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Copyright of Perspectives of Higher Education Development / Oliy Ta'lim Taraqqiyoti Istiqbollari is the property of NGO NEO Hamkor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Continuing Professional Education: Theory & Practice is the property of Continuing Professional Education: Theory & Practice and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the paper the analysis of the new interdisciplinary research field of «Philosophy of Education» is considered. «Philosophy of Education» explore the educational system in its correlation with a cultural paradigm. Importance humanitarization of educational process is underlined in XXI century and similarly necessity of the national system of education with the use of traditional forms of teaching and education. [ABSTRACT FROM AUTHOR]

This paper describes how to customize OAICat library for exporting data via OAI-PMH protocol from the institutional repositories in the example of the digital library of the University of Novi Sad. OAI-PMH protocol is one of the dominant protocols for the exchange of large amounts of data and it has been shown in previously published studies that OAI-PMH compatible repositories are more visible to users via web browsers. Visibility of knowledge stored in digital PhD dissertations is very important for future PhD students, because it provides them education in accordance with the information age in which we live. Also, the visibility of PhD dissertations in the digital form encourages collaboration of researchers from different universities and increasing the quality of future PhD dissertations. [ABSTRACT FROM AUTHOR]

Purpose. To study the possibility of the innovation activity of educational institutions development control based on the principles of network cooperation. Methodology. Theoretical methods: socio-historical analysis, and theoretical-methodological analysis, and modeling. Empirical methods: research and synthesis of experience of effective application of network-based approach, experiment, observation, surveys, and expert evaluation. Findings. The theoretical basis of the control of knowledge generation medium in the research and education network was synthesized from evolutionary economic theory, anthropological approach to the educational innovations management, an approach based on knowledge, synergistic and optimization approaches. Common resources, investments and processes of knowledge distribution were considered the main competitive advantages of the network. System cooperation of members of the network results into creation of collective intellectual property. The possibility of effective use of the "cloud" strategy for the research and education network development was shown. Originality. The notion of "research and education network" was specified and understood as a dynamic set of interrelated agents representing the scientific, educational, social, cultural institutions (their units, creative teams), as well as elements of the innovation infrastructure and industry stakeholders. Innovationactive network of educational institutions was considered a virtual organization performing innovative projects at a high level of coordination and integration of goals and all kinds of resources which can be achieved through the internal information space creation. Practical value. Introduction of the results obtained into educational practice can improve the effectiveness of innovative development of the organizations involved in the network cooperation. [ABSTRACT FROM AUTHOR]

Introduction. Current task of the higher education institutions system of management improving is to find and develop effective tools to evaluate the quality of education, quality of educational activities, quality of management systems in educational institutions and quality of scientific and academic staff. Improvement efficiency of rating evaluation procedures of complex management objects, which include higher educational institutions, needs deepening the research in the direction of mastering the classification of rating models and development of evaluation tools. The purpose of the paper is further development and deepening of approaches to classification of rating models, improvement of the theoretical and methodological foundations and tools for rating evaluation of scientific and academic staff, departments, and schools within the higher education institution (HEI), improving approaches to managing of HEI using comprehensive rating evaluation. The methodological bases of research, used in the preparation of this paper, are the methods of theoretical generalization, dialectics and logic, systematic economic analysis. Results. The list of classification parametres of existing rating models was expanded by highlighting such features as hierarchy of evaluation subjects, hierarchy of evaluation objects, hierarchy of rating consumers and adaptation potential. The expediency to apply the rating model in today's HEI, focused on improving the efficiency of interaction with objects of evaluation, is considered. As the result of research, a multilevel structure of this interaction, a large number of evaluation objects, their structural subordination, presence of hierarchical interrelationships, presence of many rating consumers (subjects of decision making), which also are elements of the management hierarchy of higher education institution are substantiated. Conclusions. The classification of rating models by selecting their new classes, that take into account complex hierarchy of subjects and objects of evaluation and rating consumers, and also adaptation potential of rating models according to changing internal and external environment and system of HEI goals was conducted. The improved method for the individual rating of scientific and academic staff determination as basis for formation of complex rating evaluation system of HEI was proposed. The structure of adaptive management of HEI using the results of the rating evaluation was developed, which allows undertaking of more perfect and effective management decisions. [ABSTRACT FROM AUTHOR]

