Suchergebnisse

U svibnju 1841. godine otvorena je pri Židovskoj općini u Zagrebu prva škola, Bildungsschule, i prvi učitelj bio je Karl Saphir. U Varaždinu je tada već postojala škola sa 65 učenika. Troškovi škole namirivali su se školarinom i dobrovoljnim prilozima, a siromašni đaci bili su oslobođeni plaćanja. U listopadu 1855, nakon kraće stanke, otvorena je u Židovskoj općini Trivialschule sa tri razreda. Podučavani su njemački jezik i hebrejski predmeti. Jezik u nastavi u školama Hrvatske bio je odraz političkih prilika. Dok se u pučkim školama dozvoljavao "zemaljski pučki jezik", u gimnazijama se učilo na stranim jezicima. Tako je 1848. u Hrvatskoj i Slavoniji nastavni jezik latinski s obveznim mađarskim. 1849/50 uveden je "ilirski jezik" s obveznim njemačkim. Poslije je njemački jezik proširen i na nastavu povijesti, prirodopisa, matematike i fizike. Ilirski jezik je službeni do 1854, a poslije se uvodi hrvatski, ali samo za učenje hrvatskog jezika i vjeronauka. U Rijeci je u školama neko vrijeme ilirski i talijanski jezik, a od 1854/55 njemački. ; The first Jewish schools in Croatia were founded in Varaždin and Zagreb, and later in Osijek. At first, they were under the control of the Catholic Church as were other Croatian schools. In 1851/52 there were four Jewish schools with 131 pupils and in 1853/54 the number of pupils amounted to 277. The first Jewish school was established in Zagreb in 1841 and in 1889 it was moved to a new Community building containing four classrooms. The first director was Rabbi Dr Hosea Jakobi. Besides the obligatory curriculum, pupils learnt the Bible, holiday customs and the Hebrew language. For pupils at other elementary schools in Zagreb religious education was conducted several times a week and secondary school pupils went to the Jewish community once a week to attend classes. Great attention was paid to the education of children and the young: support and scholarships were given; boarding schools, centres and canteens were founded. There were many youths and student's societies, for example, The Jewish Society for Supporting Poor Students, Judea, Esperanza (the Sephardim), Literary section and Credit cooperative "EZRA" and other organizations. In 1929/1920 the Jewish communities in Croatia numbered over 500 elementary pupils, over 1,000 secondary school pupils and more than 250 students at the University of Zagreb, mainly studying law and medicine (girls made up a quarter of this number). In the centres of Jewish communities secondary schools were attended by pupils from neighbouring villages and meals were organized for them (Tage esen) in Jewish families. Teachers from Jewish communities went to surrounding villages and organized religious education. Many libraries and cultural, music and other activities were organized for children and youth in the communities. ; Tekst je objavljen u knjizi "Židovi u Hrvatskoj - židovske zajednice", Zagreb, 2004, str. 141-145 (the text was published in the book "Jews in Croatia - Jewish Communities", Zagreb, 2004, pp. 141-145).

