimedia tools.

(UN)REALISTIC EXPECTATIONS? PERCEPTIONS OF HIGHER EDUCATION AMONG HIGH SCHOOL STUDENTS IN VOJVODINA

Author(s): Zorana Lužanin,Biljana Lungulov / Language(s): English / Issue: 4/2020

Future students’ expectations of higher education, and the relevance of one’s (un)realistic expectations for further academic success, are of growing importance in the context of contemporary needs for quality improvement in higher education. Research indicates that students’ perceptions and expectations regarding studies and academic life can influence their academic success, satisfaction with studies, as well as impact their decision to leave university. The research presented in this paper aims to investigate high school students’ expectations and perceptions regarding higher education and future studies. Participants were 1259 third and fourth-grade high school students planning to continue their education at universities. The paper presents qualitative and quantitative analyses of open-ended questions which were assorted in numerous categories, subjected to further statistical analysis. Results indicate that the majority of high school students hold the belief that academic studies require more effort and that the concept of academic studies, regarding the structure of lectures, greatly differs from the one in high schools. On the other hand, a surprisingly small number of high school students expect to gain advanced knowledge at the university and get better opportunities for employment after graduation. It has been concluded that there are significant statistical differences among high school students regarding their expectations, depending on their gender, age, type of high school they are attending, as well as their hometown. The results were discussed concerning their relevance for enabling an easier transition from high school to university, providing better adaptation to university life and preventing dropping out from university.

4-6 Yaş Arasındaki Çocukların Ebeveynlerinin İstismara Yönelik Farkındalığı

Author(s): Elif Ünal Bozcan,Bengü Berkmen,Nihan Koran,Eşmen Tatlıcalı / Language(s): Turkish / Issue: 97-1/2019

The aim of this research is to investigate the awareness of the families about abuse. The families in the target of the research are the families who have children between 4-6 years old. This research was carried out as cross-sectional study. Personal Information Form developed by researchers and Parent Awareness Scale" developed by Pekdoğan (2017) were used as data collection tool. The population of the study was formed by the parents of children between the ages of 4 and 6 who received pre-school education in the Nicosia region. The sample consisted of 321 parents who were randomly sampled and voluntarily participated in the study. The data of the study were analyzed by SPSS 21.0 program. The relationship between the averages of parental abuse awareness scale and the socio-demographic characteristics of the study group were analyzed by t Test and one way ANOVA. For the reliability of the scale Cronbach Alpha was calculated as .65. As a result of the study, it was determined that the awareness level of abuse is medium level. When the scale items were analyzed, it was determined that the parents did not have enough knowledge about sexual abuse. The analyze results of the scales points that the families have medium level of awareness about child abuse. Also the results of the study indicates that the awareness about abuse is not connected with socio demographic issues. According to the results of the study family trainings about child abuse can be recommended.

4-oji nacionalinė mokslinė konferencija LETA 2020: Švietimas ir ugdymas, jungiantys bendruomenes

Author(s): Monika Orechova / Language(s): Lithuanian / Issue: 45/2020

2020 m. spalio 9 d. įvyko 4-oji nacionalinė mokslinė konferencija „Švietimas ir ugdymas, jungiantys bendruomenes“, ją organizavo Vilniaus universiteto Ugdymo mokslų institutas ir Lietuvos edukacinių tyrimų asociacija (LETA). Nuotoliniu būdu vykusioje konferencijoje pranešimus skaitė daugiau nei 70 dalyvių, konferenciją stebėjo per 200 klausytojų.