The article justifies a necessity of introduction of a cognitive component, which creates prerequisites of mastering technologies of generation of new knowledge by a graduate with the use of own original schemes and skills, into the system of competences that are formed by the higher school. The article shows the process of formation of the graduate's cognitive competence in the form of a succession of such its getting more complicated variants as educational, educational and cognitive, intellectual and cognitive, research, and scientific and research. The article provides such elements as the goal, result, assessment criteria and the nature of pedagogical accompaniment in each variant of the structural and logic model of cognitive activity. It provides real examples of results of formation of educational competence taken from the disciplines of the curriculum of training managers. It identifies the final goal of the new technology of the educational process -- formation of ability of a student on the basis of analysis of publications and practical experience to detect a new problem, draw up a gnoseological and ontological picture of the world that facilitate development of a constructive mechanism of its collective study, formulate hypotheses, find and realise methods of their examination and identify novelty of the obtained results. [ABSTRACT FROM AUTHOR]

Present paper aims at revealing Loyd deMause's Theory about history of childhood. It traces the stages in development of childhood history as a direction in psychohistory at the end of XIX and XX century, as well as the basic principles in Loyd deMause's Theory: his views about psychohistory, evolution of childhood, the development stages of childhood history and education styles. The positive and negative aspects of deMause's theory are differentiated, as well as its role for the development of childhood history as a new research field. [ABSTRACT FROM AUTHOR]

The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students' interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multi-factor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students' surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth's interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the time allocation of various educational activities within the structure of a typical day of Serbian secondary school students, and whether there were significant differences in this respect depending on their socio-demographic characteristics. The 24-hour time diary method was applied: the subjects described chronologically, at half-hourly intervals, their activities in one weekday and one weekend day. The research was conducted on a sample of 922 secondary school students, structured by region, age and type of school. The analysis revealed that on weekdays students spent about 5 hours in school. In work activities outside school they spent almost 2 hours, out of which the largest part in learning (81 minutes), and significantly less in housework (23 minutes) and economically productive work (7 minutes). From a total of 5 hours and 22 minutes of free time, only 5 minutes were devoted to organised extracurricular activities. Significant differences were obtained with regard to students' gender, type of school, and level of parents' education. When these results are compared with the data from other countries, it is shown that secondary school students in Serbia, compared to the U.S., spend more time in learning, and significantly less in economically productive work and housework, much like the youth in European countries. A very low proportion of extracurricular activities shows that school learning is almost the only context of developing educational competencies. The implications of these findings are discussed from the perspective of positive youth development. [ABSTRACT FROM AUTHOR]

This paper provides the presentation of different operationalisations of components in different models of learning. Special emphasis is on the empirical verifications of relations between components. Starting from the research of congruence between learning motives and strategies, underlying the general model of school learning that comprises different approaches to learning, we have analysed the empirical verifications of factor structure of instruments containing the scales of motives and learning strategies corresponding to these motives. Considering the problems in the conceptualisation of the achievement approach to learning, we have discussed the ways of operationalising the goal orientations and exploring their role in using learning strategies, especially within the model of the regulation of constructive learning processes. This model has served as the basis for researching learning styles that are the combination of a large number of components. Complex relations between the components point to the need for further investigation of the constructs involved in various models. We have discussed the findings and implications of the studies of relations between the components involved in different models, especially between learning motives/goals and learning strategies. We have analysed the role of regulation in the learning process, whose elaboration, as indicated by empirical findings, can contribute to a more precise operationalisation of certain learning components. [ABSTRACT FROM AUTHOR]

Emotional and cognitive development of personality have mostly been explored independently in the history of psychology. However, in the last decades, there have been more and more frequent arguments in favour of the idea that the emotional relationship between the mother and the child in early childhood, through forming a secure or insecure attachment style, is to a certain extent linked to the cognitive development. For example, securely attached children, compared to the insecurely attached, have more frequent and longer episodes of symbolic play and are more advanced in the domain of language in early childhood. Securely attached children are also more efficient and persistent in solving problems. Before starting school, securely attached children understand better the feelings and beliefs of others, as well as the fact that these determine people's behaviour, thus having an opportunity to understand and predict this behaviour better. In this paper, we will attempt to point out some of the mechanisms that are assumed to be mediators between the emotional and cognitive development. Namely, since it enables a more independent exploration of the surroundings, more quality social relations among children, higher self-esteem, better focus and more developed communicative skills, secure attachment might potentially be linked to the cognitive development. [ABSTRACT FROM AUTHOR]

