Book reviews     

Oskar Anweiler  W. S. Aranski  Lynn Davies  Jeremy J. Greenland  Thomas Heinze  Dieter Lenzen  Hans Scheuerl  Éva Szabolcs  Gordana Zindović Vukadinović 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(2):239-252

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Training for self-instruction: an ongoing experiment     

Gordana Zindović Vukadinović 《Prospects》1988,18(1):27-39

She is national co-ordinator for the CODIESEE programme and directs the self-instruction project in this context. She is the author of experimental programmes to transform school libraries in Serbia into media libraries. She has also written numerous articles on educational technology.  相似文献   

The interplay of social competence and psychopathology over 20 years: testing transactional and cascade models     

Burt KB  Obradović J  Long JD  Masten AS 《Child development》2008,79(2):359-374

Associations among internalizing, externalizing, and social competence were examined in a longitudinal cohort (N = 205) of 8- to 12-year-old children reassessed after 7, 10, and 20 years. Theoretically informed nested structural equation models tested interconnections among broad multi-informant constructs across four developmental periods. Follow-up analyses examined gender invariance, measurement and age effects, and putative common causes. Key model comparisons indicated robust negative paths from social competence to internalizing problems from childhood to adolescence and from emerging adulthood to young adulthood. Social competence and externalizing problems showed strong initial associations in childhood but no longitudinal cross-domain paths. Using a developmental psychopathology framework, results are discussed in relation to cascade and transactional effects and the interplay between competence and symptoms over time.  相似文献   

Teacher training in socialist countries     

Dragutin Franković 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):350-357

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Sovremennyi chitatel’: vzgliad spetsialistov knizhnoi kul’tury,edited by A.S. Stepanova and V.V. Ialysheva, [The Contemporary Reader: From the Perspective of Experts in Book Culture]. St. Petersburg,Rossiiskaia Natsional’naia Biblioteka, 2011, 192 pp., ISBN: 5819204146     

Danijela Matković 《Slavic & East European Information Resources》2018,19(1-2):111-112

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Direct and Indirect Effects of Parenting on the Academic Functioning of Young Homeless Children     

Janette E. Herbers  J. J. Cutuli  Theresa L. Lafavor  Danielle Vrieze  Cari Leibel  Jelena Obradović 《Early education and development》2013,24(1):77-104

Research Findings: Effects of parenting quality on the academic functioning of young homeless children were examined using data from 58 children ages 4 to 7 and their parents during their stay at an emergency homeless shelter. Parenting quality, child executive function, child intellectual functioning, and risk status were assessed in the shelter, and teacher reports of academic functioning were obtained when the children began kindergarten or 1st grade. As hypothesized, parenting quality was associated with children's academic success, and this effect was mediated by executive function skills in the child. Parenting quality also had a moderating effect on risk, consistent with a protective role of high-quality parenting among children with higher risk levels. Concomitantly, children with higher risk and lower parenting quality appeared to be more vulnerable to academic problems. Practice or Policy: In homeless families, parenting may play an especially important role in academic success through multiple pathways, including the development of executive function skills in their children. Policies and practices to support parents and foster the executive function skills of young children in homeless families may be important strategies to promote child academic success. Implications for intervention efforts with homeless parents and children are discussed.  相似文献   

mLearning in a Europe‐wide network of schools     

Andrina Granić  Maja Ćukušić  Rob Walker 《Educational Media International》2013,50(3):167-184

This paper presents a European Community supported project which investigated whether the use of electronic and mobile technologies in the hands of young learners might engage them in learning activities and start to change their attitudes towards learning. The mLearning system was implemented in a Europe‐wide network of 14 schools with over 500 students and 46 teachers participating in the implementation. In the paper special focus is given to three different mLearning contexts/scenarios implemented within the setting of one of the Europe‐wide network of schools.