60-72 Aylık Çocukların Bilişsel, Sosyal- Duygusal ve Özbakım Yeterliklerinin Çeşitli Değişkenler Açısından İncelenmesi: Kuzey Kıbrıs Örneği

Author(s): Sarem Özdemir / Language(s): Turkish / Issue: 97-1/2019

Preschool education is a critical period in terms of improving cognitive, social-emotional, language and self-care skills of a human’s life. The main purpose in this study is to investigate differences of competencies of children’s cognitive, social-emotional and self-care skills in terms of mothers’ employment status. Cross sectional survey method and descriptive analysis were used in this study. Target population was all mothers who have a child at age 6 and accessible population was mothers who live in Nicosia. Random sampling was used to assign the questionnaire. The items in the rubric were formed with related to the objectives mentioned in the preschool education curriculum. Participant mothers were asked to specify the degree of competency on cognitive, social-emotional and self-care learning skills. Data obtained in this study were collected in the February and March 2016. Questionnaire also included personal information about participants that are; employment situation, age, number of children, level of education and job of the mother. According to the results, children of mothers at home had higher scores on social-emotional and self-care skills. In addition, it was found that children with higher education level had higher social emotional development scores and self-care skills. It was also concluded that the older mothers’children had a better level of self-care skills.

A BLENDED-LEARNING APPROACH TO ESP TEACHING: DESIGNING A VIRTUAL PLATFORM

Author(s): Lorena Clara Mihaes,Anda Dimitriu,Irina Bocianu / Language(s): English / Issue: 03/2016

The demand for English courses particularly tailored to specific needs is ever growing in today’s higher education system. We teach a generation of undergraduate students who will most likely use English as a medium of instruction for their master’s degree, whether they decide to apply for one in Romania (the University of Bucharest offers 20 such programmes) or abroad. A greater emphasis, therefore, should be laid on meeting the competence standards required by the Common European Framework of Reference for Languages, so that, upon graduation, the student will be an independent user of general English and have a good mastery of the terminology of his field of study. Since the undergraduate English course spans anywhere from two to five or six semesters, during which time the instructors have the task of bringing students with various language levels up to the same proficiency par - when they would ideally be able to apply for the abovementioned postgraduate programmes, a solution to the problem is offered by digital technologies, which can complement the traditional teaching methods already in use. Based on students’ answers to a questionnaire which led us to conclude that not only are they conversant with the new technologies, but they also consider that their language skills would improve, should the virtual medium be used during the in-class activities, we have devised a rough draft of an online platform specifically designed to facilitate the students’ access to and assimilation of information through online applications.

A Combinatorial Question Related to an Easter Tradition Led to a New Entry in OEIS

Author(s): Ivaylo Kortezov / Language(s): English / Issue: 2/2021

In some regions of Bulgaria (at least) there is an Easter tradition, according to which in group of people first each one chooses a differently coloured egg, then each pair of people performs a swap (or swaps) by exchanging the eggs they currently have until everyone gets the originally chosen egg. This generates a natural question: if there are n people in the group, find the least number E(n) of swaps which makes this possible. We prove that E(n) is the least even number not less than n(n−1)/2. The sequence thus generated was added to the Online Encyclopedia of Integer Sequences and linked from there to several seemingly distant combinatorial results.

A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production

Author(s): Mahmoud Azizi,Roman Kralik,Lucia Petrikovicova,Hedviga Tkáčová / Language(s): English / Issue: 5/2020

Introduction. The purpose of the current study is to investigate self-assessment and peer feedback as two helpful strategies for facilitating teaching and learning in language classrooms and to investigate the effects of these techniques on EFL learners' oral performance. Materials and Methods. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted. The participants of the study were two groups of five EFL learners who were called self-assessment group and peer feedback group. The self-assessment and peer feedback techniques were incorporated to the self-assessment and peer feedback group respectively. There were a pretest and posttest sessions and four sessions of treatment were between the pretest and posttest. The instruments used in this study were storyboards and checklists. The data was collected via recording device and then it was transcribed for further analysis. Some parts of the data were also analyzed qualitatively. Results. The findings of the present study showed that both techniques are helpful in different aspects of oral performance. Self-assessment had significant effects on the use of correct error- free clauses, subject verb agreement, word choice and tense consistency and also the features of fluency and organization. Conclusions. Peer feedback also improved the use of error-free clauses and fluency but not the other items. But there is no significant difference between the two techniques.