The paper presents the results of research exploring the relationship between democratic school leadership and democratic school culture in primary schools. The research is based on the present knowledge that points to the significant role of principals in the process of developing and changing school culture (Fullan, 2005). The aim of the research was to determine the extent of primary teachers' perception regarding the level of development of selected characteristics of democratic school leadership and its connection to their estimate of the level of development of selected characteristics of democratic school culture. The research comprised 651 teachers from the City of Zagreb and Zagreb County. The research was conducted by means of a survey using a questionnaire containing two instruments: the Instrument for the measurement of characteristics of democratic school leadership (designed for the research) and the Instrument for the measurement of characteristics of democratic school culture (adopted from Spajić-Vrkaš, 2016). According to the teachers' perception, principals in the City of Zagreb and Zagreb County implement characteristics of democratic school leadership to a significant degree. They perceive the level of characteristics of democratic school culture as moderate. In addition, the research has determined a statistically significant high positive correlation between characteristics of democratic school leadership and democratic school culture. ; U radu je prikazano istraživanje u kojem je provjeren odnos između demokratskoga školskog vođenja i demokratske školske kulture u osnovnim školama. Istraživanje se temelji na dosadašnjim spoznajama koje upućuju na značajnu ulogu ravnatelja u razvoju i mijenjanju školske kulture (Fullan, 2005). Svrha je istraživanja utvrditi je li i u kojoj mjeri procjena učitelja osnovnih škola o stupnju razvij enosti odabranih obilježja demokratskoga školskog vođenja povezana s njihovom procjenom stupnja razvijenosti odabranih obilježja demokratske školske kulture. U istraživanju je sudjelovao 651 učitelj iz grada Zagreba i Zagrebačke županije. Istraživanje je provedeno anketnim ispitivanjem u kojem je korišten upitnik koji je sadržavao Instrument za mjerenje obilježja demokratskoga školskog vođenja (izrađen za potrebe istraživanja) i Instrument za mjerenje obilježja demokratske školske kulture (preuzet od Spajić-Vrkaš, 2016.). Prema percepciji učitelja ravnatelji u Gradu Zagrebu i Zagrebačkoj županiji u značajnoj mjeri implementiraju obilježja demokratskoga školskog vođenja te percipiraju da u školama postoji osrednja razina prisutnosti obilježja demokratske školske kulture. Nadalje, istraživanjem je utvrđena statistički značajna visoka pozitivna povezanost između obilježja demokratskoga školskog vođenja i demokratske školske kulture.

Vrednovanje ima svoju povijesnu i društvenu utemeljenost i uvjetovanost. Autori smatraju da kao sastavnica kurikulumskog procesa, relativno novog pristupa unutarnjem preustroju odgojno-obrazovnih i školskih sustava, zauzima ključno mjesto kao završna a ujedno i polazišna točka odgojno obrazovnog procesa. Ta je sastavnica bila zapostavljena sa stručnog i znanstvenoistraživačkog aspekta, mada je jedna od senzibilnijih etapa u tom procesu. Ista se u radu razmatra kao relevantna sastavnica nastavnikova habitusa. Iz toga proistječe nužnost osposobljavanja nastavnika za vrednovanje tijekom njegova inicijalnog obrazovanja, razvoj ove kompetencije u obrazovanju učitelja tijekom rada te poglavito u cjeloživotnom obrazovanju nastavnika.Ocjena kao rezultat vrednovanja, može djelovati višeslojno na pojedince ili skupinu: katalitički limitirajuće i inhibitorno. Time se determinira socijalna klima i odnosi između ekstrema autokratičnosti i demokratičnosti, odnosno alijenacije i dezalijenacije subjekata u nastavi. Istraživanja pokazuju da učenici, a posebno studenti, imaju razvijene sposobnosti za vrednovanje, ali nedovoljno participiraju u tom dijelu nastavnog procesa, što ih zadržava u tradicionalnoj poziciji – objekta.Kako se u postupku vrednovanja učenika generiraju konflikti, to je ovom problemu potrebno posvetiti posebnu pažnju. ; Evaluation has its own historical and social foundation and determination. Authors considerthat as an integral element in process of curriculum in this relatively new approach to innerreconstruction in educational and school systems, it takes an important place as a finishing andstarting point in educational process. This component was neglected from aspect of profession aswell as scientific studies, although it is one of the more sensible stages in that process.In this work ditto is considered as a relevant component of teacher's habitus. From this stems thenecessity for training teachers in evaluation during their initial education, as well as developmentof this competence during their work as teachers, and mainly in their lifelong/permanenteducation.Mark, as a result of evaluation, can act in layers on individuals or on a group: catalyticicallylimitating or inhibitating. With it social climate and relations between autocratic and democraticextremes are determined, such as alienation and desalination of the subjects of education.Researches show, that pupils, and especially the students, have developed abilities for evaluation,but are insufficiently participating in that part of educational process thus maintaining thetraditional position of an object.As conflicts are generated in process of assessment of pupils this problem needs specialattention

In WRK the typical control system of high school is considered, the function
chart and criteria of functioning of system are described. The method of an estimation of weight factors of criteria is developed.

