Vsebina Seznam slik in tabel Splošni oris raziskave in dosežkov na mednarodni ravni Cikli raziskave PISA in področja merjenja Cikli raziskave Področja merjenja Bralna pismenost Naravoslovna pismenost Matematična pismenost Cilji raziskave PISA Mednarodni tehnični standardi v raziskavi PISA 2009 Populacija v raziskavi Vzorec v Sloveniji Ključne faze pridobivanja podatkov Priprava vzorca šol Priprava gradiv Kontakti s šolami Priprava vzorca učencev Izvedba raziskave na šolah Kodiranje nalog in kodiranje poklicev Dejavniki bralne pismenosti v raziskavi pisa 2009  Priprava nacionalne baze podatkov  Inštrumentarij v raziskavi  Delovni zvezki  Vprašalniki  Področja merjenja znotraj vprašalnika za dijakinje in dijake  Področja merjenja znotraj vprašalnika za šole  Tipi vprašanj v nalogah s področja bralne pismenosti  Vprašanje izbirnega tipa  Kompleksno vprašanje izbirnega tipa  Vprašanje zaprtega tipa  Vprašanje odprtega tipa  Bralni dosežki  Povzetek slovenskih rezultatov na področju bralnih aktivnosti ter metakognitivnih in učnih strategij  Indeksi bralnih aktivnosti in bralni dosežki  Branje za zabavo  Indeks uživanja v branju  Indeks različnosti bralnega gradiva  Indeks dejavnosti branja na spletu  Indeksi metakognitivnih in učnih strategij ter bralni dosežki  Metakognitivne strategije: indeks strategij za razumevanje in pomnjenje besedila  Metakognitivne strategije: indeks strategij povzemanja besedila  Učne strategije: memoriranje, elaboracija, kontrolne strategije  Bralne aktivnosti, motivacija za branje in učne strategije glede na socialno-ekonomski položaj družine, kulturne in materialne d o b rin e  Bralne aktivnosti, motivacija za branje in učne strategije glede na spol  Povzetek slovenskih rezultatovna področju stališč do šole in pouka s l o v e nščin e  Stališča slovenskih dijakov do šole  Indeks discipline v razredu pri pouku slovenščine  Indeks zaznane učiteljeve spodbude pri bralnih aktivnostih   Seznam slik in tabel Št. slike Naslov Stran  Delež dijakov in učencev glede na letnik oz. razred v vzorcu PISA 2009   Delež dijakov oz. učencev glede na stopnjo šolanja v vzorcu PISA 2009   Delež sodelujočih dijakov oz. učencev PISA populacije in dodatnih dijakov 1. letnika v celotnem PISA vzorcu   Delež dijakov in učencev iz posameznega izobraževalnega programa v celotnem vzorcu PISA 2009   Delež dodatnih dijakov v vzorcu iz posameznega izobraževalnega programa v raziskavi PISA 2009   Delež vprašanj, ki merijo določeno bralno kompetenco   Lestvica bralnih dosežkov (prirejeno po Turner, 2009)  Št. tabele Naslov Stran  Poudarjena in manj poudarjena področja merjenja v raziskavi PISA   Število izobraževalnih programov v vzorcu in končno število programov, v katerih so bili dijaki, ki so ustrezali kriterijem ciljne populacije   Število dijakov in učencev v posameznem izobraževalnem programu v celotnem vzorcu raziskave PISA 2009   Nabor nalog v raziskavi PISA 2009  Dejavniki bralne pismenosti v raziskavi pisa 2009  Št. tabe...

The aim of the article is to explicate, compared to the OECD average, lower perceived global competencies of Slovenian 15-year-olds in PISA 2018. The results demonstrate the relatedness of different domains of global competencies. Based on the results, the article exposes the importance of establishing an appropriate national framework, which would strengthen students’ knowledge as a basis for cultivating all other virtues (skills, attitudes, and values) of modern global citizens.

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vsebina 9 2J. Arbeiter (2019) izpostavlja, da »globalno izobraževanje vključuje področja mednarodnega razvojnega sodelovanja, človekovih pravic, trajnostnega razvoja, varovanja okolja, miru in preprečevanja konfliktov, medkulturne komunikacije ter enakosti spolov, kar pomeni, da je treba to področje razumeti celovito in ga temu primerno tudi analizirati«. Čeprav gre za različna področja, jim je skupno prizadevanje za tesnejši odnos med družbenimi vprašanji in vsebinami, s katerimi se jih naslavlja v razredu.

Predictors of perceived bullying of Slovene 15-year-olds: gender differences between 2015 and 2018 Already in PISA 2015, Slovenian 15-year-olds reported relatively high levels of experiencing different forms of bullying at school. The results from PISA 2018 confirmed this: 21% of students reported experiencing some kind of bullying act at least a few times a month, which means that the percentage of these students increased between 2015 and 2018 by 4 percentage points. Given the above, we wanted to explore the issue in more detail. The present article has two aims: to investigate the level of bullying experienced by students in Slovenia in 2015 and 2018, to investigate gender differences and the effects of a sense of belonging to school, the perceived socio-emotional support of parents and how reading achievements can reduce the odds of experiencing bullying at school. The analysis was carried out on PISA 2015 (n = 6406) and PISA 2018 (n = 6401) data, and was based on a logistic regression method. The results show that in 2015, about a quarter of girls and a third of boys reported experiencing bullying at school. In 2018 the proportion of girls remained similar (3 percentage points higher), but the proportion of boys reporting bullying at school increased significantly to 42 percent. For both girls and boys in both years, a sense of belonging to a school and the perceived emotional support from parents reduced the odds of experiencing bullying at school. A similar effect of reducing the odds was noticed for reading achievement, with the exception of boys in 2015. The results of predictors in reducing the odds of experiencing bullying at school between 2015 and 2018 changed especially for boys, in that the explanatory power of the model is much higher. Contrary to results in 2015, reading achievement had a statistically significant effect on reducing the odds of experiencing bullying at school and the effect of sense of belonging to school on reducing these odds was greater still. The authors see a challenge in preventing and dealing with violence in schools in the development of a whole-school approach prevention programme, which, in addition to raising awareness of the importance of the role of everyone in school, also include parents, the wider community and clear rules for dealing with violence in schools. Key words: PISA study, bullying, sense of belonging to school, socio-emotional support of parents, reading achievement