A COMPARATIVE STUDY ON EDUCATION FOR DEMOCRATIC CITIZENSHIP (EDC) COMPETENCES IN THE ICELANDIC AND ROMANIAN CONTEXT

Author(s): Alina S. Reșceanu,Anh-Dao K. Tran,Magnús Á.S. Magnússon / Language(s): English / Issue: 1/2020

This comparative study has a two-fold aim. On the one hand, it provides a description of the national educational framework – legislative provisions, institutional strategies and policies – and the regional and local practices regarding the presence of Education for Democratic Citizenship (EDC) competences in the educational process. On the other hand, it brings together two educational systems that share a full commitment to European values and principles, but which are based on historically different and distant cultures. More specifically, this research starts from the presentation of EDC in the two contexts, comparing the presence of the EDC competences in policy and strategy documents, academic curricula and syllabi of study programmes relevant for EDC, focusing on the role and importance of education as a site of learning for democratic citizenship. Overall, it capitalizes the results obtained in the joint research work carried out within the international joint project “A Comparative and Transferable Approach to Education for Democratic Citizenship (ACTA)”, funded under the EEA Grants - Financial Mechanism 2014-2021 and implemented during September 2018-April 2020 by the University of Craiova, in partnership with the University of Iceland and Bifröst University.

A Comprehensive Framework of Design Thinking Approach in Knowledge Management: A Review in Academic Context

Author(s): Mamun Mostofa,Roslina Othman,Debarshi Mukherjee,Khandakar Kamrul Hasan / Language(s): English / Issue: 2/2020

Aim of research. Design thinking (DT) is an essential context for knowledge management (KM), as it promotes the link between KM initiatives and an organization's strategic goals and objectives. This article analyzes the DT process in terms of its capability to create KM. The detailed analysis on the aspect of the working mechanism of DT – how KM is represented and created in the process. This article examines the DT procedure in terms of its ability to generate design knowledge. In this regard, the main purpose of this paper is to review the approaches to KM applied to DT and to suggest directions for how such a supervisory system could evolve. Methodology. This study is thematic in its nature and it was prepared on the basis of secondary data and also based on an inclusive review of the literature and similarly computation of secondary information. To formulate this paper the researchers used books, earlier published articles, conference papers, and numerous research reports. Results and conclusions. This article concludes by proposing an intuitive model for DT and KM. KM for its successful application in higher learning institutions in the areas of course design institutional strategy formation and faculty resource sharing.

A kritikaiság végessége

Esettanulmány egy spontán iskolai szerveződésről

Author(s): Gábor Vályi / Language(s): Hungarian / Issue: 28/2021

In relation to the school, be it a public or private institution, there is a general idea that suggests that all educational institutions that perform public tasks play an important role in education for democracy (Jakab and Varga 2007). Several literature describing the basics for the practitioners of the profession formulate ethical and aesthetic guidelines, recommendations for heads of institutions, school practices for teachers from this somewhat idealized basic position (Education International 2019, National Environmental Education Strategy 2019). The case study presents, on the one hand, an institution that, with its specific profile, refutes this one-dimensional school concept mentioned above, and on the other hand, provides insight into its internal logic, re-ideologized communication, a problem lasting several years, and student and parent action. The repression that will be explained below and the practitioners in this case can be identified in this case, they will not be abstracted, they will not become faceless in an opaque superstructure. On the contrary, people practice extreme forms of oppression with whom students are forced to come into contact and cooperate on a day-to-day basis during their school years.

A Lesson in Discrimination. Segregation of Romani Children in Primary Education in Slovakia

Author(s): Specified No Author / Language(s): English / Publication Year: 2017

The European Roma Rights Centre and Amnesty International have been monitoring and researching Romani children’s access to education in Slovakia since 1996 and 2006, respectively. This joint report presents a bleak picture: the piecemeal reforms and periodic declarations of intent by successive governments cannot obscure the fact that the discrimination and segregation of Roma in primary education remains widespread and that the Slovak authorities are fundamentally failing to address them. Under national, European and international law, discrimination in the field of education is prohibited in Slovakia. However, in practice, Slovak authorities have not accompanied the ban on discrimination with concrete measures to address or prevent it. In the longer term, the failure to enforce the prohibition of discrimination in access to education has far-reaching consequences for thousands of Romani children who remain segregated in inferior education that traps them in a cycle of poverty and marginalization. Nominal prohibitions are worth little without concerted, proactive measures to address pervasive prejudice and structural flaws that facilitate discrimination and encourage segregation.

