Social inequalities in access to higher education in Croatia: five decades of resilient findings     

Karin Doolan  Saša Puzić  Branislava Baranović 《Journal of Further & Higher Education》2018,42(4):467-481

This article provides a panoramic view of research findings on social inequalities in access to higher education in Croatia since the 1960s, guided by the question of what has changed in the findings. Our review shows that there is stark continuity over the last five decades: students from better educated family backgrounds tend to be overrepresented in higher education; students from better educated and white-collar family backgrounds are more likely to enrol in academic as opposed to professional study courses; students at one Croatian university in particular stand out in terms of their more privileged social background; and medicine seems to be the prime academic field for observing social reproduction. We note that these persistent findings run parallel to a dramatically changing political, economic and social context in Croatia, including transformations in the 1990s resulting from social ownership of the means of production to widespread private ownership, as well as transformations from a one-party political system to the establishment of a multi-party political system. The article maps possible theoretical explanations for the resilience of social inequalities in access to higher education in the context of dynamic times. It also questions the role of educational policies in this process.  相似文献   

Education policymaking in Serbia through the eyes of teachers,counselors, and principals     

Jelena Teodorović  Dejan Stanković  Bojana Bodroža  Vladeta Milin  Ivana Đerić 《Educational Assessment, Evaluation and Accountability》2016,28(4):347-375

Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.  相似文献   

How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences     

Mara Šimunović  Ina Reić Ercegovac 《International Journal of Science Education》2018,40(9):977-995

The success of science education in classroom and out-of-school settings can be influenced by parents’ behaviours and STEM-related values. The present study investigated pathways in parent-to-child transmission of STEM (science, technology, engineering, mathematics) values by examining at same time parents’ values and behaviours, along with their children’s perceptions of these parental influences. The study included 1071 students (M_age?=?12.15) and the same number of their parents. Path analysis revealed that children’s importance value of the STEM school fields was best explained by their perceptions of parental values and behaviours in STEM. On the other hand, parents’ self-reported values and behaviours had a weak effect in predicting children’s values, which can be explained by inaccurate children’s perceptions of their parents. The results suggest that parents more easily convey beliefs about the utility than the attainment value of STEM. Namely, parents’ utility value had a larger effect in predicting children’s value, partly mediated through children’s perception of parents’ encouragement of STEM interests. The study highlights the role of children’s perceptions of their parents’ beliefs and behaviours and the importance of communicating STEM-related values within the family. Practical implications for parents and science educators are discussed.  相似文献   

Religion and education: Comparative and international perspectives     

Štrajn  Darko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(1):191-193

International Review of Education -  相似文献   

COMPARISON OF STUDENT UNDERSTANDING OF LINE GRAPH SLOPE IN PHYSICS AND MATHEMATICS   总被引：1，自引：0，他引：1  

Maja Planinic  Zeljka Milin-Sipus  Helena Katic  Ana Susac  Lana Ivanjek 《International Journal of Science and Mathematics Education》2012,10(6):1393-1414

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The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning     

Kaplar  Marija  Radović  Slaviša  Veljković  Kristina  Simić-Muller  Ksenija  Marić  Miroslav 《International Journal of Science and Mathematics Education》2022,20(2):411-433

International Journal of Science and Mathematics Education - The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge...  相似文献   

Whose feedback? A multilevel analysis of student completion of end-of-term teaching evaluations     

Leah P. Macfadyen  Shane Dawson  Stewart Prest  Dragan Gašević 《Assessment & Evaluation in Higher Education》2016,41(6):821-839

Student evaluation of teaching (SET) is now common practice across higher education, with the results used for both course improvement and quality assurance purposes. While much research has examined the validity of SETs for measuring teaching quality, few studies have investigated the factors that influence student participation in the SET process. This study aimed to address this deficit through the analysis of an SET respondent pool at a large Canadian research-intensive university. The findings were largely consistent with available research (showing influence of student gender, age, specialisation area and final grade on SET completion). However, the study also identified additional influential course-specific factors such as term of study, course year level and course type as statistically significant. Collectively, such findings point to substantively significant patterns of bias in the characteristics of the respondent pool. Further research is needed to specify and quantify the impact (if any) on SET scores. We conclude, however, by recommending that such bias does not invalidate SET implementation, but instead should be embraced and reported within standard institutional practice, allowing better understanding of feedback received, and driving future efforts at recruiting student respondents.  相似文献   

A University Model for Multiple Problem Areas     

Janusz Goćkowski 《Higher Education in Europe》2001,26(3):447-455

The author argues strongly for a model of university organization that is based upon problem areas rather than upon the traditional departmental structure that is itself based upon strict disciplinary delimitation. The required shift is made difficult by the bookkeeper mentality of university administrators who find the spontaneous development of problem-based and problem-driven work groups difficult to track and to fit into traditional administrative structures. The shift, however, must be made in order for the university to retain its position on the cutting edge of creativity. University administration must adapt itself to the new realities of knowledge production.  相似文献   

School reform in Yugoslavia     

Petar Zivojnović 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(4):469-477

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Book Reviews – Buchbesprechungen – Analyses Bibliographiques     

Liling Liu  Darko Štrajn  R. Murray. Thomas  Valerija Vendramin  Alan Rogers  Saouma Boujaoude 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(1):85-99

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