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This study aims to analyze and compare teaching practices in an inclusive setting. The study focuses on teachers’ self-evaluated teaching practices with students with seven or more predominantly inattentive symptoms associated with ADHD, depending on their beliefs about the values of inclusive education and some demographic factors. The results are situated in the context of current literature on inclusive education practices, teacher attitudes towards students with predominantly inattentive symptoms associated with ADHD and teaching practices/classroom strategies for work with them. The questionnaire was administered to 660 teachers from 13 Croatian counties. The participating teachers were asked to complete a standardized questionnaire, including a demographic questionnaire and two scales: Teaching practices self-evaluation scale – TPSE (Vlah & Grbić, 2017) and Teachers’ beliefs about the values of inclusive education scale – TBIES (Skočić Mihić, Gabrić & Bošković, 2016). In an attempt to answer the research question on the relation between teachers’ self-reported teaching practices used in work with students with some inattentive symptoms associated with ADHD, place of residence, and school size, classroom versus subject teaching, teacher education level, work experience and beliefs about the values of inclusive education, we used both a correlation and a hierarchical regression analysis. The results indicated a correlation between teachers’ self-evaluated teaching practices described by three indices (student praise and supportive communication; adjustments to assessment for students; and comprehensive approach to inclusion of students with special needs), teacher education level, and classroom/subject teaching, which also related to teachers’ value of inclusive education. Next, we explored the relationships among the investigated variables in more detail using a hierarchical regression analysis in which different indices of teachers’ self-evaluated teaching practices served as the criterion. In the proposed model inclusive beliefs were revealed as significant predictors of teaching practices. These results extend previous research. Implications for teacher education are discussed and suggestions are made for future research.

Earlier research findings indicate a significant association between students' low socioeconomic status and conduct problems. This study aimed to determine the relationship between the academic achievement expressed in overall grades and the estimated financial status of elementary school students who are suspected of having behavioral difficulties, as perceived by their teachers. In 125elementary schools across Croatia, classroom teachers assessed 1345 students suspected of having behavioral difficulties, either in the classroom or during out-of-classroom activities (e.g., vacations, extracurricular activities, field trips). On average, the teachers indicated that 1 to 3 students per class, of whom 4/5 were boys, are suspected of having behavioral difficulties. In addition to academic achievement determined by the student's overall grades, classroom teachers rated students' financial status on a three-level ordinal scale (below average, average, and above average). The study findings indicate that parents of students with very good and excellent overall grades and behavioral difficulties have better financial status in comparison to parents of students with behavioral difficulties who have inadequate, adequate, and good overall grades. This study's findings contribute to a better understanding of students with behavioral difficulties and may help plan the prevention of further adverse psycho social development and school failure.

Cilj. Rad problematizira trend objavljivanja radova napisanih na temelju diplomskih radova, u znanstvenim časopisima u otvorenom pristupu. Objašnjen je doprinos repozitorija znanstvenih radova institucijskoj vidljivosti, kao i uloga knjižnice u oblikovanju repozitorija. U radu se analizira koliko je znanstvenih članaka proizašlo iz diplomskih radova studenata tri filozofska fakulteta te se utvrđuje učestalost pristupa i preuzimanja diplomskih i znanstvenih radova i njihovu citiranost. Istražuje se koliko je vremena potrebno da bi se diplomski rad pretvorio u članak i koje su prevladavajuće kategorizacije tih članaka. Pristup/metodologija/dizajn. Korišten je bibliometrijski pristup, uz metodu analize sadržaja koja je obuhvatila sljedeće pokazatelje: citiranost, zastupljenost znanstvenih radova po znanstvenim područjima, kategorizaciju radova, autorstvo, vrijeme objave, te broj pregleda i preuzimanja radova. Polazište za istraživanje bili su svi diplomski radovi pohranjeni u repozitoriju Dabar na tri usporediva filozofska fakulteta u Splitu, Rijeci i Osijeku u razdoblju od 2013. do 2020. godine, ukupno 2791 rad. Nakon povezivanja diplomskih radova sa proizašlim znanstvenim radovima objavljenim na portalu Hrčak testirane su razlike u citiranosti i vidljivosti radova u dva sustava. Rezultati. Istraživanje je pokazalo da se približno 6% diplomskih radova iz društvenog područja i 2% radova iz humanističkog područja preoblikuje u znanstvene članke objavljene u časopisima dostupnim u otvorenom pristupu na portalu Hrčak. Većina znanstvenih članaka objavi se do dvije godine nakon pohrane diplomskog rada u repozitoriju. Objavom radova u časopisima dostupnim na portalu Hrčak značajno se poboljšava njihova vidljivost. Potvrđena je i važnost otvorenog pristupa diplomskim radovima u sustavu Dabar. Ograničenja istraživanja odnose se prije svega na početni odabir radova iz područja društvenih i humanističkih znanosti. Praktična primjena. Na praktičnoj razini rad može poslužiti studentima i mentorima koji namjeravaju diplomske radove pretvoriti u članke, knjižničarima u pružanju podrške studentima, i urednicima probirnih časopisa kao analiza postojećeg stanja i polazište za odabir radova. Društveni značaj. Rad pruža uvid u broj i vrstu studentskih radova koji doprinose vidljivosti fakulteta i posredno sveučilišta. Originalnost/vrijednost. Prvi put je razmotrena i napravljena analiza studentskih radova koji su objavljeni na osnovi teme i istraživanja iz diplomskih radova.

