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V diplomskem delu so proučene znamke, moda, kultura in razrednost ter njihovi vplivi na potrošniške odločitve slovenskih srednješolcev. Oblačila, ki jih nosimo, pohištvo, s katerim zapolnjujemo naše domove, vse reklame, ki zakrivajo avtobuse, in vsak del le-teh sestavljajo znamke, ki jih neposredno predstavljajo njihovi logotipi. Modne znamke v današnjem času predstavljajo več sto milijard dolarjev vredno industrijo, ki zaposluje na milijone ljudi po vsem svetu in bolj kot kdajkoli prej vpliva na potrošnike. Na modo in stile posameznikov pa imata poleg ekonomskega statusa velik vpliv tudi kultura in kraj bivanja. V nalogi je proučeno predvsem to, kako najstniki doživljajo modo in kaj najbolj vpliva na njihove potrošniške odločitve. The thesis examines brands, fashion, culture and class and their influence on the consumer decisions of Slovenian high school students. The clothes we wear, the furniture we fill our homes with, all the advertisements that cover the buses and every part of them are made up of brands that are directly represented by their logos. Today, fashion brands represent a multi-hundred billion dollar industry, employing millions of people worldwide and influencing consumers more than ever before. In addition to economic status, the culture and the place of residence also have a great influence on the fashion and styles of individuals. In the assignment, I mainly study how teenagers experience fashion and what most influences their consumer decisions.

Slovenska narodnozabavna glasba je kljub svoji priljubljenosti eden najmanj raziskanih glasbenih žanrov v Sloveniji. V pričujoči razpravi nas je tako zanimalo, kdo to glasbo v resnici posluša. Analiza odgovorov v raziskavi Slovensko javno mnenje je pokazala, da narodnozabavno glasbo poslušajo zlasti manj izobraženi, starejši, verni in politično na desno nagnjeni posamezniki s podeželja, da pa je to zgolj tendenca. To glasbeno zvrst namreč poslušajo tudi drugi segmenti populacije, le da v manjšem obsegu, pri čemer rezultati raziskave niso pokazali statistično značilne povezave poslušanja s spolom in ekonomskim slojem. Iz povedanega sklepamo, da je slovenska družba v različne kulturne formacije razčlenjena bolj po kriterijih izobrazbe, vernosti, politične pripadnosti in kraja bivanja kot po ekonomskih kriterijih. Slovenian folk pop is one of the most under-researched music genres in Slovenia. To learn more about it, we conducted research about the demographics of those who listen to it. The results show that this genre is popular principally among older, less-educated, religious, politically right-leaning people in the countryside, while it is also listened to by other segments of society, albeit to a smaller degree. We also found that there is no significant correlation between listening to folk pop and economic class and gender. This suggests that Slovenian society is stratified into various cultural formations, primarily with respect to education, religiosity, age, political affiliations and place of residence rather than economic class. Bibliografija: str. 160-162. Izvleček ; Abstract: Audiences of Slovenian folk-pop music: a cultural-studies perspective.

Politika 21. stoletja je zaradi mediatizacije, eventizacije in vdiranja tržne logike v politično polje vedno bolj personalizirana. V ospredju niso politike, temveč osebe, ki delujejo v političnem polju. Politiki in političarke so s svojim delovanjem blizu zvezdnikom in zvezdnicam, saj privid kompetence bolj kot v političnem delovanju črpajo v svoji zasebnosti oziroma osebnih vrednotah. Dosegajo ga z uprizarjanjem določenega spola in razreda, s pomočjo česar se v populistični maniri približujejo "ljudstvu" oziroma "navadnemu človeku". Članek analizira uprizarjanje moškosti in razreda ter posledično depolitizacijo prek Instagrama na primeru dveh predsednikov držav, Boruta Pahorja in Aleksandra Vučića. Čeprav oba predsednika v svojem domačem političnem polju delujeta populistično in občasno tudi domačijsko, na njunih profilih na Instagramu prevladuje uprizarjanje kozmopolitske, v primeru Pahorja pa tudi nove, narcisoidne moškosti. Medtem ko Vučić daje prednost objavam s tujimi voditelji z mednarodnih srečanj, je pri Pahorju bistveno več fotografij iz njegove zasebnosti in domačega okoljaDue to mediatisation, eventisation and the influence of market logic, the politics of the 21st century has become increasingly personalised. Instead of a political agenda, the forefront of politics is taken over by the people/personas who work in politics. Politicians are therefore ever more like celebrities since the illusion of their competence is provided by their personal life and values. This is achieved by performing a certain gender or class to enable them to mover closer to the ordinary person in a populistic manner. The article examines gender and class performativity and consequently the depoliticisation seen on the Instagram profiles of two state leaders: the President of Slovenia Borut Pahor and the President of Serbia Aleksandar Vučić. While both presidents are known for their populism, occasionally even domesticity, in their respective national contexts their Instagram photos express cosmopolitanism and, in the case of Pahor, new, narcissist masculinity. Whereas Vučić prefers to post photos of himself meeting international leaders, Pahor's Instagram is filled with photos from his private life and the national environmen

Šola ne predstavlja zgolj okolja, ki izobražuje, ampak tudi okolje, v katerem lahko otrok razvija socialne veščine, ki mu omogočajo učinkovito vedenje v socialnem prostoru. Zato je pomembno, da tudi v šoli skrbimo za razvoj in vzdrževanje socialnih veščin, saj lahko v nasprotnem primeru prihaja do težav, ki se znajo odražati na učnem področju, na področju odnosov in duševnem zdravju, ter se lahko pojavljajo tudi v obdobju adolescence in kasneje v življenju. Za preprečitev morebitnih posledic primanjkljajev na področju socialnih veščin, smo v ta namen oblikovali trening socialnih veščin, ga izvedli in tudi evalvirali. Izvedli smo ga v četrtem razredu osnovne šole pri urah oddelčne skupnosti, ki so med drugim namenjene ravno ustvarjanju optimalnih pogojev za osebnostni razvoj posameznika ter pripravi učencev za kakovostno življenje v skupnosti. Podatke o evalvaciji intervencije smo zbrali s kvantitativnimi in kvalitativnimi metodami pedagoškega raziskovanja. Analiza intervjuja, vprašalnika, evalvacijskih vprašalnikov in lastne refleksije izvajalca je pokazala, da je po izvedbi prišlo do manjših sprememb na področju odnosov in socialnega položaja posameznikov ter do določenih pozitivnih sprememb na področju obravnavanih socialnih veščin. Prav tako smo iz strani učencev in učiteljice zaznali naklonjenost do delavnic treninga socialnih veščin pri urah oddelčne skupnosti in željo po tovrstnem delu v prihodnosti. School does not only represent an environment for education but it is also an environment in which a child is able to develop social skills that enable effective behaviour in social space. Therefore, it is important for school to take care of the development and maintenance of social skills. This is important in the event of different problems, which can reflect in the educational sphere, in relationship and mental health field and can occur during adolescence and later in life. In order to prevent possible consequences of social skills deficits we have designed and performed a social skills training and evaluated it. The training was performed in the 4th grade of primary school in class meetings, which are among other things meant for the creation of optimal conditions for individual personal development and the preparation of pupils for high quality life in a community. The information regarding the evaluation of the intervention was collected with quantitative and qualitative methods of educational research. The analysis of the interview, questionnaire, evaluation questionnaires and self-reflection of the performer have shown that small changes occurred after the performance. Changes occurred in the area of relationships and the social status of the individuals and some positive changes happened in the area of the involved social skills. We have also perceived some affections towards social skills training workshops not only from the teacher but also from the pupils and their desire for this type of work in the future.