The use of sociometric research in pedagogy implies consideration of methodological demands pertaining to the selection and formulation of sociometric criteria, the selection of sociometric techniques, instruments and sociometric group classification methods. Various authors agree that sociometric criteria are basic relevant activities of the group they refer to and that they should be meaningful, understandable to every group member and clearly and precisely formulated. The selection of the appropriate sociometric technique and instrument has to be adjusted with the goal of sociometric research, along with the consideration of the advantages and shortcomings of different sociometric techniques and instruments. The existing research provides very divergent results on the adequacy of different classification methods in identifying stable sociometric groups. Still, the majority of studies have confirmed that the two-dimensional rating scale method yields more stable classifications than the classification methods based on peer nominations, as well as that it is methodologically more justifiable to use cluster analysis in identifying stable sociometric status groups than the traditional classification methods. [ABSTRACT FROM AUTHOR]

The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitations of the evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favours quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific informing of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops. [ABSTRACT FROM AUTHOR]

Educational policy shapes the positions of all stakeholders and their mutual relations in the system of preschool education through its attitude towards documentation. The attitude towards the function of pedagogical documentation in preschool education programmes reflects certain views on children, learning and nature of the programmes. Although contemporary approaches to preschool education emphasise the issue of documentation, this problem is dealt with partially and technically in our country. The aim of our research was to explore preschool teachers' perspective on documentation by investigating the current situation and teachers' preferences related to documentation type, as well as to study the purpose, meaning and process of documentation. The research was conducted on the sample of 300 preschool teachers. The descriptive method, interviewing and scaling techniques were used. Research data suggest that the field of documentation is marked by contradictions in perceiving the meaning and function of documentation, as well as by discrepancy and lack of integration at the level of conceptions, practice and educational policy. Changing the current situation in the field of documentation is not a technical matter of elaboration of certain types and forms of documentation; it demands explication of the purpose and function of documentation in keeping with the conception of pre-school education programmes and a systemic approach to changes originating from the given conception. [ABSTRACT FROM AUTHOR]

Constructive conflict resolution programmes are based on the idea that children and youth do no have sufficient knowledge of the procedures and skills for conflict resolution, which is why the conflicts they take part in soon become destructive. Notwithstanding the indubitable practical significance of the constructive conflict resolution programmes, it can be objected that they are not sufficiently based on empirical findings about the characteristics of conflicts in childhood and adolescence. Hence, this paper explores different types of conflict with peers and friends with the aim of determining the preferred conflict resolution strategies and using the obtained results to consider the implications for the improvement of constructive conflict resolution programmes. The research was conducted on the sample of 286 adolescents. The method of hypothetical conflict situations was used for studying the preferred conflict resolution strategies. The key results, which should be taken into account when developing constructive conflict resolution programmes, indicate that the preference for a conflict resolution strategy varies depending on conflict type (problem solving is mostly used in conflicts occurring due to opinion differences and disrespect of agreement, unlike the conflicts arising due to provocations, stubbornness and dishonesty) and relationship types (in conflicts with friends, adolescents prefer problem solving, while in peer conflicts they more frequently opt for competition). [ABSTRACT FROM AUTHOR]

The first goal of this research is to explore the relationship between self-efficacy in exam preparation and taking and the outcomes of cognitive assessment of stress in an exam situation, whereby the influence of the variable assessed current stress level is kept under control. The second goal is to determine whether there are differences and which of them largely discriminate the students of private and state-owned faculties with respect to the studied variables. Three instruments were used. The outcomes of cognitive assessment of stress were measured by the Measure of Cognitive Assessment of Stress questionnaire. Self-efficacy in exam preparation and taking was measured by the Scale of Self-Efficacy in Exam Preparation and Taking. The assessed current level of stress in students was measured by the Inventory of Students' Recent Life Experiences. The research included 272 students (153 female and 119 male). The most important finding of the research is that self-efficacy significantly correlates with several outcomes of cognitive assessment of stress, such as: threats, general controllability, personal control and stress level. The second important research finding is that students of private faculties largely perceive exam situation as a challenge, assessing that they have higher personal control and self-efficacy level in the process of exam preparation and taking. [ABSTRACT FROM AUTHOR]