A NEW VISION OF ADULT LEARNING. CHECKLIST - MOTIVATIONAL FACTORS INVOLVED IN ADULT LEARNING

Author(s): Simona-Nicoleta Neagu / Language(s): English / Issue: 02/2016

Learning depends on many internal and external conditions and it is not only a function of memory. Learning requires, above all, motivational, in other words, success in learning depends on factors that excitability and response to stimulus (involvement), the intensity of learning, availability for learning, learning awareness. Adults will be motivated in learning tasks when they perceive that the result will bring satisfaction to one or more of their basic human needs: security, acceptance, respect, power, achievement, self-esteem, etc. Some people are motivated by monetary reward, providing benefits and titles, recognition. These rewards are called extrinsic motivators; although they are important, but they do not meet all human needs. In fact, often they only lead to short-term results and behavioral changes. To ensure a long-term motivation, teachers need to create a learning climate so that all needs are met. Such a work atmosphere will lead to intrinsic motivation, so they will be motivated by their own internal mechanisms. At the end of the paper it is presented a research on a group of 24 subjects. This is a checklist on motivational factors involved in adult learning. It was administered online through google docs. Why teach adults? What is their motivation to learn? There are differences in the motivation of male and female subjects? A conclusion of this study: While women are motivated more by security, house, money, comfort, balance, men are motivated primarily by career development goals, social life. To the women they come only after being satisfied necessity security.

A pedagógia elnyomottja

Author(s): Tamás Tóth / Language(s): Hungarian / Issue: 28/2021

The most common way of articulating educational problems and questions is by speaking the language of social sciences, and using the grammar of political logics. What is the proportion of disadvantaged students? Does this and that project for inclusion appear to be effective? Since when has the school been reproducing inequalities? And so on. What I would like to discuss here is that it is possible to talk about education educationally and along educational logics. While the logic of the political refers to the way the social is born, the logic of the educational signifies the way birth becomes social – namely, our collective and political attitude toward the fact that newcomers are constantly coming into our common and old world. I will present four educational logics characteristic of our epoch, which are discussed in depth by the proponents of an experimentative critical pedagogy. They do understand these logics of the educational in a radically different, twisted way if compared to the mainstream educational discourse, thus laying the groundwork for a new kind of radical left-wing pedagogy. In agreement with them, I want to argue here that pedagogy is not the praxis of the future, but of the present, in which it is more important not to know certain things than to want to know everything, because this is how we can break the chains of the prevailing order here and now: by putting gods and masters into brackets, and ignoring the expectations of the society, as well as the hopes of yesterday which constantly defer revolution.

A Phenomenographic Study of Adolescents’ Conceptions of Health Information Appraisal as a Critical Component of Adolescent Health Literacy

Author(s): Inese Stars,Zanda Rubene / Language(s): English / Issue: 44/2020

This paper reports on a health literacy study that explored adolescents’ conceptualizations of health information appraisal as a social practice in Latvia. The study was guided by phenomenography, a qualitative research approach used to describe people’s conceptions of a particular phenomenon. A purposive, maximum variation sampling was used, and 24 adolescents were recruited to take part in the study, ranging from 13 to 16 year-olds. Semi-structured interviews were undertaken for data collection. A phenomenographic method for data analysis was performed using the guidelines proved by Sandberg. The data analysis presented seven categories of description and an outcome space representing the adolescents’ qualitatively different conceptions of health information appraisal. The implications for health education in school are discussed.

A Place with No Time: Re-Conceptualising Child–Adult Relations during ‘Homeschooling’ in the 2020 Pandemic

Author(s): Sarah Crinall,Edith Crinall Rowbottom,Xanthia Patricia Mariana Blom / Language(s): English / Issue: 2/2020

We have heard the warming planet’s calls for sustaining rhythms through many events. COVID-19 is one such song. We have returned home with our families to our places in a mandated ‘lockdown’. Competitive economics are troubled, and trouble our world with unsustaining patterns. An urgent, convergent conversation about how ‘we’ (writers entwining) might touch on sustenance more begins between our two families. The children amongst us want to thread into these convolutions too.