The review presents the manuscript of the textbook "Criminalistics", which is being prepared for publication. In the manuscript, the authors of the textbook, based on the established traditional approaches to criminology textbooks that have developed in Russian science, consistently present the material that is conceptually linked by the table of contents of the publication. It pays special attention not only to the already established and well-established educational knowledge, but also to the knowledge relevant to the current situation in which the law enforcement agencies of Russia function. Consistently in the sections of the criminalistics system in the textbook, the issues of criminalistic identification, forecasting, situational modeling and the basics of information and methodological use of criminalistics data in other types of law enforcement activities are revealed. The textbook reflects almost all the institutes of technical support of the investigation, including the issues of genetic identification of the individual, the study of computer information, the basics of the use of "artificial" intelligence in the investigation of crimes, expert activity in the investigation. Special attention is paid to the tactics of verbal and non-verbal investigative actions. For the first time, the issue of establishing causal relationships in the process of investigating crimes is considered. In the system of private forensic techniques, the authors have included both traditional and current methods of investigating crimes against public security and state power, terrorist and extremist orientation, official and official crimes, as well as crimes committed in the field of computer information.

The objective of the article is the systematic description of emergence and development at economic faculty of MSU G. H. Popov's Scientific School of Management. The subject of the article is the dynamics of development of this Scientific School. The methodological basis of the research are author's personal observations as a participant of the proses of creation of scientific school and analysis of scientific and teaching materials published in 60th–70th of previous century. In the article is show that Scientific School of management of social production was established at economic faculty of Moscow State University in the 70-th of the previous century. During 20 years Scientific School was headed by its founder G. H. Popov. The theoretical statements presented by him in his book «Problems of theory of management» played the role of methodological basis of Popov's Scientific School. The organizational form of Scientific School there was a Center for the problems of management at Economic faculty of MSU.

The article analyses the problems of architectural education, mechanisms of formation of architectural schools, their peculiarities depending on concrete social and cultural goals. The author focuses on the notions of academic and non-academic school, as well as the interrelation between architectural practice and university leadership. He draws comparisons between world and Russian experiences and describes the personalities of the leaders of architectural schools of different theoretical and socio-cultural types. He proposes a wide interpretation of the current development of the global and the local as cultural paradigms that absorb essentially close, but also internally contradictory attributes that compose a dialectical unity and contradiction. The article describes Russian versions of regional architectural practices, interaction of architectural theory and practice with political power and business, as well as relations between the capital and the province. ; Анализируются проблемы архитектурного образования, механизмы формирования архитектурных школ, их особенности в зависимости от конкретно-социальных и культурных задач. Предметом изложения автор делает понятия учебной и неучебной школы, соотношения архитектурной практики и университетского лидерства. Проводятся параллели между мировым и российским опытом, описываются личности лидеров архитектурных школ разных теоретических и социально-культурных форматов. Предлагается широкое толкование глобального и локального в современном развитии как культурных парадигм, вбирающих сущностно близкие, но и внутренне противоречивые признаки, образующие диалектическое единство и противоречие. Описываются российские варианты региональных архитектурных практик, взаимодействие архитектурной теории и практики с политической властью и бизнесом, отношения столицы и провинции.

Зиновкина Милослава Михайловна: В статье автор описывает теорию и практику внедрения в школах России и за рубежом авторской системы многоуровневого непрерывного креативного образования NFTM-TRIZ. Эта система с восторгом востребована и реализуется в школах Южной Кореи, в стране, которая за короткое время достигла огромных успехов в своем развитии. Статья адресована учителям школ, гимназий, лицеев; полезна аспирантам и специалистам, работающим в области креативной педагогики.