The rapid shift in teaching conditions in 2020 and 2021 had a significant influence on initial teacher education. Due to the Covid-19 pandemic, pre-service teachers predominantly attended online courses and had limited teaching practice in schools. This study focuses on the relationship between changes in initial teacher education that occurred due to COVID-19 pandemics and pre-service teachers' selfperceived professional preparedness. The primary objective of this research was to investigate the pre-service teachers' professional preparedness and its relation to their burnout and satisfaction with online learning experiences. Within the research plan in mind, the study focused on: (1) the pre-service teachers' professional preparedness ; (2) the pre-service teachers' burnout ; (3) the level of pre-service teachers' satisfaction with online learning ; and (4) a relationship between pre-service teachers' self-perceived professional preparedness, burnout, and satisfaction with online learning. The survey included 111 students enrolled in pre-service teacher education programs in Croatia. Participating pre-service teachers were attending online courses and had limited teaching practice in schools. The questionnaire designed for this study included general demographic questions (gender, year in school and study area) and three separate scales: Maslach Burnout Inventory – student survey – MBI-SS (Schaufeli, Martínez, Marqués-Pinto, Salanova & Bakker, 2002), the student satisfaction with online learning scale – SSOLS (Dzubian, Moskal, Thompson, Kramer, DeCantis & Hermsdorfer, 2015), and the pre-service teachers' preparedness scale – PSTPS (Manasia, Ianos & Chicioreanu, 2019). For this study, the scales were translated in Croatian and later translated back to English. The Croatian versions of the scales were analyzed by use of both exploratory and confirmatory factorial analysis. The data was analyzed using frequency, mean score, and standard deviation on a descriptive level. In addition, the Pearson coefficient of correlation was used on the p

Creativity is a process of creating new and original ideas, concepts, and solutions. A child is a creative individual who represents her/his creative potential through her/his artistic solutions. In this process, the teacher plays a key role. The teacher should not interfere with children's creativity but constantly find new ways to encourage children's artistic creativity. In this study, the main objective was to examine teachers' experiences related to the use of different teaching approaches aiming to encourage creativity in teaching Art. This qualitative research was carried out in cooperation with three primary school teachers. Using three parallel case studies, the researchers examine how painting and graphic techniques affect the creative artistic process and possibly stimulate children's artistic creativity. Following the research aim, the three primary school teachers' Art classrooms were selected as a source of data. The data were collected employing a semi-structured interview with the three primary school teachers and structured observation of lessons based on pre- defined categories. The research results show that before letting students create, teachers use artworks by highly acclaimed painters, along with different activities and various creative games to encourage children's artistic creativity. These actions arouse students' imagination and freedom of original expression. In graphic techniques, the most common is the new use of art content (change of color, surface, size, rhythm) and the ability to detect artistic problems. In painting techniques, the most common is the new use of art content (change of color, surface, size, rhythm), elaboration of the original idea in detail (analytical drawing), and the adoption of artistic and compositional elements. Moreover, painting techniques allow more creativity, while graphic techniques give more diverse results than painting techniques. In the conclusions, the researchers discuss study findings and provide directions for future research.