mLearning in einem Europaweiten Netz von Schulen

Dieses Papier präsentiert ein von der Europäische Gemeinschaft unterstütztes Projekt, das erforschen sollte, ob der Gebrauch von elektronischen und mobilen Technologien in den Händen von jungen Anfängern diese im Lernen von Aktivitäten anregen und dazu führen könnte, ihre Einstellungen zum Lernen zu ändern. Das mLearning System wurde in einem Europaweiten Netz von 14 Schulen mit mehr als 500 Schülern und 46 Lehrern durchgeführt. In diesem Papier wurde der besondere Schwerpunkt auf drei unterschiedliche mLearning Zusammenhänge/Drehbücher gelegt, die innerhalb eines der europaweiten Netze von Schulen angelegt sind.

Le mLearning dans un réseau d’écoles à l’échelle européenne

Cet article présente un projet soutenu par la Communauté Européenne qui a examiné si l’usage des technologies électroniques mobiles mises entre les mains de jeunes apprenants pourrait les amener à se lancer dans des activités d’apprentissage et commencer à changer leur attitude vis‐à‐vis de l’apprentissage. Ce système de m(obile)‐learning a été mis en place dans un réseau trans‐européen de 14 écoles avec une participation active de la part de plus de 500 élèves et de 46 professeurs. Dans l’article on met un accent particulier sur trois contextes/scénarios de m‐learning mis en route au sein d’un réseau transeuropéen d’écoles.

El mLearning dentro de una red paneuropea de escuelas

Este artículo presenta un proyecto apoyado por la Comunidad Europea en el cual se investigó si el uso de tecnologías electrónicas y móviles por parte de jóvenes alumnos pudiera conducirles a lanzarse a actividades de aprendizaje y empezar a cambiar su actitud con respecto al aprendizaje. Este sistema de m‐learning fue aplicado dentro de una red transeuropea que incluye 14 escuelas con más de de 500 alumnos y 46 profesores participando en la aplicación. El artículo hace hincapie en tres diferentes contextos/guiones de mLearning aplicados dentro de una de las redes transeuropeas de escuelas.  相似文献   

Use of widgets as information management tools in online shared spaces     

Dinara Saparova  Francis Kibaru  Josipa Bašić 《International Journal of Information Management》2013

Online shared spaces are destinations where people of common interests interact to achieve common goals or borrow each other's expertise for personal pursuits. Due to a multitude of users, such spaces generate large amounts of content, thus creating a potential for information overload. To deal with it, users of online shared spaces develop information management strategies that frequently involve the use of information technology. In this paper we present a case study of the use of widgets as information management tools in uCern, an online shared workspace where healthcare industry stakeholders get involved in various types of interactions. To understand how widgets served the purpose of information management and whether they were considered useful, we administered an online questionnaire (n = 183) followed by qualitative interviews (n = 5). Data analysis revealed that study participants used widgets as tools that promoted their situation and activity awareness of events and activities going on in uCern and helped them with organizing and accessing the content in a quick and efficient manner. We also describe issues associated with the use of widgets and their usefulness as reported by participants and propose implications for design and development of online shared spaces in relation to information management tools.  相似文献   

The role of education in the treatment of offenders     

GORAN JOVANIĆ 《Support for Learning》2011,26(2):79-82

This article considers an aspect of inclusive education that has received relatively limited exposure: the challenges involved in meeting the educational needs of offenders in prisons. It does this by taking the example of Serbia, where recent changes in legislation have ensured the educational rights of inmates. It then looks at possible ways in which more inclusive approaches to the education of inmates in prison might be developed in Serbia by illustrating some successful initiatives from the United States and other countries. The article points to the need for flexibility and a focus on the achievement of quality changes in behaviour, self‐image and relationships with other inmates, as well as literacy and vocational training. It goes on to argue that such innovations in prison education are a requirement to enable prisoners to be prepared for reintegration into society on their release.  相似文献   

Assessment validity and learning analytics as prerequisites for ensuring student-centred learning design     

Blaženka Divjak  Barbi Svetec  Damir Horvat  Nikola Kadoić 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):313-334

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