Suvremeni pristupi i paradigme odgoja i obrazovanja, posebno u tzv. postkonvencijsko vrijeme, poimaju dijete kao aktivno biće koje može i treba sudjelovati u vlastitom odgoju i obrazovanju te preuzeti odgovornost za svoje ponašanje (Koller-Trbović i Žižak, 2005, Pećnik, 2008, Markovinović, 2010, Kušević, 2010). Iako je ideja participacije djece i uzimanja u obzir njihove perspektive relativno dobro zastupljena kroz stručne i znanstvene radove i rasprave, primjećuje se raskorak između ideje o participaciji i njezine stvarne primjene u praksi, pri čemu se govori o "plimi" retorike o participaciji i "oseci" praktične primjene i utjecaja na poboljšanje intervencija za djecu (Badham, 2004, prema Bessell, 2011). Istraživanje mišljenja i stavova djece i mladih u Hrvatskoj pokazalo je kako je glavni problem u vezi s pravima sudjelovanja djece, nepostojanje zadovoljavajućih institucionalnih mehanizama namijenjenih uključivanju djece u odlučivanje (Miharija i Kuridža, 2011). Stoga je cilj ovoga rada prikazati analizu stanja participacije djece u školi i to kroz prikaz relevantnih zakona i politika, istraživanja te primjera dobre prakse. Pregled recentne literature pokazuje nedostatak sustavnih pokazatelja o dječjoj participaciji u školi u svim segmentima, od teorijskih modela i istraživanja do primjera dobre prakse. Nedostatak podataka ukazuje na potrebu za daljnjim promicanjem dječje participacije u školi kroz znanstvene i stručne radove, participativne istraživačke projekte te interaktivne prikaze modela dječje participacije. ; Modern approaches and paradigms of education, especially in the so -called post-conventional time, conceive a child as an active being who can and should participate in his/her own education and take responsibility for his/her behavior (Koller-Trbovic and Žižak, 2005; Pećnik, 2008; Markovinović, 2010; Kušević, 2010). Although the idea of children's participation and taking into account their perspective is relatively well represented through professional and scientific papers and discussions, we can note the discrepancy between the idea of participation and its actual application in practice, whereat we are talking about the "high tide" of rhetoric of participation and "low tide" of practical application and impact on improving children's activities (Badham, 2004, according to Bessell, 2011). Survey on opinions and attitudes of children and young people in Croatia showed that a major problem in relation to the participation rights of children is the lack of satisfactory institutional mechanisms aimed at the involvement of children in decision-making (Miharija and Kuridža, 2011). Therefore, the aim of this paper is to present an analysis of the condition of participation of children in school through the presentation of relevant laws and policies, research and best practice. Overview of relevant literature has shown a shortage of methodical indicators about children's participation in school in all the segments, from theoretical models and research to models of good practice. Shortage of data draws attention to necessity for further promotion of children's participation in school through scientific and professional work, participatory research projects and interactive demonstration of children's participation models.

В статье рассматривается готовность детей к обучению в общеобразовательной школе как важное условие успешного перехода ребенка от дошкольной ступени образования к школьному обучению. Актуальность исследуемой проблемы обусловлена необходимостью формирования у детей старшего дошкольного возраста готовности к обучению в школе. Исследование выполнено на основе применения общенаучных теоретических методов: анализа, синтеза, обобщения, конкретизации, классификации. В процессе подготовки статьи анализировались нормативно-правовые документы, регламентирующие сферу дошкольного образования, научная психолого-педагогическая литература по теме исследования. Результаты исследования свидетельствуют о том, что в понятие школьной готовности ученые включают разные содержательные компоненты. Это объясняется многомерностью исследуемого понятия. Авторами статьи сделан вывод о том, что школьная готовность (готовность к обучению в общеобразовательной школе) - это личностное интегральное новообразование старшего дошкольного возраста и одновременно предпосылка к учебной деятельности, указывающая на способность ребенка перейти на ступень школьного обучения. Конкретизируется данное понятие в определении сущности и содержания отдельных видов готовности к обучению в школе (физическая готовность, психологическая готовность, эмоционально-волевая готовность и др.). Структура школьной готовности представлена шестью основными содержательными компонентами: физическим, знаниевым, когнитивным, коммуникативным, личностным и эмоционально-волевым.
This article discusses the readiness of children to school as an important condition for a child's successful transition from the preschool stage of education to schooling. The relevance of the problem under study is due to the need to form children's readiness to study at school. The study is based on the application of general scientific theoretical methods: analysis, synthesis, generalization, specification, classification. In the process of preparing the article, the authors considered the normative legal documents regulating the sphere of preschool education, scientific psychological and pedagogical literature on the research topic. The results of the study show that scientists include different content components in the concept of school readiness. This is explained by the multidimensionality of the concept under study. The authors of the article come to the conclusion that school readiness (readiness to enter comprehensive school) is a personal integral new formation of senior pre-school age and, at the same time it is a precondition of learning activity showing ability of a child to pass to the stage of school education. This concept is concretised in determining the essence and content of individual types of readiness to school (physical readiness, psychological readiness, emotional and volitional readiness, etc.). The structure of school readiness is represented by six main content components: physical, knowledge, cognitive, communicative, personal, and emotional-volitional.