A Quantile Regression Analysis of Students’ Social Exclusion Levels

Author(s): Nuran Bayram Arlı,Mine Aydemir / Language(s): English / Issue: 02/2020

Social exclusion means that the individual is excluded when compared to members of the community in which he or she lives. The purpose of the study to explore socio-demographic characteristics associated with the social exclusion of university students. There were 287 university students in our study group. The students completed a questionnaire including sociodemographic characteristics and social exclusion scale. Quantile regression analysis at the 10th, 50th and 90th percentile was used to examine the social exclusion levels of the students. As a result of this analysis we determined the variables that are significant in different quantiles. In the 10th quantile, the gender, economic situation and accommodation variables were found to be significant, while in the 50th quantile, the variables of gender, mother occupation, economic situation, and accommodation were statistically significant. Gender, grade, mother occupation, and economic situation were found to be significant in the last quantile.

A Research on Schools as Learning Organizations: A Theoretical Approach

Author(s): Gabriela Alina Paraschiva,Anca Draghici,Constanţa-Valentina Mihăilă / Language(s): English / Issue: 2/2019

Due to the growing pressures on the educational area to provide young people with the knowledge and skills needed to live and work in a constantly changing society and the technologies and trades that today do not exist, the model of learning organization has been extended to schools, as an attempt to re-conceptualize them from organizations that are traditionally linked to the learning and knowledge process to organizations that are capable of responding with efficiency to uncertain and dynamic environments. The purpose of this paper is to identify the state of affairs in the Romanian educational system (pre-university level) in order to provide a starting point for the implementation of the ‘school as a learning organization’ concept and model. The approach is theoretical, using desk research of regulations and data regarding the public expenditure in education, per capita funding, number of pupils enrolled, PISA results and correlations between the action-oriented dimensions (including their key characteristics/elements) of the model proposed by Kools & Stoll (2017) and the performance indicators (including descriptors) that are used at the Romanian national level. Results show that, between 2009 and 2018, school organizations were under increasing pressure and the implementation of this concept and model at system level could be an opportunity to focus on students from the organizational side, having the determined correlations as a foundation.

A Review of Multicultural Education in Northern Cyprus and Turkish Learning Levels of Students from Different Cultural Backgrounds

Author(s): Mehmet OZBILGEHAN / Language(s): English / Issue: 73/2021

The purpose of this research is -within the frame of opinions by form teachers working in primary schools in Northern Cyprus- reviewing problems faced by the students coming from different cultural backgrounds and reviewing proposals to solve such problems, in addition to considering Turkish grades on foreign students’ report cards to determine Turkish learning levels of them. This study was carried out using a mix of qualitative and quantitative research methods as a base to understand the present situation. Within the scope of the purposeful sampling in the research, 40 classroom teachers from 5 primary schools from the Nicosia area were reached by using criterion sampling and maximum diversity techniques. A total of 120 foreign students were also reached. Open-ended questions were asked to teachers through semi-structured interview forms. The answers were interpreted by thematicizing. As a result of the study, problems faced by students from different cultures according to the opinions of teachers were grouped as; educational problems, communication problems, curriculum problems, problems related to family, and general problems. It is suggested to have special language programs for students from different cultural backgrounds.

A ROMANIAN AND ICELANDIC LANGUAGE STUDENT’S PROFILE FROM THE PERSPECTIVE OF EDUCATION FOR DEMOCRATIC CITIZENSHIP

Author(s): Monica Tilea,Oana Adriana Duță,Sigríður Ólafsdóttir / Language(s): English / Issue: 1/2020

In a global context marked by the need to uphold democracy and human rights, education for democratic citizenship (EDC) has increasingly emerged as a prerequisite for shaping active and responsible citizens for the decades to come. The importance of EDC is strongly acknowledged by the Romanian and Icelandic educational systems and it is integrated in school syllabi at all levels of education.