School of Entrepreneurial Competitiveness in the Labor Market for Secondary Grammar School Students, a project financed by the European Union, was created and carried out by First Grammar School from Zagreb. Its main aim was to encourage the development of basic entrepreneurial competencies in secondary grammar school students. Twenty- eight students, participated in a three-month entrepreneurship education program (120 teaching hours). With the main aim of establishing the empirical effects of this education, research was carried out at two points in time - before and after its completion. The measurement included the following variables: desirability of entrepreneurship (DE), entrepreneurial self-efficacy (ESE), entrepreneurial inclinations (EI), entrepreneurial intentions (EINT) and objective level of entrepreneurial knowledge (EK). Twenty- eight additional students (a control group) of the same gender and age structure were also tested. Research has shown some significant positive effects of the entrepreneurship education, as well as some 'counter-effects', that are further discussed in the following text.
The paper gives a review of high school curricula for Serbian language and literature-the topics of Language and Language Culture from 1990 to the present. The structure, tasks, and contents of the curricula from 1990 and 1991, the innovated curriculum from 2011, and the latest, reformed curriculum were reviewed, analysed, and compared. The comparison aims to determine and analyse their similarities and differences in the field of language and language culture, to observe and highlight their positive and negative aspects, and thus, in accordance with the research results, to draw conclusions and finally make suggestions that would contribute to their further improvement.
Istraživanje je podstaknuto učestalom pojavomdemotivisanosti za učenje kod gimnazijskih maturanata,koja je primetna u proteklim godinama. Cilj istraživanja je da se rasvetle upravo ovi činioci demotivisanosti. U okviru kulturno-psihološkog i sociološko teorijskog okvira ovog istraživanja motivacija se opisuje kao proces u kom se susreću karakteristike konteksta i karakteristike osobe. Кao važni činioci motivacije za učenje prepoznaju se percepcija instrumentalnosti i upotrebne vrednosti učenja i znanja i perspektiva budućnosti. Poseban značaj imaju karakteristike konteksta u kom se uči, tj. način na koji su učenici podstaknuti da veruju da je ponašanje u sadašnjosti (učenje i postignuće) svrsishodno za postizanje budućih ciljeva. U ovom kvalitativnom istraživanju postavljena su sledeća istraživačka pitanja: 1) Na koje načine učenici vide upotrebnu vrednost učenja i postignuća za budućnost? 2) Šta učenike navodi na određene perspektive budućnosti? Sprovedene su dve fokus grupe sa 20 maturanata dve beogradske gimnazije. Odabrani su učenici kod kojih je primećen pad i u motivaciji za učenje i u postignuću, u prvom polugodištu četvrtog razreda. Analiza sadržaja odgovora ukazuje na sledeće:1) učenici ne prepoznaju znanja i postignuća kao instrumente društvene promocije, jer kako navode, ima drugih načina koji su lakši i brži; 2) mogućnost da se uslov za upis na fakultet obezbedi posredstvom prijemnog ispita, kao i izvesnost upisa na privatne fakultete i pre završene školske godine, školsko postignuće spušta na listi prioriteta; 3) statusna hijerarhija nije hijerarhija znanja i veština. Na najvišim položajima nisu ljudi koji najviše znaju ili umeju. Može se zaključiti da se sa društvenim promenama menja i perspektiva budućnosti učenika što negativno utiče na motivisanost za učenje.Stoga je pri planiranju obrazovnih politika važno da budu prepoznati kontekstualni činioci motivacije za učenje, ali je neophodno i da svi učesnici budu angažovani u kreiranju nove obrazovne stvarnosti. ; The research was stimulated by the frequent occurrence of demotivation for learning among high school graduates, which has been noticeable in recent years. The aim of the research is to clarify these particular factors for demotivation. Within the cultural-psychological and sociological theoretical framework of this research, motivation is described as a process in which characteristics of a context and characteristics of personality meet. Perception of instrumentality and use value of learning and knowledge, as well as perspectives in future, are recognized as important factors of motivation for learning. Characteristics of the context in which learning is conducted, ways by which students are encouraged to believe that their behaviour in the present (learning and achievement) is meaningful for achieving future goals, are in focus. In this qualitative research, the following research questions were asked: 1) do the students see the use value of learning and achievement for the future? 2) What leads students towards certain perspectives of the future? Two focus groups were conducted with 20 high school graduates from two Belgrade high schools. The students who demonstrated a decline both in motivation for learning and achievement in the first semester of the 4th grade, were selected. Analysis of the content of the answers provides the following insights: 1) the students do not recognize knowledge and achievements as instruments of social promotion, because, as they say, there are other ways that are easier and faster; 2) with the possibility for enrolment through the entrance exam and enrolment to private faculties even before the end of the school year, the school achievement loses priority; 3) the status hierarchy is not a hierarchy of knowledge and skills. People with great knowledge and skills are not in the highest positions in society. It can be concluded that with the social changes, the students' perspective of the future also changes, which negatively affects the motivation to learn. Therefore, when planning educational policies, it is important to recognize the contextual factors of motivation for learning, as well as the engagement of all participants in creating a new educational reality. ; Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" ; Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 62, Heft 1, S. 82
We use eleven-plus test and appeals data obtained from a large local authority to explore how the process of admission to grammar schools produces such a strong social gradient in entry rates. We look at disparities between eleven-plus and subsequent SATs scores by social background for each element of the test. We then turn to whether the headteacher assessment panel seems to help or hinder poor students on the cusp of passing. Our analysis has implications for how to improve access to grammar schools for those from disadvantaged families.