Расширение медиапространства, увеличение в нем речепроизводства и числа участников, медиатизация современного социума, глобальные информационные войны и использование СМИ в качестве инструмента этих войн, возрастание манипулятивного речевого воздействия в медиатекстах способствуют развитию медиалингвистики как научной дисциплины и внедрению медиаобразования в программу подготовки филологов. Интерес к данному направлению растет в разных странах, формируются исследовательские школы. На Украине исследование процессов развития языка массовой коммуникации связано с киевской школой медиалингвистики, представители которой сосредоточились на всестороннем изучении политических медиатекстов. В парадигме медиалингвистики изучаются актуальные дискурсивные практики политического, массмедийного, спортивного и досугового медиадискурсов. В статье рассматриваются основные научные направления исследования массмедийного коммуникативного пространства Украины на протяжении 2003 – 2015 гг. ; The extension of mediaspace, increase of speech production and number of participants in it, mediatization of modern society, global information wars and use of massmedia as an instrument of these wars, growth of manipulative speech influence in the mediatexts promote the development of medialinguistics as a scientific discipline and introduction mediaeducation into the syllabus of training linguists. Interest in this area is growing in different countries, formed the research schools. In Ukraine, the study of the processes of language development of mass communication is associated with Kiev school of medialinguistics, representatives of which focused on a comprehensive study of the political media texts. The paradigm of medialinguistics examines current practices of political, mass media, sport and leisure media discourses. The article discusses the main research areas of research of the mass media communication space of Ukraine for 2003 – 2015 years.

в данной статье отмечается фундаментальное значение геометрической подготовки в инженерном образовании. Автором показано ; что геометро-графической подготовке следует уделять внимание как можно раньше в содружестве школ и вузов. В исследовании рассматривается опыт БГТУ «ВОЕНМЕХ» в части содружества с ЛОИРО и использования инновационных образовательных технологий. ; this article notes the fundamental importance of geometric training in engineering education. The author shows that co-operation of schools and universities should pay attention at geometric-graphic preparation as soon as possible. The study examines the experience BSTU "Military-mechanics" regarding cooperation with LEIED and the use of innovative educational technologies.

The current situation with use of ICT in educational process and the undertaken measures for its improvement in Russia and the European Union countries is considered ; Рассматривается текущая ситуация с использованием ИКТ в учебном процессе и предпринимаемые меры для ее улучшения в России и странах Евросоюза

Purpose: on the base of analysis of modern information technology training to prove the feasibility of the course "Technology" in the primary school through distance learning technologies. Methodology: a theoretical analysis of psychological and pedagogical literature, the study of experience in implementing e-learning, including on school "House - Shkola.ru" of Ivanovo city. Results: The goal of the course "Technology" in distance education is to form the foundations of students' work culture, through the acquisition of basic concepts of natural and technological environment. The basic forms and methods of teaching students using the school site, provided directions for further development opportunities of distance learning course "Technology" in the system of additional education. Practical implications: the system of general education, further education of children.