Rad se ograničava na proces nastave i proučava se iz perspektive učenika kako nastavnici uspostavljaju i održavaju disciplinu u razredu. Upravljanje razredom, odnosno uvođenje discipline, je jedna od primarnih stavki dobrog poučavanja. Disciplina primarno označava norme i pravila kojih se pojedinci pridržavaju svojom slobodnom voljom, a u školi je jedno od neophodnih odgojno - obrazovnih sredstava. Razred kao zajednica važnu ulogu pridaje nastavniku kao autoritetu i voditelju. Stav nastavnika prema učenicima i prema samom radu određuje uspješnost nastave, a bez discipline poučavanje nema smisla. No, disciplina se ne smije poistovjetiti s kontrolom koja zahtjeva neupitnu poslušnost. Zbog toga je nužno da osoba nastavnika bude izgrađena i u pedagoškom smislu te da reagira na individualne potrebe učenika. Kvalitetan odnos s učenicima karakterizira humanost, uzajamno poštivanje, prihvaćanje pravila i odgovornosti, pravednost nastavnika, briga za druge. Tako se podupire aktivno učenje, primjenjuju nastavne strategije koje potiču kritičko razmišljanje te omogućuju da se ono naučeno koristi u praksi dok učenici aktivno sudjeluju u nastavi, iskazuju zainteresiranost i iskustveno uče. Istraživanje je pokazalo da većina nastavnika ne koristi primjerena odgojno – obrazovna sredstva i metode za uspostavljanje discipline u razredu, jer nastoje kontrolirati razred, a ne uspostaviti disciplinu. Učenici srednjih škola su pomoću intervjua iskazali vlastito stajalište o disciplini u nastavi, radu nastavnika te povezanosti discipline i školskog uspjeha. Na osnovu njihovih iskaza rad prikazuje nedostatke i probleme nastavnika pri uspostavljanju discipline u razredu, a istodobno daje rješenja i prijedloge kako bi se ti problemi mogli izbjeći. The study is limited to the teaching process and is observed from the perspective of the students on how the teacher establishes and maintains discipline in their classroom. Classroom management, relatively the introduction of discipline, is one of the primary elements of good teaching. Discipline primarily marks the norms and rules that the individuals follow willingly, and is one of the necessary educational means in school. The classroom as a community plays an important role for the teacher as an authority figure and as a leader. The stand of the teacher towards their students and towards their work as well determines the success of their teaching, and without discipline, teaching does not make sense. However, discipline must not be associated with a sense of control that requires unquestionable obedience. Therefore, teachers must possess pedagogical competence and respond to the individual needs of each student. Establishing good relationships with students is characterized by humanity, mutual respect, acceptance of the rules and responsibilities, fairness of the teacher and caring for others. By establishing this, the teacher supports the active learning, applies instructional strategies that stimulates critical thinking and enables it to be learned in practice while the students are actively engaged in the teaching process. Research has shown that most teachers do not use appropriate educational tools and methods to establish proper discipline in the classroom, as they seek to control the class rather than establish discipline and rules. Trough the interviews, many high school students expressed their views on discipline in teaching, the teachers work and the relationship that exists between discipline and academic achievement. Based on their testimonies, the paper shows the shortcomings and problems of teachers in failing to establish discipline in the classroom, while at the same time provides solutions, strategies and other suggestions for these problems to be avoided.

V produktih filmske industrije je še vedno mogoče opaziti veliko predsodkov in stereotipov. Določene skupine ljudi so še vedno reprezentirane na problematičen način. Ena izmed takšnih skupin so tudi Latinoameričani, ki so v medijih še vedno močno negativno zaznamovani. Pri njihovi reprezentaciji v medijih se še vedno pojavljajo razredni in rasni stereotipi. Diplomsko delo se ukvarja s televizijsko serijo Devious Maids in s tem, kako so v prvi sezoni serije reprezentirane štiri glavne protagonistke. S pomočjo filmske semiotike, natančneje preko označevalnih sistemov ter binarnih opozicij in dveh dihotomij belci/Latinoameričani in višji/nižji sloj, sem ugotovila, da so Latinoameričanke v seriji sicer prikazane stereotipno, vendar se hkrati skozi celotno prvo sezono serije gibljejo na robu svojega razreda, opaziti je tudi preseganje stereotipov, to pa pod vprašaj postavlja tipično reprezentacijo Latinoameričanov v medijih. Ob zaključku ugotavljam, da bi bilo mogoče raziskovanje še dodatno razširiti na preostale sezone serije in preveriti, ali pride do konca serije do drugačnega prikazovanja glavnih protagonistk ali ostanejo ujete v okviru stereotipov. There is still a lot of prejudices and stereotypes in the film industry's products. Certain groups of people are still represented in a problematic way. One of these groups is Latin American, who are still strongly negative represented in the media. Their representation in the media still causes class and racial stereotypes. The diploma deals with the television series Devious Maids and the way in which four main protagonists are represented in the first season of the series. Through cinematic semiotics, more specifically through labelling systems and binary oppositions and two dichotomies: whites/Latin Americans and upper/lower class , I discovered that Latin Americans are stereotyped in the series, but at the same time throughout the first season of the series, they move to the edge of their class, some stereotypes are also »broken«, which puts into question a typical representation of Latin Americans in the media. At the end of the diploma, I realized that research could be further extended to the remaining seasons to check if the main protagonists remain trapped within stereotypes or are represented differently.

Razvoj tehnologije je v zadnjih letih povzročil radikalno transformacijo na področju množičnih medijev. Še posebej prek družbenih medijev se njihova integracija v naše vsakdanje življenje vedno bolj povečuje, kar pomembno vpliva na oblikovanje naših družbenih in kulturnih praks. V tem kontekstu postaja vse bolj pomembno vprašanje digitalne in medijske pismenosti ter kritične uporabe medijev, še posebej pri bolj ranljivih skupinah ljudi, kot so odrasle osebe z motnjami v duševnem razvoju. Njihove medijske prakse so namreč slabo raziskane, a vendar jih je treba poznati in hkrati prepoznati, saj imajo te osebe slabše kognitivne sposobnosti in nižjo medijsko pismenost ter posledično tudi manj kritično distanco do medijskih vsebin. V magistrskem delu se zato ukvarjam z vprašanjem, kako se ti dejavniki odražajo v njihovi rabi medijskih vsebin in medijev kot materialnih objektov ter tudi, kako se njihova medijska potrošnja razlikuje glede na starost in spol ter stopnjo njihove duševne prizadetosti. S kvalitativno raziskovalno metodo – polstrukturiranimi intervjuji – sem raziskovala, kakšne so njihove medijske prakse oziroma kakšen je njihov odnos do medijev ter integracija medijev v potek njihovega vsakdana. The development of technology has, in recent years, caused a radical transformation in the field of mass media. We are seeing a rise in the integration of technology into our everyday life, especially through social media, which significantly influences our social and cultural practices. In this context, the issue of digital and media literacy, as well as the critical use of media, especially for more vulnerable groups of people, such as adults with intellectual disabilities, is becoming critically important. Their media practices are as of yet poorly researched. However, they need to be known and recognized, as these people have lessened cognitive abilities and lower media literacy, and consequently a less critical distance to media content. In this master's thesis, I am interested in how these factors reflect in their use of media content and media as material objects, as well as how their media consumption varies according to age, gender and the level of their intellectual disability. With a qualitative research method of semi-structured interviews, I explored their media practices and their attitude to media, as well as the integration of media in their everyday life.

Z magistrskim delom Primerjava likovnih sposobnosti med učenci na razredni stopnji osnovne šole smo želeli preveriti razlike v likovnem razvoju med učenci 2. in učenci 5. razreda. Predvsem smo želeli ugotoviti, ali med učenci različne starosti in spola obstajajo razlike na oblikovnem ter ustvarjalnem nivoju likovnega izražanja. Naša pozornost je bila usmerjena na dejavnike oblikovnega in dejavnike ustvarjalnega razvoja. Le-te smo spremljali s testiranjem učencev. Testne risbe smo komisijsko ocenili. Rezultate smo obdelali z deskriptivno statistiko, za ugotavljanje razlik z vidika starosti in spola učencev pa smo uporabili t-test za neodvisne vzorce. Vzorec je zajemal učence 2. in 5. razredov osnovne šole, skupno 91 učencev. Z analizo rezultatov smo ugotovili, da so učenci 5. razreda z vidika oblikovnega razvoja dosegli boljše rezultate od učencev 2. razreda, medtem ko so učenci 2. razreda z vidika ustvarjalnega razvoja dosegli boljše rezultate od učencev 5. razreda. Tako na oblikovnem kot tudi na ustvarjalnem nivoju nismo ugotovili razlik med spoloma. Dobljeni podatki predstavljajo pomemben uvid v oblikovni razvoj. Če pogledamo ustvarjalni razvoj, pa lahko rečemo, da se deloma tudi potrdi predpostavka, da so mlajši učenci bolj spontani in neobremenjeni z zunanjimi vplivi. Prav gotovo spoznanja naše raziskave lahko pomembno vplivajo na razumevanje likovnega razvoja pri učencih tega mora učitelj razrednega pouka dodobra poznati in s svojim strokovnim pristopom tudi spodbujati in razvijati. With our master's degree thesis entitled The comparison of art competences among pupils in the fist period of primary school, our aim was to examine the differences in the development of art competences among children from second to fifth grade of primary school. Our main interest was to discover whether there are any differences in the formative and creative level of art expression between the children of different age and different gender. Our attention was focused on the factors of the formative and the creative facts of development, which we achieved by testing the students. All test pictures were graded by the commission. The results were processed with the descriptive statistics, in order to find the differences from the viewpoint of age and gender of the students, a t-test for independent samples was used. A sample included students of second and fifth primary school classes, altogether 91 students were tested. The detailed analysis showed that the fifth grade students achieved better results in the formative development, and the second grade students showed better results in the area of creativity. No differences were discovered in creative or formative level based on the gender of the students. The gathered information presents an important insight into the development of the formative development which is conditioned by the successful work of the teacher and is more present with the older population of students. Looking at the creative development, a fact that younger students tend to be more spontaneous and less burdened with outside influences, can be confirmed. Our findings can surely have an important influence on understanding the art development of the children, which the teacher has to be thoroughly informed with and use his or her professional approach in order to encourage and develop both competences.