Contemporary theories of teaching and learning mathematics emphasise the importance of learner's active participation in the teaching process, in which discovery and logical reasoning lead to the construction of student's knowledge. In this form of teaching, it is important to detect students' misunderstandings and errors that can occur during learning. Uncovered tacit and false conceptions of students' knowledge can greatly contribute to the opposite effect in the construction of knowledge. In teaching mathematics, there are many situations which leave students with ambiguities and misunderstandings, and create an impression in children that teaching of mathematics and mathematical knowledge itself is something that is not possible. Discussion and cognitive conflict are methods which have their starting point in the theory of constructivism. The aim of our study has been to determine whether application of the method of discussion and cognitive conflict in learning to divide decimal numbers leads to the enhancement of student's procedural knowledge and conceptual knowledge about the division of decimal numbers. Longitudinally, we monitored two groups of 117 pupils of the fifth grade. In the first group, which was taught according to the guidelines of contemporary mathematics education, students engaged in discussion, discovering their misunderstandings and errors, and the cognitive conflict resulted in correct concepts. The second group of students were taught traditionally, learning the procedure and then practicing it. The paper presents a descriptive analysis of the process of teaching and quantitative analysis of the performance based on the comparison of conceptual and procedural knowledge of both groups. Results of our work show that the application of contemporary methods of discussion and cognitive conflict affects the increase of procedural and conceptual knowledge of the division of decimal numbers. [ABSTRACT FROM AUTHOR]

Recently, there have arisen some requirements for "queer inclusion" in schools in Serbia. This article defines the term "queer inclusion", presents some experiences in this field in the United States and Britain, and considers the reasons commonly given as "pros and cons" of queer inclusion. The concluding part argues that effects of queer inclusion in schools are not only positive, that there are many conceptual problems with it, and that perhaps we ought to be much more careful with the campaign for introduction of queer inclusion in the school system in Serbia. [ABSTRACT FROM AUTHOR]

Knowledge about educational change teaches us that educational reform is a complex and multidimensional enterprise with an uncertain outcome. Besides the existence of a clear education development strategy, one of the most important factors of success of reform initiatives is responsible change management. This paper provides an overview of Fullan's theoretical assumptions and research data on the key principles of effective change management and the roles of stakeholders in the process of change development, planning and implementation. Reform processes in Serbia in the field of education, which took place during the previous decade, are observed through the prism of Fullan's assumptions and findings on the responsible management of educational change. It is presumed that the lack of success of educational reforms in our country stemmed from the lack of knowledge about educational change and inadequate management of reform processes, which had a negative effect on the efficiency of reform implementation and motivation of key stakeholders in those changes. For successful creation of future educational policies and change implementation in our country, it is vital to count in the "voice" of practice, to join forces and potentials of employees in the relevant institutions and schools, in order to decrease risks and increase the possibilities for accepting change in practice. [ABSTRACT FROM AUTHOR]

The appearance and institutionalization of the research on interrelations of imagination and space is regarded as the result of 'cultural turn' in geography and 'spatial turn' in the humanities. 'Cultural turn' is understood in the article as a multilayered historic process, including the revolutionary changes in the theory of geography in the 1950s-1980s ('behavioral revolution', 'humanistic revolution') and the establishment of both humanistic and critical geographies. The concept of 'thirdspace' is seen as a sign of the final mix and collaboration of the two large research fields, becoming some new one. [ABSTRACT FROM AUTHOR]

