Državljanska vzgoja v Sloveniji: nacionalno poročilo Mednarodne raziskave državljanske vzgoje in izobraževanja (IEA ICCS 2016)

Klemenčič, Eva; Mirazchiyski, Plamen; Novak, Jure

doi:10.32320/978-961-270-301-1

Cited by 9 publications

(12 citation statements)

References 31 publications

(35 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Evropski regionalni modul ICCS 2016 je vseboval vprašanja, ki se osredotočajo zlasti na afektivne in vedenjske domene. Vključeval je 11 vprašanj, katerih cilj je bil raziskati zanimanje učencev in njihova stališča o naslednjih državljanskih vprašanjih, povezanih z Evropo: Rezultati, predstavljeni v tej monografiji, praviloma ne vključujejo ugotovitev, ki temeljijo na mednarodnih instrumentih (več o teh ugotovitvah glej v Klemenčič et. al., 2019), vendar pa vključujejo nekatere podatke o temah, ki so pomembne za evropski regionalni kontekst (tako na primer vključujejo nekatere karakteristike učencev, kot so spol, migrantsko ozadje učencev itd., pa tudi samooceno učiteljev o poučevanju tematike EU, ki smo jih zbrali v mednarodnih instrumentih ICCS 2016).…”

Section: Vsebina In Struktura Evropskega Regionalnega Modula Iccs 2016unclassified

“…Njihova povprečna starost je bila nekoliko nižja kakor 14 let, natančneje 13,81 (SE = 0,01). Ostale karakteristike učencev, ki so sodelovali v raziskavi ICCS 2016, so opisane v nacionalnem poročilu ICCS 2016 (Klemenčič et al, 2019). Vendar bomo nekaj teh karakteristik uporabili tudi v tem poročilu (npr.…”

Section: Slovenija V Evropskem Regionalnem Modulu Iccs 2016unclassified

“…Bralcu priporočamo, da to besedilo bere skupaj z monografijo Državljanska vzgoja v Sloveniji: nacionalno poročilo Mednarodne raziskave državljanske vzgoje in izobraževanja (IEA ICCS 2016) (Klemenčič et al, 2019).…”

Section: Starost In Pravice Etično Potrošništvo Pravice V Slovenijiunclassified

“…V Sloveniji raziskavo ICCS in Evropski regionalni modul ICCS izvaja Pedagoški inštitut, na mednarodni ravni pa jo koordinira Mednarodna zveza za evalvacijo izobraževalnih dosežkov (IEA oziroma The International Association for the Evaluation of Educational Achievement). V monografiji oziroma nacionalnem poročilu Mednarodne raziskave državljanske vzgoje in izobraževanja (Klemenčič, Mirazchiyski in Novak, 2019) smo že zapisali, da je Slovenija v mednarodni raziskavi na področju državljanske vzgoje in izobraževanja prvič sodelovala leta 1999 (ang. Civic Education Study, takrat je raziskava imela kratico CivEd), nato 2009 (prvič s kratico ICCS) in nazadnje v ciklu raziskave leta 2016.…”

unclassified

“…Prav tako je približno 17 % naših učiteljev poročalo, da se počutijo zelo suvereni pri poučevanju teme EU. Več o tem glej vKlemenčič et al, 2019. Tabela 6.1: Priložnosti učenja o Evropi v šoli -stališča učencev v Sloveniji…”

unclassified

See 4 more Smart Citations

Kako mladi vidijo Evropo – zaznave osmošolcev o Evropi in Evropski uniji: nacionalno poročilo Evropskega regionalnega modula ICCS 2016

Klemenčič¹,

Mirazchiyski²,

Novak³

2019

Self Cite

View full text Add to dashboard Cite

Section: Vsebina In Struktura Evropskega Regionalnega Modula Iccs 2016unclassified