Ovaj rad obrađuje dubinsku analizu podataka, tj. analizu potrošačke košarice uporabom algoritma FP-Growth te generiranje jednostavnih asocijativnih pravila. Potrošačka košarica sastoji od skupa transakcija koje se predaju algoritmu FP-Growth. Na temelju tog skupa transakcija algoritam uz zadani minimalni prag podrške (eng. minimal support) generira najčešće podskupove, tj. česte obrasce. Pomoću dobivenih čestih obrazaca i uz zadanu minimalnu povjerljivost, (eng. minimal confidence) generiraju se stroga asocijativna pravila. U ovom radu detaljno je objašnjen taj cijeli postupak te je nakon toga demonstrirana njegova primjena na konkretnim primjerima kako bi se pokazalo da su dobiveni rezultati jako korisni, zbog čega ih velike kompanije često koriste i analiziraju kako bi unaprijedili svoje poslovanje. This paper processes data mining, i.e. market basket analysis using FP-Growth algorithm for frequent patterns mining and generating simple association rules. Market basket contains a set of transactions that are submitted to the algorithm. Based on the given set of transactions and minimum support count algorithm generates frequent itemsets, i.e. frequent patterns. With these frequent patterns and given minimum confidence value we can generate strict association rules. In this paper, the entire procedure is explained in detail and its use is demonstrated on a concrete example. The results obtained by analysis are very useful and are often used by large companies to improve their business.

V magistrskem delu smo ugotavljali, kakšna je uspešnost na področju učenja učenca z govorno-jezikovnimi motnjami (GJM) ter učenke z govorno-jezikovnimi motnjami, ki ima Prader-Willijev sindrom (PWS). V raziskavo sta bila vključena učenka in učenec tretjega razreda, ki imata oba GJM, učenka pa ima dodatno genetsko motnjo PWS. Učenca obiskujeta Prilagojeni program devetletne osnovne šole z enakovrednim izobrazbenim standardom za otroke z govorno-jezikovnimi motnjami. Zanimale so nas podobnosti obeh učencev na učnem in vedenjskem področju, kakor tudi razhajanja med njima. Učiteljem razrednega pouka, angleščine, športa in podaljšanega bivanja ter logopedinjama in delovni terapevtki smo razdelili ocenjevalne vprašalnike, s katerimi smo želeli ugotoviti razlike med učencem z GJM in učenko s PWS na področju uspešnosti pri učenju ter na področju vedenjskih značilnosti pri delu v razredu in pri individualni obravnavi (logoped, delovni terapevt). Prav tako nas je zanimalo, kateri zunanji in notranji dejavniki vplivajo na učni napredek in vedenjske značilnosti v različnih situacijah. Rezultati ocenjevalnih vprašalnikov so pokazali, da obstajajo razlike med učencema z GJM in PWS tako v razredu, kakor tudi pri individualni obravnavi. Uspeh na področju učenja je pri individualni obravnavi boljši kot v razredu, negativni vedenjski vzorci pa so manj prisotni. Opazili smo tudi razliko med učencema. Pri učenki s PWS se pogosto pojavljajo vedenjske značilnosti, ki so tipične za PWS, na področju uspešnosti pri učenju pa med učencema ni toliko odstopanj. In the master's thesis, we evaluated the success in learning of a pupil with speech and language impairment (SLI) and a pupil with speech and language impairment accompanied with the Prader-Willi Syndrome (PWS). The study included two third-grade pupils, both with SLI, a girl having an additional PWS genetic disorder. Both pupils are included in the Adapted program of a nine-year elementary school with an equivalent education standard for children with speech and language impairments. We were interested in the similarities between the two pupils in the learning and behavioral field, as well as the differences between them. The evaluation questionnaires were given to the class teachers, teachers of English, sport and extended stay program, speech therapists and occupational therapists. With the questionnaires, we wanted to find out the differences between the pupil with SLI and the pupil with PWS in the field of learning performance and in the field of behavioral characteristics in classroom work and in individual therapy (speech and occupational therapist). We were also interested in which external and internal factors influence the learning progress and behavioral characteristics in different situations. The results of the evaluation questionnaires showed that there are differences between the pupil with SLI and the pupil with PWS in the classroom as well as in individual therapy. Learning success is better in individual therapy and negative behavioral patterns are less present in individual therapy than in the class. We also noticed the difference between the two pupils. In the pupil with PWS, behavioral characteristics that are typical of PWS often occur, while in the field of learning success, there are not many differences between the pupils.

Magistrsko delo obravnava problematiko medvrstniškega nasilja v povezavi s skupinsko dinamiko, ki se v razredu razvija in je lahko tako zaviralec kot spodbujevalec nasilnih dejanj posameznikov. V teoretičnem delu so predstavljeni različni pogledi in vrste medvrstniškega nasilja, vloge in značilnosti učencev v medvrstniškem nasilju ter merjenje tega v razredu. V nadaljevanju sledijo značilnosti malih skupin in njihove dinamike, kar povezujem z dogajanjem v razredu. Zanimalo me je, ali in kako lahko razredna dinamika prispeva k pojavu nasilja v razredu, kako slednje vidijo učitelji, ali dajejo pozitivni skupinski dinamiki in dobremu počutju učencev v razredu kakšen pomen in na kakšen način ga, če ga, spodbujajo. Namen empiričnega dela je osvetliti pomen skupinske dinamike, ki vpliva na različne faktorje delovanja razreda. S tem spodbujam vse pedagoške delavce k delu na pozitivni klimi razreda, kar je lahko, v nasprotju z individualnimi pristopi, drug učinkovit način za preprečevanje nasilja v razredu. Raziskovanje zajema pogled na medvrstniško nasilje z vidika učiteljev in učencev ter vloge, ki jih pri tem zavzemajo. Dotaknem se počutja učencev v razredu in pomena vloge opazovalcev, v kateri se apatično znajde veliko učencev. Raziskovala sem tudi vzroke, ki jih učitelji pripisujejo nastanku nasilja tako pri posameznikih kot v skupini. Za pridobivanje podatkov sem uporabila dva različna anketna vprašalnika, namenjena učiteljem in učencem, na katera je odgovorilo 41 učiteljev  razrednikov in 218 učencev. Po mnenju sodelujočih v raziskavi je nasilje v razredih, še posebej verbalno, prisotno vsak dan. Učenci ob tem največkrat zavzamejo vlogo opazovalcev, a pri tem prepogosto pogledajo stran. Kljub temu da imajo učenci pozitivno mnenje o vodenju razreda svojih razrednikov, pozitivno ocenjujejo učiteljevo sposobnost glede reševanja nasilja in so o poteku intervencij dokaj dobro informirani, o nasilju še vedno najpogosteje zaupajo staršem in prijateljem. V anketiranih razredih vlada večinoma pozitivno vzdušje, nekaj več težav pa imajo učenci na področju reševanja konfliktov, strpnosti in medsebojnega razumevanja. Učitelji različne komponente skupinske dinamike prepoznavajo kot pomemben dejavnik za (ne)nasilje v razredu, a se z njim, tako kot svetovalna služba, načrtno iz različnih razlogov ukvarjajo razmeroma malo. The master thesis deals with the problems of peer-to-peer violence in relation to the group dynamics which develops in the classroom, and can be an inhibitor as well as a promoter of violent acts of individuals. The theoretical part presents various views and types of peer violence, the role and characteristics of pupils in peer violence and the measurement of these factors in a class. The thesis further deals with the characteristics of small groups and their dynamics, which I associate with classroom developments. I wanted to find out whether and how classroom dynamics can contribute to the occurrence of violence in a class, how it is looked upon by the teachers, and whether the teachers give to positive class dynamics and the well-being of pupils in the class any importance and in which way and whether they encourage it. The aim of the empirical part is to highlight the significance of group dynamics that affects the various factors of the class activities. By doing so, I encourage all pedagogical workers to work on the creating of positive atmosphere in the class, which, although it may be contrary to some individual approaches, can be another effective way to prevent classroom violence. The research is looking upon peer-to-peer violence from the perspective of teachers and pupils, and the roles they play in doing so. I also deal with the feelings of pupils in the classroom and the importance of the role of observers in which many pupils are apathetic. I have also studied the causes that teachers attribute to the emergence of violence, both in individuals and in the group. In order to obtain data, two different survey questionnaires were used for teachers and pupils, which were answered by 41 teachers - class teachers and 218 pupils. According to the participants in the survey, violence in classes, especially verbal, is present every day. Pupils usually take on the role of observers, but they often "turn a blind eye" to what goes on. Despite the fact that pupils have a positive opinion about classroom management by the class teacher and their positive assessment of the teacher's ability to deal with violence and that they are well informed about the course of intervention, they still most often trust violence issues to their parents and friends. In the interviewed classes, there is generally a positive atmosphere, but there are still some problems with conflict resolution, tolerance and mutual understanding. The teachers recognize various components of group dynamics as an important factor for non-violence in the classroom, but, for various reasons, they do not sufficiently deal with it, together with the advisory service.

