Staff Recruitment in Higher Education: Country and Institutional Experiences – The Case of Serbia     

Srbijanka Turajlić 《Higher Education in Europe》2006,31(3):295-302

When the legislation on higher education in Serbia was enacted in the summer of 2005, Serbian universities started a reform process, which has still not been completed. Since the new law leaves room for any institution to organize itself within the given framework, it is hard to predict the final shape the universities are going to adopt. Consequently, this paper focuses on the existing practice in recruitment policy indicating the eventual pitfalls that threaten the institution in the reform process. In order to allow for a better understanding of the environment in which recruitment is taking place, the first part of the paper outlines the existing environment in terms of the institutional structure, financing and management. The second part concentrates on the recruitment policy.  相似文献   

Visual-Motor Integration,Executive Functions,and Academic Achievement: Concurrent and Longitudinal Relations in Late Elementary School     

Michael J. Sulik  Stephanie L. Haft  Jelena Obradović 《Early education and development》2018,29(7):956-970

ABSTRACT

Research Findings: Using data from a short-term longitudinal study of 343 third-, fourth-, and fifth-grade students, we investigated visual-motor integration (VMI) skills as a predictor of direct assessments of executive functions (EFs) and academic achievement. This is the first study to investigate relations among these three constructs in late elementary school. VMI predicted change in EFs from fall to spring. EFs and VMI were independently associated with math and English/language arts standardized test scores. When controlling for earlier achievement test scores, EFs—but not VMI—remained a significant predictor of later academic achievement. Results indicate that VMI may help support the continued development of EFs in late elementary school, but EFs appear to be comparatively more important as a direct predictor of continued academic development during this age period. Practice or Policy: VMI is a complex ability that combines fine motor coordination (an aspect of school readiness) and visual-spatial reasoning skills. VMI has been identified as an influential predictor of early academic development, but it has been neglected in middle childhood studies. Our results suggest that VMI remains important through the end of elementary school for the continued development of children’s EFs and therefore merits more attention from researchers and educators.  相似文献   

Metacognitive strategies and reading comprehension in elementary-school students     

Svjetlana Kolić-Vehovec  Igor Bajšanski 《European Journal of Psychology of Education - EJPE》2006,21(4):439-451

The aim of this study was to explore comprehension monitoring and perceived use of reading strategies as factors of reading comprehension. Participants were elementary school students from the fifth to the eighth grade. Error correction and text sensitivity tasks from the Metacomprehension test (Pazzaglia, De Beni, &; Cristante, 1994). and the cloze-task were used as measures of comprehension monitoring during reading. A Strategic reading questionnaire (Koli?-Vehovec &; Baj?anski, 2001b) was applied as a measure of perceived use of strategies during reading. Girls had better results than boys on text comprehension, all measures of comprehension monitoring, as well as on the Strategic reading questionnaire. Significant developmental improvements in comprehension monitoring occurred after the fifth grade and between the sixth and the eighth grade. A similar change was evident in reading comprehension. All measures of comprehension monitoring were significantly related to text comprehension in all age groups. However, perceived use of reading strategies was significantly related to reading comprehension only in eighth-grade students.  相似文献   

Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities     

Isabel Hilliger  Margarita Ortiz-Rojas  Paola Pesántez-Cabrera  Eliana Scheihing  Yi-Shan Tsai  Pedro J. Muñoz-Merino  Tom Broos  Alexander Whitelock-Wainwright  Dragan Gašević  Mar Pérez-Sanagustín 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):915-937

In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data-related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption.  相似文献   

Dearth of early education experience: a significant barrier to educational and social inclusion in the Western Balkans     

Sunčica Macura Milovanović  Ivana Batarelo Kokić  Selma Džemidžić Kristiansen  Ibolya Gera  Estevan Ikonomi  Lejla Kafedžić 《International Journal of Inclusive Education》2013,17(1):36-54