لا يخفى ما للوضع الثقافي في البصرة من أثر في طبيعة نشأة النحو فيها, فقد خرج المذهب النحوي البصري من رحم البيئة المعرفية آنذاك, وهي بيئة علمية عقلية شهدت ظهور العديد من المدارس الكلامية والمذاهب الفلسفية, خلاف ما سيحدث في الكوفة إذ ولد النحو الكوفي من رحم مدرسة الإقراء كما سوف يأتي. ومع ابن ابي اسحق ظهر مفهوم القياس في الدراسات النحوية, فقد كان شديد التجريد للقياس, وكان كثير الطعن على كلام العرب, كثير التهمة لهم باللحن , ولا يخفى ما لعنصر القياس من أهمية في نشوء النحو وتكونه, فهو الأداة في استنتاج القواعد والأسس, وهو الأصل في عملية ضبط الأحكام وتقنين القواعد.
My study focuses on tertiary education chances and opportunities of disadvantaged and multiply disadvantaged children and youngsters. The target group of the research consisted of disadvantaged full-time secondary grammar school students who aim to get out of their position and status with the help of further education. Via the interviews I tried to examine the difficult topic of further education from the perspective of the disadvantaged and the multiply disadvantaged students, also aspiring to reveal their notions and fears about the topic. The main goal of my research was to get an insight into the perspective and mentality of disadvantaged and multiply disadvantaged students.
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 45, Heft 3, S. 263
When teaching at school has a high quality, students feel well. The degree of teaching quality depends on the teachers, who have significant influence on the well-being of students. Supportive, activating as well as equitable teaching increases students' well-being. In Austria, teacher behaviour differs considerably between middle schools and grammar schools. Middle school teachers, for example, are more often perceived as more supportive by their students, while grammar school teachers are somewhat more often perceived as fair. However, there is little research on which of these behaviours is related to students well-being and how it differs between middle schools and grammar schools. Therefore, this article uses general linear models to examine which forms of teacher behaviour are related to the well-being of middle school and grammar school students. The analysis is based on a representative survey (n = 2.964) of 8th grade students in Austria. The results show that fair and appreciative as well as supportive behaviour on the part of the teacher contributes to an increase in the well-being of middle school students to approximately the same extent. For grammar school students, on the other hand, appreciative behaviour is more strongly related to well-being.
In dem Beitrag wird die ambivalente Politik der Auslese an den höheren Schulen in Nordrhein-Westfalen während der ersten Nachkriegsjahrzehnte analysiert: Grundsätzlich forderten das Ministerium und die Gymnasiallehrerschaft eine "Begabtenauslese" an den Gymnasien. Aber alle Ansätze zur Einführung von systematischen und landeseinheitlichen Diagnose- und Auswahlverfahren stießen bei der Lehrerschaft und den Eltern auf mentale Widerstände, mussten schnell wieder zurückgenommen und eine dezentrale Handhabung der Übergangsauslese zugelassen werden. Der selektive Charakter der höheren Schulen in diesen Jahren ergab sich vor allem aus der Selbsteliminierung der großen Mehrheit der Familien bei Eintritt in die höheren Schulen und deren "multifunktionaler" Nutzung. Große Anteile der Schülerschaft besuchten die höheren Schulen mit dem Ziel, dort nur die Schulpflicht oder die Mittelstufe zu absolvieren, weil vielerorts das Mittelschulwesen noch nicht ausgebaut war und auch ohne Abitur gute Beschäftigungsaussichten bestanden. Abschließend werden die historischen Befunde im Hinblick auf die aktuellen Debatten zur Auslese diskutiert. (DIPF/Orig.) ; The author analyzes the ambivalent policy of selection followed by secondary schools in North-Rhine Westphalia during the early post-war decades: basically, both the ministry of education and the teaching staff requested a "selection of the gifted" at the grammar schools. However, all endeavors to implement systematic and state-wide procedures of diagnosis and selection met with mental opposition from both the parents and the teachers and thus had to be withdrawn quickly, making room for a decentralized handling of the selection of students entering grammar school. The selective character of grammar schools of that time was mainly due to the self-elimination of the vast majority of families with children entering secondary school and to their "multifunctional" use. Large numbers of the student body went to grammar school merely with the aim of meeting their obligation to attend school or of completing their middle school education, because in many places the system of middle schools was not yet fully developed and employment prospects were pretty good even without having completed A-levels. In a final part, the historical findings are discussed with regard to the present debate on selection. (DIPF/Orig.)