V diplomskem delu se skozi kritiko teorij rasizma ukvarjam z nastavki za marksistično teorijo rasizma. V ospredju kritike stoji naturalizacija rasizma in pojmovanje le-tega kot ideoloških konstruktov, ki so v odnosu do realnega sveta lažni. V nasprotju s tem sama do rasizma pristopam kot do označevalcev manjvrednosti, ki se nanašajo na dejanske materialne razlike in na neenaka razmerja moči, značilna za razredno razslojene družbe. Izhajajoč iz specifično kapitalistične ločitve ekonomskega od političnega, trdim, da rasizem šele v kapitalizmu postane samostojna dominacija in ne le legitimacija družbene hierarhije, utemeljene na pripisanih statusih. Ob afirmiranju rasizma kot samostojne dominacije kritiziram pristope, ki rasizem vidijo kot strukturo, ki obstaja ob kapitalistični. Hkrati zavrnem idejo, po kateri je kapitalistični uvrednotevalni proces prostor nevtralne ekonomske logike, v kateri predsodki ne igrajo nobene vloge. Rasizem v kontekstu uvrednotevalnega procesa opredelim kot nižjo ceno delovne sile dela delavskega razreda, ki je pojasnljiva samo v kontekstu že obstoječe družbene razslojenosti. Kapitalistična vrednost tako ni inherentno rasistična, kot da bi bila rasistični subjekt, vendar kljub temu reproducira neenakost kot posledico preteklega produkcijskega cikla. In this thesis I deal with a critique of theories of racism, through which I present some foundations for a Marxist theory of racism. The focus of my critique is on the naturalisation of racism conceived as a set of ideological constructs, which are false in relation to the real world. In contrast, I argue that racism involves signifiers of inferiority, which refer to actual material differences and unequal relations of power characteristic of class societies. Taking into account the specifically capitalist differentiation of the economic from the political, I argue that racism only becomes an independent form of domination in capitalism, rather than merely a legitimation of social hierarchies based on ascribed statuses. While affirming racism as an autonomous form of domination, I criticise approaches that see racism as a structure standing alongside the capitalist structure. At the same time, I renounce idea of the capitalist valorisation process as a place of neutral economic logic free of prejudice. In the context of the valorisation process, I define racism as a lower price of labour power of part of the working class, which can be understood only in the context of pre-existing social stratification. Capitalist value is therefore not inherently racist, as if it were a racist subject, but it nevertheless reproduces inequality as a consequence of previous production cycles.

Upravljanje razredom jedno je od važnijih područja didaktike. Upravljanje razredom počinje svoj razvoj početkom 20. stoljeća. Danas neki autori navode kako se ovo područje nedovoljno istražuje i kako je nepravedno zapostavljeno. Upravljanje razredom omogućuje nastavniku da kreira pozitivno razredno ozračje u kojem učenici mogu bez velikih poteškoća savladavati nastavno gradivo. Također, još je jedna važna svrha upravljanja razredom a to je postizanje razredne discipline. Mnogi autori navode kako se situacija u školama promijenila te kako je uloga nastavnika drugačija nego je bila prije. Danas je po njima nastavnik vođa, a ne autoritet kao prije. Iz tog razloga nastavnik mora posjedovati mnoge menadžerske vještine te biti u mogućnosti upravljati sa svim aspektima nastave. On mora biti u mogućnosti upravljati učenicima, prostorom učionice, vremenom koje ima na raspolaganju i drugim faktorima. Iako je ovo složen zadatak upravljanje razredom nastavniku omogućuje da ga uspješno izvrši.

V magistrskem delu z naslovom Razrednik in razredna ura z vidika učencev nas je zanimalo, kaj učenci menijo o razredniku in razrednih urah. V teoretičnem delu smo najprej opredelili osnovne pojme, povezane z razredništvom. Zanimalo nas je, kako je pojem opredeljen v zakonodaji in katere vloge ter kakšne naloge opravlja razrednik. Nekatere naloge razrednika so prijetne, druge pa nekoliko manj. Ugotovili smo, da se mora učitelj za vlogo razrednika usposabljati in razvijati svoje kompetence. Usposabljanje razrednika poteka na različne načine, šola pa jih mora pri tem podpirati. Posvetili smo se oddelku in uram oddelčne skupnosti, ki jih imenujemo tudi razredne ure. Spoznali smo, da oddelek sestavljajo učenci podobne starosti in predznanja, ki jih vodi učitelj – razrednik. Zanimali so nas namen razrednih ur in njihove značilnosti ter kako se pripraviti nanje. Ker razredne ure vplivajo na razredno klimo, smo nekaj besed namenili tudi tej temi in na splošno vodenju oddelka. Razrednik mora ustvariti dobro voden razred, kar bistveno poenostavi učenje in poučevanje. Spodbudno učno okolje se povezuje z dosežki učencev in s pozitivnimi odnosi med njimi, kar ustvarja pozitivno klimo. Razrednik se mora torej na razrednih urah poleg obravnave aktualnih vsebin posvetiti tudi medsebojnim odnosom. Če vse skupaj sklenemo v celoto, so v dobro vodenem oddelku dobri medsebojni odnosi, kar vpliva na pozitivno klimo, to pa zagotavlja boljše učno okolje in dosežke. Razrednik kot vodja se lahko tako tudi nenehno izboljšuje. V empiričnem delu so nas zanimale želje učencev glede razrednih ur ter njihov pogled na delo in lastnosti razrednika. O istih področjih smo povprašali tudi anketirane razredničarke, da smo odgovore učencev lahko primerjali z njihovimi odgovori. Ugotovili smo, da so učenci zadovoljni s pogostostjo in trajanjem razrednih ur, želeli pa bi si tudi razrednih ur zunaj učilnice. Rezultati kažejo, da učenci večinoma lahko predlagajo teme za razredne ure. Na razrednih urah se večinoma počutijo prijetno in na njih rešijo večino težav. In this master thesis we were interested in students’ opinion about the class teacher and class meetings. In the theoretical part we first defined the basic concepts related to class meetings and class teacher. We were interested in how the term is defined in the legislation and what tasks do the class teacher have. Some of the tasks are pleasant, others not so much. We found out that the teacher must train and develop his competences to become a good class teacher. This is done in various ways and schools need to provide support for the teachers. We focused on class meetings lead by class teacher and found out that students there are of similar pre-knowledge and age. We were interested in the purpose of class meetings and their characteristics and how to prepare for them. Since class meetings affect classroom climate, we also devoted a few words to this topic and to the overall management of the class. The class teacher should create a well-managed class of students, because learning and teaching is much easier that way. Having a stimulating learning environment is linked to students' achievements and positive relationships between them, which also creates a positive classroom climate. The class teacher should, therefore, also focus on relationships in the class. We can conclude that in a well-managed class of students, there are good relationships which contribute to good classroom climate, which brings a better learning environment and better achievements. The class teacher can also constantly improve in that way. In the empirical part, we were interested in students’ wishes regarding class meetings and their opinion about their class mentor. We also asked class mentor similar questions, so we could compare students’ answers to theirs. We found out that students are satisfied with the frequency and the duration of class meetings, but they would like for them to be sometimes held outside the classroom. The results show that students can suggest the topic of class meetings and declare what they want to talk about. They mostly feel comfortable and solve most of the problems during that time.