about syntax as one of the meta-linguistic abilities that contributes to adoption of reading. Research comprised two hundred children of pre-school age, divided into two groups, balanced according to gender, intelligence and socioeconomic status. The research was conducted by an experimental method test-retest. In the initial measuring, experimental and control group were given the list comprising three kinds of experimental tasks for determining the level of development of notion about syntax, constructed by the author of the research. Experimental program consisted of tasks for stimulation of development of notion about syntax, which children practiced in the course of ten days (up to 30 minutes a day), with the help of previously trained pre-school teachers. After the ten-day training, final measuring in both groups was performed in both groups of respondents, by parallel form of tasks. The goal of the research was to determine whether it is possible to encourage the development of notion about syntax in children of pre-school age by systematic practice. The results of final measuring indicate that both in experimental and control group there have been significant improvements with respect to development of notion about syntax, and that the number of answers in which judgement was based on the semantic criterion (experience and meaning) was significantly reduced. In making judgements based on consequences (content of the sentence points to something which is a good or not a good thing to do, moral or immoral) there were no significant differences in the final compared to the initial measuring in both groups. Significant differences in retest were found in making judgements based on meaning. The mere experience with test material at pre-school age brings about the improvement of the notion about language, and practice contributes considerably to shifting the focus from the semantic to the grammatical criterion of judgement. [ABSTRACT FROM AUTHOR]

The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyse only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice. [ABSTRACT FROM AUTHOR]

Pedagogisation is a theoretical construct, an interpretative category, means used by researchers in order to explain certain forms and trends in educational practice. This concept proved to be fruitful in identifying the omnipresent orientation to search for solutions for broader social and economic problems in education. The goal of this paper is critical reconsideration of different meanings of pedagogisation as a possible conceptual framework for understanding modern education, and shedding light on the phenomenon of pedagogisation in the historical and contemporary context. From the perspective of pedagogical historiography, pedagogisation is observed as a kind of dark shadow of modernisation processes in the society and education and the paper discusses two of its poles: "pedagogisation of childhood world", which assumes observing children's world thorough pedagogical prism, and "towards school" oriented concept of pedagogisation, manifested through tendency to translate broader social issues in teaching units of formal education. On the other hand, we presented the implications of pedagogisation in contemporary education from the viewpoint of critical pedagogical theory, in which pedagogisation obtained the position of a conceptual framework, which was used to answer the question of what remains behind education when it is relieved of the burden of solving social issues, that is, the always current question of the role of education in society development. [ABSTRACT FROM AUTHOR]

The article describes the basic results of a study dealing with the problem of quality and effectiveness of vocational training of adilts in Bulgaria. Why is it retrospective? Because the subject of study is previous author's andragogical investigations on the vocational qualification system, adults learners, training process and principals. The author uses the andragogigal methodology and results in order to develop a new approach to the problem and original definitions of vocational training quality and effectivenss. [ABSTRACT FROM AUTHOR]

The goal of the research presented in this paper is to describe the relations between educational styles as dyad and co-parenting relations, as well as triad relations in the family which include processes of upbringing and taking care of the child. The sample comprised families with an adolescent. Data were obtained from 200 respondents, of the average age of 18. Respondents evaluated educational styles of their parents (separately father's, separately mother's) in the Questionnaire for evaluating parenting style, and then also the quality of co-parenting cooperation in their families in the questionnaire Co-parenting relations in the family. The results indicate a significant correlation between the dimensions of parental styles and co-parenting relation. In that process, more prominent is the contribution of affective dimensions of parenting style, and what was also perceived and described are the differences in mutual relations of educational styles and co-parenting cooperation regarding parent's gender. The effects of the evaluated co-parental cooperation on educational behaviour of the father are more evident. [ABSTRACT FROM AUTHOR]

The development of research competence is one of the basic demands of the contemporary programs of professional education of teachers. This paper discusses the question of the relation between educational research and education of teachers. Examination of different models of the inclusion of educational research into the programs of education of teachers demands first to shed light on, sometimes concealed, epistemological-methodological assumptions on which they are based. As a starting point for the consideration of problem of the relation between educational research and education of teachers, the circle of questions stemming from dichotomy theory-practice was analysed. In that context, the problem of the relation of practicians towards educational research was emphasised. The relation between educational research and education of teachers in the model of "reflective practician" and model of education of "teacher researcher" was analysed. The analysis indicates that the development of methodology of educational research is one of the key aspects of the advancement of the program of teacher education. [ABSTRACT FROM AUTHOR]