Section: Slovenija V Evropskem Regionalnem Modulu Iccs 2016unclassified

Section: Starost In Pravice Etično Potrošništvo Pravice V Slovenijiunclassified

unclassified

See 3 more Smart Citations

Kako mladi vidijo Evropo – zaznave osmošolcev o Evropi in Evropski uniji: nacionalno poročilo Evropskega regionalnega modula ICCS 2016

Klemenčič¹,

Mirazchiyski²,

Novak³

2019

Self Cite

View full text Add to dashboard Cite

Students’ and teachers’ perceptions of students’ academic outcomes in Slovenia: evidence from REDS data

Mirazchiyski

2023

Large-scale Assess Educ

View full text Add to dashboard Cite

The COVID-19 pandemic brought immense challenges to global society. The entire social and work life had to be reorganized to accommodate for the restrictions imposed to limit the spread of COVID-19. These restrictions affected the eduFIGation worldwide as well. Face-to-face education was disrupted and alternatives had to be found. One of the questions raised with the disruption was the student outcomes in the times when the usual teaching and learning was disrupted by the lockdowns and remote classes took place. There are not many studies on the topic in Slovenia but, more importantly, the existing ones do not use representative data to investigate the depth of the problem. The aim of this article is to fill this gap in research through comprehensive and in-depth analyses of the Slovenian student, school and teacher data from the international Responses to Educational Disruption Survey (REDS), conducted in 2020/2021. The data analysis involves descriptive and multivariate statistical methods appropriate for the mostly categorical data available from REDS. The results show that students’ perception on their learning and academic outcomes during the school disruptions depend on their background characteristics, i.e. the disruptions did not affect all students equally. These results are also supported by the findings from school principals’ and teachers’ data. In addition, the long-lasting issue of “grade inflation” in Slovenia has become even more severe, as shown by both student and teacher data. However, students and teachers are at contrasting opinions about student learning—while most of the students think they learned more at home during the disruptions and have shown more progress, teachers are of the opposite opinion. Furthermore, teachers tended to grade students’ academic outcomes higher during the disruptions which has increased the issue of “grade inflation” in Slovenia.

show abstract

Positive Youth Development in Contexts

2021

View full text Add to dashboard Cite

Positive youth development (PYD) focuses on positive qualities of youth and how such qualities can promote thriving as well as healthy development. PYD research on the association between developmental assets and thriving shows that young people who report numerous developmental assets also report many thriving indicators. However, to date little research has been performed in this field in Norway. Our study thus extends PYD research by investigating the associations between developmental assets and thriving among 591 Norwegian high-school students (55% girls). The participants' average age was 16.70 years (SD = .90). Findings from correlation analysis indicated that all eight developmental assets being examined correlated significantly with thriving, which was assessed as a composite variable reflecting good physical health, leadership, delayed gratification, overcoming of adversity, valuing of diversity, school success, and helping others. Still, regression analysis showed that only two of four internal assets (i.e., commitment to learning and positive values) and two of four external assets (i.e., empowerment and constructive use of time) remained significantly associated with thriving. The regression analysis also showed that developmental assets, along with the demographic variables: age, gender, and parents' educational level, accounted for 21% of the variance in thriving, while developmental assets alone accounted for some 19% of the variance. The findings suggest that developmental assets can provide a good

show abstract

Državljanska vzgoja v Sloveniji: nacionalno poročilo Mednarodne raziskave državljanske vzgoje in izobraževanja (IEA ICCS 2016)

Cited by 9 publications

References 31 publications

Kako mladi vidijo Evropo – zaznave osmošolcev o Evropi in Evropski uniji: nacionalno poročilo Evropskega regionalnega modula ICCS 2016

Kako mladi vidijo Evropo – zaznave osmošolcev o Evropi in Evropski uniji: nacionalno poročilo Evropskega regionalnega modula ICCS 2016

Students’ and teachers’ perceptions of students’ academic outcomes in Slovenia: evidence from REDS data

Positive Youth Development in Contexts

Contact Info

Product

Resources

About