Namen magistrske naloge je predstaviti razred kot socialno skupino, s poudarkom na lastnostih in delu učitelja. V teoretičnem delu predstavim zgodovino šolstva v Sloveniji in osvetlim pojme: skupina, razred, učitelj, učenec in učilnica. Predstavim najznačilnejše, v praksi najbolj pogosto uporabljene stile vodenja razreda. V kvalitativno raziskavo so vključene tri učiteljice razrednega pouka, ki k raziskavi pristopijo prostovoljno. Z vsako učiteljico posebej preživim tri dni v razredu in jo opazujem pri njenem vodenju razreda. Pozorna sem na štiri ključne postavke, ki jih določim že pred opazovanjem: 1. učiteljičino vodenje, 2. strukturiranje pouka, 3. komunikacija/interakcije med učiteljico in učencem/-i, 4. učenčevi odzivi na interakcije (med učenci/z učiteljico). Po vsakem opazovanju sledi še polstrukturiran intervju. Rezultati nekajdnevnega opazovanja z udeležbo in beleženja interakcije med učiteljico in učenci nakazujejo, da učiteljice razred vodijo vsaka na svoj način. Dve učiteljici se poslužujeta avtoritativnega načina vodenja razreda, za katerega je značilno, da razredno klimo gradita na lastnih vrednotah, v razredu iščeta pravo mero med avtoriteto in dogovori, znotraj razreda so postavljene smiselne meje, za prekrške so že vnaprej dogovorjene kazni, učence vzgajata k samostojnosti in odgovornosti. Ena učiteljica pa se bolj poslužuje avtoritarnega načina vodenja. Učenci so v podrejenem položaju, delo večinoma poteka frontalno, učiteljica ima do učencev visoka pričakovanja. Med opazovanjem sem zaznala, da so učenci pri učiteljici, ki uporablja avtoritarni način vodenja razreda, bolj previdni. Iz strahospoštovanja upoštevajo njena navodila. Vsak dan nestrpno čakajo učiteljičin prihod na prvo uro, ki pove, kakšne volje je učiteljica. Če je dobre, se vidno sprostijo, drugače pa ostanejo na trnih. Drugi dve učiteljici, ki uporabljata avtoritativni način, razred vodita umirjeno. Učenci lepo sodelujejo pri pouku, spoštujejo pravila in dogovore, ki jih imajo, ter se znajo tudi nasmejati in poveseliti skupaj. Pri vodenju razreda ne moremo izpostaviti le enega, najprimernejšega načina vodenja. Potrebno se je zavedati, da je razred živ material, ki raste, se razvija. Slediti je treba spremembam in potrebam učencev. The aim of this master′s thesis is to present classroom as a social community, focusing on teacher’s work. In the theoretical part, the thesis describes the history of schooling in Slovenian geographical area and defines concepts such as group, teacher, student and classroom. The most typical and commonly used classroom management styles are also presented. Data for the qualitative research are obtained from three class teachers who voluntarily participate in the research. Each teacher is observed over three days, with the aim to explore the four pre-defined items: teacher′ s classroom management, lesson structure, teacher-student communication, student-teacher interaction. Observations are followed by semi-structured interviews. The findings of this research show that each teacher has her own way of managing the class. Two of the observed teachers employ authoritative teaching style, creating classroom atmosphere based on their own values, trying to achieve the right balance between authority and agreements, and educating students to become independent and responsible persons. These two teachers have clear boundaries with rules. Furthermore, they inform students of the penalties in advance. The third teacher employs authoritarian approach with frontal teaching practices, where students are in inferior position. The teacher has high expectations for her students. Consequently, as seen from the classroom observation, the students are very careful to follow her directions without asking why. What is more, they are waiting to assess her mood every morning. Depending on her mood, the students are either relaxed or more reserved during the lesson. Contrarily, the first two teachers take a relaxed, relationship-oriented authoritative approach to classroom management, where students have clear rules and agreements to follow, they are happy, they know how to smile and they participate in class. Considering that classroom is a living thing, which grows and develops, we cannot emphasise just one, most appropriate classroom management style. It is necessary to keep pace with changing times as well as students’ needs.

Medvrstniško nasilje je star pojav, ki je pogost svetovni problem šol in v glavnem poteka znotraj razreda. Prav zato je osnovni namen tega magistrskega dela raziskati medvrstniško nasilje v kontekstu razreda. Podatki so bili pridobljeni v okviru širše raziskave o medvrstniškem nasilju, v kateri je, pod mentorstvom izr. prof. dr. Katje Košir in v sodelovanju z asist. Marino Horvat, sodelovalo sedem študentk podiplomskega študija psihologije na Filozofski fakulteti Univerze v Mariboru. Raziskavo smo izvajale na dvaindvajsetih osnovnih šolah od šestega do devetega razreda v Sloveniji in vključenih je bilo 2007 učencev iz 135 razredov. Izmed vprašalnikov, ki so bili vključeni v raziskavo, sem v svoji magistrski nalogi uporabila Vprašalnik medvrstniških odnosov – Lestvica medvrstniškega nasilja in Stališča do medvrstniškega nasilja, Samoučinkovitost za posredovanje v primeru medvrstniškega nasilja, Razredne deskriptivne norme, s strani vrstnikov zaznano priljubljenost (vrstniške nominacije) in demografsko spremenljivko, razred. Raziskovalne hipoteze sem preverjala z multiplo regresijsko analizo in korelacijskimi analizami. Rezultati kažejo, da injunktivna norma, operacionalizirana kot stališča učencev do medvrstniškega nasilja, pomembno napoveduje izvajanje medvrstniškega nasilja, medtem ko deskriptivna razredna norma odobravanja nasilja in samoučinkovitost za posredovanje v primeru medvrstniškega nasilja nista pomembna napovednika tega. Izkazalo se je tudi, da v razredih z višjo deskriptivno razredno normo odobravanja nasilja učenci, s strani vrstnikov zaznani kot priljubljeni, v večji meri izvajajo medvrstniško nasilje, kot v razredih z nižjo deskriptivno normo. Prav tako sem ugotovila, da na našem vzorcu učenci, ki so s strani vrstnikov zaznani kot priljubljeni, v povprečju poročajo o visoki stopnji samoučinkovitosti za posredovanje v primeru medvrstniškega nasilja v razredu. Bullying among schoolchildren is an old phenomenon. It is a common problem at schools all over the world and largely occurs in the classroom. Therefore, the primary purpose of this master's thesis is to explore peer violence in the context of a classroom. Data have been obtained from an extensive study of peer violence carried out by seven postgraduate students of psychology of the Maribor Faculty of Arts, under the mentorship of Assoc. Prof. Dr. Katja Košir and in cooperation with Assist. Marina Horvat. The study has involved 22 Slovenian schools from the sixth to the ninth grade, namely 135 classrooms with a total of 2007 pupils. Of the questionnaires included in the study, the thesis covers Adolescent Peer Relations Instruments – Bullying Scales and – Bullying Attitudes, Self-efficacy beliefs for defending behaviour, Classroom norms, Peer-perceived popularity (peer nominations), and the demographic variable i.e. the classroom. The research hypotheses have been tested with multiple regression analysis and correlation analyses. The results show that the injunctive norm, in the sense of students’ attitudes towards bullying, significantly predicts the occurrence of bullying, while the descriptive classroom norm of bullying toleration and self-efficacy for defending are not valuable predictors thereof. It has also been found out that in classrooms with a higher descriptive norm of bullying toleration, the students who are perceived as popular by their peers are more likely to resort to bullying than in classrooms with a lower descriptive norm. Likewise, in the sample covered by the thesis, students who are perceived as popular by their peers on average report a high level of self-efficacy for defending in the classroom.

V magistrski nalogi smo raziskali aktualno tematiko vzgojno-izobraževalnega dela v šoli. Podrobneje so nas zanimale učiteljeve kompetence, ki omogočajo učinkovito vodenje razreda. V teoretičnem delu naloge smo se osredotočili na vlogo šole v kontekstu sodobne družbe. Predstavili smo šolo kot vzgojno-izobraževalno institucijo ter proučili načrtovanje vzgoje v njej. Nadalje nas je zanimala vloga učitelja kot vodje pedagoškega procesa v sodobni šoli ter njegove kompetence. Pozornost smo namenili tudi vedenjski problematiki v šoli. V zadnjem delu teoretične razprave smo proučili vodenje razreda. Osredotočili smo se na razred kot socialno skupino, raziskali smo strategije vodenja razreda ter učiteljevo sodelovanje z drugimi strokovnjaki. V empiričnem delu naloge smo analizirali stališča učiteljev do pristopov vodenja razreda, oceno učiteljevega sodelovanja in kompetenc za vodenje razreda. Pri tem nas je zanimal obstoj razlik med učitelji glede na delovne izkušnje, področje poučevanja in kraj poučevanja. Temeljne ugotovitve raziskave kažejo na prisotno dinamiko sodelovanja med učitelji ne glede na proučevane spremenljivke. Izkazala se je zadržanost do interakcijskega pristopa vodenja razreda. Ocena učiteljevih kompetenc za vodenje razreda je bila povezana z leti delovnih izkušenj. Z rezultati raziskave smo tako potrdili pomembnost in aktualnost pomena učinkovitega vodenja razreda v vsakodnevni šolski praksi. The aim of the master's thesis was to research the current topic of educational work in school. We were particularly interested in the teacher’s competencies, enabling effective classroom management. In the theoretical part we focused on the role of schools in the context of modern society. We presented the school as an educational institution and studied education planning in it. Furthermore, we were interested in the role of teachers as the leaders of the educational process in modern school and their competencies. Attention was also paid to behavioural issues in school. In the last part of the theoretical discussions we studied management in classroom. We focused on the classroom as a social group we researched the classroom management strategies and teacher’s cooperation with other professionals. In the empirical part of the thesis the attitudes of teachers to classroom management approaches were analysed, as well as assessment of teacher’s cooperation and competence for management the class. In doing so, we were interested in the existence of differences among teachers according to experience, the scope of teaching and place of teaching. The main findings of the research show the presence of dynamics for cooperation between teachers irrespective of the studied variables. The interactive classroom management approach proved to be proceeded with caution. Assessment of teacher’s competencies to manage the classroom was associated with years of professional experience. The results of the research confirmed the importance and the currency of the effective classroom management significance in everyday school practice.