The article summarises the socio-political, cultural, economic and educational background to the Western Balkans region and outlines the wider qualitative research study that provided the data on early and pre-school educational opportunities in the seven countries involved; Albania, Bosnia and Herzegovina, Croatia, Kosovo (under United Nations Security Council Resolution 1244), the Former Yugoslav Republic of Macedonia, Montenegro and Serbia. The authors examine international research and literature on early education that identifies it as an important means of enabling subsequent educational and social inclusion and attainment. They proceed to discuss and illustrate from the research data five inter-linked factors showing that provision of early education in the Western Balkans is inadequate and exclusive and that children who are already at greatest socio-economic and cultural disadvantage and at potential risk in elementary and secondary education are least likely to participate in, or benefit from, it. Some recent more encouraging developments are noted but the article concludes that substantially more investment and positive actions are needed in raising awareness of the importance of early education and in developing policies and provision for it that will benefit children currently at greatest disadvantage.  相似文献   

Project Digitization,Bibliographic Description and Research of Texts Written in Glagolitic,Croatian Cyrillic and Latin Scripts Until the End of the 19th Century in the Zadar and Šibenik Area (Written Heritage)     

Marijana Tomić 《Cataloging & classification quarterly》2013,51(5-6):422-426

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Guide to the East‐Central European Collections of the Research Libraries,The New York Public Library     

Robert H. Scott  Updated  Revised by Wojciech Siemaszkiewicz  Marta Meštrović Deyrup 《Slavic & East European Information Resources》2013,14(4):408-483

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An Initial Report on the Publishing Activities of the Italian Minority Communities in Croatia and the Istrian and Dalmatian Diasporic Communities in Italy     

Marta Meštrović Deyrup 《Slavic & East European Information Resources》2013,14(4):211-221

The report focuses on the publishing activities of the Italian minority communities in Croatia and the Istrian and Dalmatian diasporic communities in Italy. These publications take a variety of forms and include monographs, belle-lettres, reference works, Italian-language textbooks, contemporary literature, and academic journals. Some are published by local organizations, others by university and commercial presses, while others are privately funded. The report is a preliminary effort to document scholarly resources that are important to both Slavic and Italian studies.  相似文献   

Libraries and Financial Literacy: Perspectives From Emerging Markets     

Sonja Špiranec  Mihaela Banek Zorica  Gordana Stokić Simončić 《Journal of Business & Finance Librarianship》2013,18(3):262-278

The article uses conceptual correlations between information literacy and financial literacy as a basis for arguing that financial literacy services have a place in library settings. The article discusses the general requirements, profile of services, and various challenges related to the introduction of financial literacy programmes in public libraries. An intensified interest in financial literacy matters may be assigned to the global financial crisis of 2007 to 2009. The interdependencies between financial crisis, financial literacy, and the potential of public libraries is illustrated by the example of one South-Eastern European country whose economic transformations and developments reflect the importance of financial literacy.  相似文献   

Accuracy of simple,initials-based methods for author name disambiguation     

Staša Milojević 《Journal of Informetrics》2013,7(4):767-773

There are a number of solutions that perform unsupervised name disambiguation based on the similarity of bibliographic records or common coauthorship patterns. Whether the use of these advanced methods, which are often difficult to implement, is warranted depends on whether the accuracy of the most basic disambiguation methods, which only use the author's last name and initials, is sufficient for a particular purpose. We derive realistic estimates for the accuracy of simple, initials-based methods using simulated bibliographic datasets in which the true identities of authors are known. Based on the simulations in five diverse disciplines we find that the first initial method already correctly identifies 97% of authors. An alternative simple method, which takes all initials into account, is typically two times less accurate, except in certain datasets that can be identified by applying a simple criterion. Finally, we introduce a new name-based method that combines the features of first initial and all initials methods by implicitly taking into account the last name frequency and the size of the dataset. This hybrid method reduces the fraction of incorrectly identified authors by 10–30% over the first initial method.  相似文献