Namen raziskave je bil ugotoviti, ali obstaja vpliv med otrokovimi gibalnimi sposobnostmi in njegovo učno uspešnostjo. Raziskava je zajemala 189 otrok iz OŠ Sladki Vrh, ki so v šolskem letu 2014/2015 obiskovali 3. – 8. razred. Ali otrokove gibalne sposobnosti vplivajo na njegov učni uspeh smo ugotavljali s pomočjo rezultatov iz športno-vzgojnega kartona na vseh osmih testih gibalnih sposobnosti in zaključnimi ocenami pri skupnih predmetih 3.- 8. razreda, katere smo pridobili iz matičnih listov posameznega učenca. Zbrani podatki so bili obdelani z računalniškim programom SPSS Statistic 19.00 za Windows. Za ugotavljanje, ali obstaja statistično pomembna korelacija med vsoto ocen in posameznimi testi iz športno-vzgojnega kartona, je bila uporabljena regresijska analiza. Rezultati so pokazali, da obstaja statistično pomembna korelacija med vsoto ocen in gibalno sposobnostjo učencev na testih dotikanje plošče z roko in vesa v zgibi. Za ugotavljanje razlik med podpovprečno in nadpovprečno gibalno razvitimi učenci na vseh osmih merjenih gibalnih sposobnosti v učnem uspehu, je bil uporabljen t-preizkus. Rezultati so pokazali, da med skupinama v učnem uspehu obstaja statistično pomembna razlika. Učenci, ki so nadpovprečno gibalno razviti dosegajo boljši učni uspeh oziroma imajo višjo povprečno oceno. Zanimalo nas je tudi, ali obstaja razlika v razvitosti gibalnih sposobnosti na posameznem testu iz športno-vzgojnega kartona glede na spol in razred učenca. Rezultati hi.kvadrat preizkusa so pokazali statistično pomembnost razlik med spoloma pri testu poligon nazaj, bistveno višji odstotek je bil nadpovprečno razvitih deklic, kot dečkov. Prav tako so rezultati pokazali statistično pomembnost med razredi pri testu skok daljino iz mesta in pri testu poligon nazaj. The present study aims to research the correlation between children’s motor abilities, and their school performance. The study included 189 children from the Sladki Vrh primary school, attending grades between 3rd and 8th in the school year 2014/2015. The correlation between children’s motor abilities and their school performance was researched with the help of the results provided in the Sports Educational Chart in all eight tests of motor abilities, and the final grades obtained by students in mandatory classes from the third to the eighth grade. The grades were obtained from the registry sheets of individual students. The data collected was analyzed with the SPSS (19.00 for Windows) computer program. The Regression analysis was introduced to establish if there was a statistically significant correlation between the sum of students’ grades, and the individual tests performed in the Sports Educational Chart. The results showed a statistically significant correlation between the sum of grades, and the motor abilities of children shown in executing the following tasks: Arm plate tapping, and Bent arm hang. The T-test was used for researching the differences in school performance between students with above-average and below-average motor abilities in all eight tests of motor abilities performed in the Sports Educational Chart. The results showed a statistically significant difference between the two groups. Students with above-average motor abilities do better in school i.e. have a higher average grade. Furthermore, the study strived to find whether there was a difference between children’s motor abilities in the individual tasks of the Sports Educational Chart depending on the gender and the grade of the students. Chi-squared test results confirmed a statistically significant difference between the two genders in the task called Obstacle course backwards. There was a higher percentage of girls with above-average motor abilities in this task. In addition, the results also showed a statistically significant difference between the tasks: Standing long jump and Obstacle course backwards.

V prispevku je na kratko obravnavana problematika človekovega poseganja v vodni prostor, zlasti na potencialna poplavna območja, opisana so tudi načela umeščanja infrastrukture in poselitve v vodni prostor, določena v Direktivi o oceni in obvladovanju poplavne ogroženosti (2007/60/ES), ki dopolnjuje vodno direktivo EU. Načela in obveznosti direktive so v naš pravni red prenesena z Uredbo o pogojih in omejitvah za izvajanje dejavnosti in posegov v prostor na območjih, ogroženih od poplav in z njimi povezane erozije celinskih voda in morja (Ur. l. RS, št. 89/08) ter Pravilnikom o metodologiji za določanje območij, ogroženih zaradi poplav in z njimi povezane erozije celinskih voda in morja ter o načinu razvrščanja zemljišč v razrede ogroženosti (Ur. l. RS, št. 60/2007). Opisanih je nekaj značilnosti in zahtev sodobnih hidravličnih matematičnih modelov za obravnavo širjenja površinskih odtokov padavin po strugah in poplavnih območjih. Predstavljene so tudi nekatere težave v zvezi z uporabo razpoložljivih geodetskih podatkov o oblikovanosti vodnega in obvodnega prostora v matematičnih hidravličnih modelih in predlogi za izboljšavo modeliranja ; This paper explores the problems caused by human impact with settlements and infrastructure in the surface water bodies, especially in potential flood plans. Moreover, the principles and obligations of the EU Flood Directive (2007/60/EC), which supplements the Water Frame Directive, are discussed. The principles and obligations of this directive have been introduced in Slovenia by local legislation: Decree on conditions and limitations for constructions and activities on flood risk areas (OG RS, No. 89/2008) and Rules on methodology to define flood risk areas and erosion areas connected to floods and classification of plots into risk classes (OG RS, No.60/2007). Some features and obligations of state-ofthe-art hydraulic mathematical models for surface water dynamics simulation are described. Several problems encountered in developing the models and simulating problems are described; these involve using temporarily available geodetic data of the river beds and flood plans and some suggestions for improving of the modelling are made.

Integracija djece s teškoćama u razvoju u redovne škole u Hrvatskoj na snazi je dugi niz godina. Dosad provedena istraživanja u Hrvatskoj pokazuju nepovoljniji socijalni položaj djece s teškoćama u razvoju u odnosu na tipične vršnjake u razredu. Kako bi se ova slika promijenila, ključno je posvetiti pažnju razvoju socijalne kompetencije kako djece s teškoćama u razvoju, tako i njihovih vršnjaka bez teškoća u razvoju. Ovaj rad nastoji dati poticaj za aktivniji pristup učitelja i stručnih suradnika u socijalnom uključivanju djece s teškoćama u razvoju. On prikazuje pozitivnu praksu u razredu u kojem se školuje učenik s teškoćama u razvoju. Kroz rad su opisane četiri radionice provedene s učenicima prvog razreda osnovne škole, kojima je cilj bio poticanje razvoja socijalnih vještina važnih za interakciju s vršnjacima. Radionice su istovremeno bile usmjerene na okolinu djeteta s teškoćama u razvoju i na samo dijete s teškoćama. Poticanje suradnje i međusobnog uvažavanja djece doprinosi povećanju bliskosti i tolerancije različitosti među vršnjacima što je važno za prihvaćanje učenika s teškoćama u razvoju od strane vršnjaka unutar razreda.

Cilj je ovoga istraživanja bio utvrditi razlike u procjenama pojedinih dimenzija stvarnoga i poželjnoga razrednoga ozračja učenika osnovne škole. U istraživanju je korišten upitnik Moj razred (za učenike četvrtoga razreda) i upitnik Razredna okolina (za učenike šestoga i osmoga razreda). Istraživanje je provedeno na uzorku od 921 učenika četvrtih, šestih i osmih razreda iz sedam osnovnih škola u Karlovcu. Rezultati su pokazali da postoji statistički značajna razlika u procjeni svih dimenzija stvarnoga i poželjnoga razrednoga ozračja kod učenika nižih i viših razreda osnovne škole, pri čemu je razlika između stvarnoga i poželjnoga razrednoga ozračja kod učenika četvrtih razreda vrlo velika, kod učenika šestih razreda umjerena, a kod učenika osmih razreda ta je razlika povećana u odnosu na šesti razred., The aim of this research was to determine the differences in the assessment of certain dimensions of actual and desirable class atmosphere made my primary school students. Two questionnaires were used in the research: My classroom questionnaire (for fourth grade students) and Classroom environment questionnaire (for sixth grade students and eighth grade students). The research was carried out on a sample of 921 students (fourth graders, sixth graders and eighth graders) attending seven primary schools in Karlovac. The results show that there is a statistically significant difference in the assessment of all dimensions of actual and desirable classroom atmosphere made by younger students (fourth graders) and by older students (sixth and eighth graders) of primary school. The difference between actual and desirable classroom atmosphere according to fourth graders, is very large. Sixth graders find the difference moderate whereas with eighth graders the difference is larger than with sixth graders, Das Ziel dieser Studie war die Bestimmung der Unterschiede in der Einschätzung der einzelnen Dimensionen des tatsächlichen und des gewünschten Klassenklimas von Grundschulkindern. Für die Studie wurde der Fragebogen „Meine Klasse“ (für die vierte Klasse) und der Fragebogen „Unterrichtsumfeld“ (für Schüler der sechsten und achten Klassen) verwendet. Die Studie wurde an einer Stichprobe von 921 Schülern der vierten, sechsten und achten Klassen aus sieben Grundschulen in Karlovac durchgeführt. Die Ergebnisse zeigten einen statistisch signifikanten Unterschied in der Einschätzung aller Dimensionen des tatsächlichen und des gewünschten Klassenklimas bei Schülern der unteren und höheren Grundschulklassen. Dabei war der Unterschied zwischen dem tatsächlichen und dem gewünschten Klassenklima bei Schülern der vierten Klassen sehr hoch, bei Schülern der sechsten Klassen mäßig, während dieser Unterschied bei Schülern der achten Klassen im Vergleich zu den sechsten Klassen größer war.

In this thesis we start from the importance of creativity of Ivana Brlic-Mažuranic in Croatian literature and the need for younger school students familiarize themselves with her creativity. There has been explored the representation of author creativity through analysis of textbooks for teaching literature in classrooms. The analysis includes representation by grades and variety presentations of work written by Ivana Brlic-Mažuranic through passages in textbooks. The analysis of approved textbooks will show views of the authors these textbooks about the work of significant Croatian writer, as well as creativity in choosing fragments. Because there has been talked about the reading in the complete work, in this thesis is also included the analysis of reading.

This article is based on an analysis of the romantic reality show Love in the hayloft. Although it seems as if classical myths of romantic love carry the central meaning, the author's primary focus is on understanding what kind of discourses the show uses to depict gender and class. Based on this, the author tries to offer an explanation of how the reality show Love in the hayloft constructs the identity of women from a lower social class. Such discourses are important because the stories that can be seen in the reality show are no longer just a part of the private domain, but have become a part of the discourse forming decisions about public policy and democratic civil society. The causes of the show's high ratings lie in the Slovenian social climate, which during the broadcasting of the show was strongly under the influence of the ideological rise of a conservative and traditional right-wing political party. Pričujoči članek temelji na analizi romantičnega resničnostnega šova Ljubezen na seniku. Čeprav se zdijo klasični miti o romantični ljubezni osrednjega pomena, avtorica podari prednost razumevanju tega, s kakšnimi diskurzi šov uprizarja spol in razred, na podlagi česar poskuša razumeti, s kakšnimi diskurzi se v šovu Ljubezen na seniku konstruira identiteta ženske spodnjega družbenega razreda. Takšni diskurzi so pomembni, ker zgodbe, ki jih lahko gledalci spremljajo v okviru resničnostnega šova, niso več samo del zasebne domene, ampak postanejo del diskurza, ki oblikuje odločitve o javni politiki in demokratični civilni družbi. Avtorica išče vzroke za visoko gledanost šova tudi v takratni slovenski družbeni klimi, na katero je imel velik vpliv ideološki vzpon tradicionalne in konservativne desnice.

V diplomski nalogi smo obravnavali razredne ure, ki so lahko odlična priložnost za usposabljanje učencev za nadaljnje življenje. Razredne ure se od šole do šole razlikujejo. Nekatere šole izvajajo razredne ure samo z namenom opravljanja administratitnih nalog, medtem ko se na nekaterih šolah obravnava kakovostna tematika. V teoretičnem delu diplomske naloge smo najprej na kratko predstavili razrednika in razred, nato pa smo se osredotočili na razredne ure. Predstavili smo njihov pomen, metode dela, značilnosti, pripravo, namen izvajanja in vsebino. V empiričnem delu je predstavljena raziskava, ki smo jo izvedli med dijaki treh srednjih strokovnih oz. tehniških šol s Koroške. Namen empiričnega dela je bil raziskati pričakovanja učencev glede izvajanja razrednih ur, vsebine, katere si učenci želijo obravnavati na razrednih urah, sodelovanje med učenci in razrednikom pri izbiri vsebin in vpliv razrednih ur na osebnostni razvoj učencev, na odnose s sošolci in razrednikom ter na sposobnost reševanja težav. Prav tako pa smo ugotavljali, kakšne spremembe razrednih ur predlagajo učenci. Pri omenjenih sklopih smo preverjali obstoj razlik glede na spol in letnik učencev. V raziskavi je uporabljena deskriptivna in kavzalno neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Rezultati kažejo, da se učenci, vključeni v raziskavo, na razrednih urah počutijo dobro. Učenci menijo, da bi morale razredne ure potekati enkrat tedensko po 45 minut, da bi morala biti udeležba na razrednih urah obvezna in da je najprimernejša metoda za izvajanje razrednih ur frontalno delo razrednika z vsem razredom. Ugotovili smo, da pri izbiri vsebin ne sodelujejo z razrednikom, saj ta le-te izbere sam. Po mnenju učencev pa so najprimernejše vsebine za obravnavanje na razrednih urah ravno administrativne zadeve, kot je pregled izostankov in pregled ocen. Prav tako smo ugotovili, da razredne ure ne vplivajo na osebnostni razvoj učencev in na njihove odnose s sošolci in razrednikom. Prepričanje učencev o tem, ali so se na razrednih urah naučili reševati težave, je razdeljeno, večina pa jih meni, da na razrednih urah, ki jih obiskujejo, ni potrebe po spremembah. The diploma thesis deals with class meetings, which can provide excellent opportunities for preparing students for life. Class meetings differ from school to school. Some schools hold class meetings with the sole intention of handling administrative tasks, while others introduce quality topics. The theoretical part of the thesis first introduces the class teacher and the class, and then focuses on class meetings. The significance of class meetings is looked into, as well as particular work methods employed, the features and preparations for class meetings, and their purpose and content. The empirical part of the thesis relays the research that has been conducted among students of three different vocational high schools from the Koroška region. The purpose of the empirical part was to determine the students’ expectations regarding class meetings, which topics they would like to discuss, how the students cooperate with the class teacher when choosing topics, and the impact of class meetings on the students’ personal growth, relations among students as well as the relationship between students and the class teacher, and the ability to solve problems. The research also inquired into what changes to class meetings the students would propose, all the while taking into consideration possible differences in opinion with a view to gender and age of the students in question. The research employed a descriptive and non-experimental method for causal analysis of empirical pedagogical research. The results show that the students included in the research feel positive about class meetings. The students think that class meetings should be held once a week for 45 minutes, that participation should be mandatory, and that the best method for conducting class meetings is traditional frontal teaching. It has been established that students have no say in setting the topics for class meetings since these are chosen by the class teacher alone. According to the students, the most suitable issues to be raised at class meetings are administrative matters, such as reviewing absences and grades. It has also been determined that class meetings have no impact on the personal growth of the students nor do they influence relations among students or the relationship between the students and the class teacher. Student opinion on whether class meetings taught them how to solve problems is divided, while the majority think that the class meetings they attend have no need for alterations.

Strategija hrvatskog školstva usmjerena je prema razvoju inkluzivne škole. Pod inkluzivnom školom smatra se škola koja osigurava punopravno sudjelovanje učenika u akademskim i socijalnim aktivnostima (Lipsky & Gartner, 1996). Jedna od ključnih karakteristika inkluzivne škole je osjećaj pripadanja i prihvaćenosti svih učenika. Vršnjačka podrška i podrška ostalih članova školske zajednice, kao i roditelja, doprinosi inkluzivnoj kulturi škole (Stainback & Stainback, 1990). Kako bi roditelji mogli biti aktivni sudionici razvoja inkluzivne škole potrebno je istražiti neke roditeljske kompetencije. Cilj ovog kvalitativnog istraživanja bio je dobiti uvid u roditeljsko poimanje tolerancije i prihvaćanje različitosti, njihovo poznavanje vlastitog djeteta, odgojne postupke prema djetetu i percepciju vlastite kompetentnosti te kompetentnosti učitelja za dobru suradnju kao poticaj vršnjačkog prihvaćanja u razredu. Podaci su prikupljani i analizirani kvalitativnom metodologijom, koristeći program NVivo za kvalitativnu analizu. Sudionici istraživanja bili su majke i očevi učenika osnovne škole, N=8. Petero njih roditelji su tipične djece, dok su troje njih roditelji djece s teškoćama. Kroz tri mjeseca provedbe programa s učenicima, njihovi roditelji bili su uključeni u dvije fokus grupe. Rezultati pokazuju da roditelji pridaju veliku važnost komunikaciji s djecom, no njihovi postupci prema djeci ne služe uvijek kao dobar model ponašanja te je upitan njihov aktivan doprinos poticanju dobre interakcije njihovog djeteta u školi. Premda je inkluzivna škola cilj hrvatskog sustava obrazovanja nedovoljno se poklanja pažnja osnaživanju roditelja i suradnji sa školom. Primjenom fokus grupe i osvješćivanjem roditelja o vlastitim kompetencijama ostvaren je doprinos aktivnom uključivanju u razvoj inkluzivne kulture u škole., The Croatian education strategy is aimed toward the development of inclusive school. Inclusive school ensures full participation of all students in academic and social activities. One of the main features of inclusive school is the sense of belongings and acceptance of all students. Peer support as well as the support of other members of the school community and parents, contributes the inclusive culture in school. In order to make parents active participants in the development of inclusive schools it is necessary to explore some of their competences. The aim of this study was to gain an insight into parent’s perception of tolerance and acceptance, how much do they know their own children, what kind of educational approach they use, how do they recognize and support their own child’s effective interactions and how do they perceive their own competence and teachers competence for collaboration. Data were collected through focus group and analyzed qualitatively by using NVivo program. Participants were mothers or fathers of regular primary school students, N=8. Five of them were parents of typical students, while three were parents of children with disabilities. During the three months period of intervention program with students, their parents were participating in focus groups. Obtained results showed that parents emphasize the importance of communication with their own child but their upbringing skills are not always a good behavior model. Their active contribution in facilitating their own child’s school interaction is often questionable. Although, the inclusive school is the aim of the Croatian educational system, not enough attention is paid toward parents’ empowerment in collaboration with school. Through the focus group approach emphasizing parents’ awareness about own competences and their contribution to active role in the inclusive culture of school was accomplished.

Procjenjujući svoju osposobljenost s obzirom na kompetencije definirane u Nacionalnom okvirnom kurikulumu, sudionici istraživanja su svojim relativno visokim ocjenama naznačili kako su nastavom tjelesne i zdravstvene kulture stekli zadovoljavajuću razinu osposobljenosti vezanu uz očekivane odgojno-obrazovne ishode. Područje „Motorička dostignuća“ ocjenjeno je najvišom ocjenom te sudionici smatraju kako za učenička postignuća unutar tog područja posjeduju najviše kompetentnosti. S obzirom na razred, u procjeni razine osposobljenosti nema statistički značajnih razlika. Značajnih razlika nema ni s obzirom na opći uspjeh. Kod procjene sudionika o njihovoj trenutačnoj stvarnoj osposobljenosti s obzirom na aktivno bavljenje sportom i s obzirom na ocjenu iz predmeta tjelesne i zdravstvene kulture, dobivene su značajne razlike. Učenici koji se aktivno bave nekim sportom svoju osposobljenost smatraju većom u odnosu na učenike koji se ne bave sportom, a svoju veću stvarnu osposobljenost procjenjuju i učenici s odličnom ocjenom iz predmeta tjelesna i zdravstvena kultura u odnosu na učenike s nižim ocjenama. Ovakvi rezultati upućuju na zaključak kako je potrebno na nastavi tjelesne i zdravstvene kulture još više pažnje posvetiti slabijim učenicima i onima koji se ne bave sportom, kako bi i oni usvojili znanja, razvili sposobnosti, stekli vještine i navike te razvili pozitivne stavove definirane unutar tjelesnog i zdravstvenog odgojno-obrazovnog područja. Iako su sudionici svoju osposobljenost procijenili relativno dobrom ocjenom, njena stvarna razina ipak nije zadovoljavajuća. Potrebno je uložiti dodatne napore kako bi se kod svih učenika povećala razina znanja, sposobnosti, postignuća i vrijednosti, a koje se stječu u ovom području. Ključnu ulogu u ovim naporima i željama ima raspoloživo vrijeme. Ono je danas nedostatno, a trebalo bi iznositi minimalno 180 minuta tjedno (u SAD-u preporuka je 210 minuta tjedno) ako se želi omogućiti izvršenje zadataka koje Nacionalni okvirni kurikulum postavlja pred tjelesno i zdravstveno odgojno-obrazovno područje.

Istraživanje je imalo za cilj dobivanje informacija o tome što učenici misle o onim postavkama kurikuluma koje određuju kompetencije u tjelesnom i zdravstvenom odgojno-obrazovnom području, a koje bi oni trebali steći u strukovnom srednjoškolskom obrazovanju. Koju važnost oni pridaju tim kompetencijama. Rezultati dobiveni na uzorku od 237 učenika strukovnog srednjoškolskog obrazovanja mogu ponuditi nekoliko izravnih i neizravnih zaključaka. Svi sudionici istraživanja (kod kojih s obzirom na razred nema statistički značajnih razlika) smatraju kako su im kompetencije tjelesnog i zdravstvenog odgojno-obrazovnog područja iznimno važne, a što potvrđuje i ukupna prosječna ocjena od 3, 22. Tako visoka ocjena važnosti definiranih kompetencija govori o značaju tjelesnog i zdravstvenog područja što potvrđuju i sami učenici. Najveću ocjenu važnosti dobile su kompetencije koje definiraju područje „Motorička dostignuća“. To je najvjerojatnije posljedica trenutačnog stanja u nastavi tjelesne i zdravstvene kulture u kojoj se, čini se, najveća pažnja posvećuje motoričkim postignućima, dok su druga područja (naročito zdravstveni odgoj) ipak zapostavljenija. Značajno veću ocjenu važnosti pridaju kompetencijama oni učenici koji se aktivno bave sportom. Takav rezultat indirektno ukazuje na važnost utjecaja na razvoj kompetencija kod učenika koji se ne bave aktivno sportom, što bi za posljedicu zasigurno imalo njihovo veće uključivanje u sport i izvanškolsko, a samim tim i cjeloživotno vježbanje.

Cooperative learning, as an old idea in education, became again the subject of interest in the seventies. In teaching tradition this movement served as the main approach to the studies of pupils interaction in the classroom. The cooperative-interactive way of learning was strongly opposed to the traditional, individually- competitive one by its aim structure and the nature of peer interaction. This paper presents four techniques of cooperative learning wich are well defined teaching strategies in the opinion of many authors. At the same time, those are the techniques which are applied the most often in primary and secondary schools of America and Israel. Studying of these techniques have shown that cooperative experiences, in comparison with competitive and individual ones, contribute to better achievement of cognitive and socio-affective aims of teaching. In other words, it appeared that in processes of cooperation in school setting high standards and good success were not incompatibile with friendship, empathy and tolerance for individual differences among pupils. Kooperativno učenje, kao stara ideja u obrazovanju, ponovo je postalo predmet interesovanja u sedamdesetim godinama. U nastavnoj tradiciji, ovaj pokret služio je kao glavni uvod u proučavanje vršnjačke interakcije u razredu. Kooperativno-interaktivni način učenja bio je oštro suprostavljen tradicionalnom, individualno-kompetitivnom po svojoj strukturi cilja i prirodi vršnjačke interakcije. U ovom radu prikazane su četiri tehnike kooperativnog učenja koje su, prema mišljenju većeg broja autora, dobro definisane nastavne strategije. Istovremeno, to su tehnike koje su najčešće primenjivane u osnovnim i srednjim školama Amerike i Izraela. Ispitivanje efekata ovih tehnika pokazalo je da kooperativna iskustva, u poređenju sa kompetitivnim i individualnim, doprinose uspešnijem ostvarivanju kognitivnih i socijalno-afektivnih ciljeva nastave. Drugim rečima, pokazalo se da kroz procese kooperacije visoki školski standardi i dobar uspeh nisu inkompatibilni sa prijateljstvom, empatijom i tolerancijom za individualne razlike učenika.