Razumijevanje rodoslovlja i društvene uvjetovanosti promjena obrazovnih sustava može se tražiti u antičkim izvorima: Sparti i Ateni. Interpretacijom su uspoređeni obrazovni sustavi antičkih polisa, a neka njihova obilježja su na razini jukstapozicije uspoređena s obrazovnim politikama Europske unije. Usporedbom je potvrđena hipoteza o postojanju zajedničkih prioritetnih odgojno-obrazovnih tema u društvima istog rodoslovlja na različitom stupnju povijesnog i tehnološkog razvoja. Stereotipna interpretacija vidi Spartu kao zajednicu hrabrih patriota vojnika u kojoj je obrazovanje bilo apsolutno politički institucionalizirano, dok se Atena percipira kao demokratska zajednica humanistički obrazovanih slobodnih građana bez izravne stroge političke kontrole obrazovanja. Na razini jukstapozicije, antički obrazovni sustavi uspoređeni su sa suvremenom europskom obrazovnom politikom s obzirom na: (1) svrhu obrazovanja; (2) dostupnost obrazovanja; (3) strukturiranost kurikuluma i vrijednosne pokazatelje; (4) prepoznavanje talenta i (5) praćenje kvalitete obrazovanja. U zaključku rada navode se ograničenja studije te se naglašava temeljna srodnost tema koje su se istakle analizom., Understanding the genealogy and the social and political conditions for changes in education systems can be traced back to ancient sources: Sparta and Athens. In this paper, referring to Bereday’s model of comparative analysis, comparisons of education systems were conducted at two levels. The comparison of the social structure and education systems of ancient city-states (poleis) was carried out at the level of interpretation, while the comparison of key educational themes recognized in ancient city-states with the European Union educational policy was carried out at the level of juxtaposition. The analysis at the level of juxtaposition was made to test the hypothesis of presence of common priority educational themes in societies that have a common genealogy but differ in the degree of historical and technological development. At the level of interpretation, in the stereotypical portrayal of these two societies, Sparta is seen as a community of brave patriots soldiers, equal men, and women, while Athens is seen as a democratic community of free citizens cultivated with humanistic education. In Sparta, education was strategically important and therefore institutionally regulated in detail, it was compulsory and under the direct and absolute control of political power. Education implied a general initiation process and a specific transformation of youth to support the community’s survival and its way of life. The Athenians abandoned exclusively military life and education and directed the education of the youth towards physical exercise, music, literacy, and arithmetic. In Athens, political power did not directly manage education, nor was it formally compulsory. At the level of juxtaposition, ancient educational systems were compared to the modern European educational system. Ancient society can be considered the source of modern Western society. The ancient and modern educational systems are compared concerning the priority educational themes identified in ancient city-states: (1) the purpose of education; (2) availability of education; (3) curriculum structure and value indicators; (4) talent recognition; and (5) monitoring the quality of education. The conclusion of the paper states the limitations of the study and emphasizes the recognizable role of education in all societies and the fundamental similarity of the themes that stood out in the analysis.

In March 2020 I published the ‘emergency editorial’ in Postdigital Science and Education and invited the community to ‘explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us’ (Jandrić 2020a: 237). Articles immediately started pouring in; within weeks, the journal’s contributions had been recognized by institutions such as the World Health Organization, the US National Library of Medicine’s Nature Public Health Emergency Collection, and UNESCO (see Jandrić 2021 for details). After publication of the October 2020 issue of Postdigital Science and Education,Footnote 1 consisting of almost 60 articles on the Covid-19 pandemic, the first wave of pandemic research has wound down. As it has become obvious that Covid-19 is here to stay, research on immediate Covid-19 experiences and responses slowly gives way to research which ‘reaches beyond the pandemic to the point where the pandemic experience is transformed from an object of research to an intrinsic part of our theories, approaches, research methodologies, and social struggles’ (Jandrić 2021: 262).

Cilj. Rad problematizira trend objavljivanja radova napisanih na temelju diplomskih radova, u znanstvenim časopisima u otvorenom pristupu. Objašnjen je doprinos repozitorija znanstvenih radova institucijskoj vidljivosti, kao i uloga knjižnice u oblikovanju repozitorija. U radu se analizira koliko je znanstvenih članaka proizašlo iz diplomskih radova studenata tri filozofska fakulteta te se utvrđuje učestalost pristupa i preuzimanja diplomskih i znanstvenih radova i njihovu citiranost. Istražuje se koliko je vremena potrebno da bi se diplomski rad pretvorio u članak i koje su prevladavajuće kategorizacije tih članaka. Pristup/metodologija/dizajn. Korišten je bibliometrijski pristup, uz metodu analize sadržaja koja je obuhvatila sljedeće pokazatelje: citiranost, zastupljenost znanstvenih radova po znanstvenim područjima, kategorizaciju radova, autorstvo, vrijeme objave, te broj pregleda i preuzimanja radova. Polazište za istraživanje bili su svi diplomski radovi pohranjeni u repozitoriju Dabar na tri usporediva filozofska fakulteta u Splitu, Rijeci i Osijeku u razdoblju od 2013. do 2020. godine, ukupno 2791 rad. Nakon povezivanja diplomskih radova sa proizašlim znanstvenim radovima objavljenim na portalu Hrčak testirane su razlike u citiranosti i vidljivosti radova u dva sustava. Rezultati. Istraživanje je pokazalo da se približno 6% diplomskih radova iz društvenog područja i 2% radova iz humanističkog područja preoblikuje u znanstvene članke objavljene u časopisima dostupnim u otvorenom pristupu na portalu Hrčak. Većina znanstvenih članaka objavi se do dvije godine nakon pohrane diplomskog rada u repozitoriju. Objavom radova u časopisima dostupnim na portalu Hrčak značajno se poboljšava njihova vidljivost. Potvrđena je i važnost otvorenog pristupa diplomskim radovima u sustavu Dabar. Ograničenja istraživanja odnose se prije svega na početni odabir radova iz područja društvenih i humanističkih znanosti. Praktična primjena. Na praktičnoj razini rad može poslužiti studentima i mentorima koji namjeravaju diplomske radove pretvoriti u članke, knjižničarima u pružanju podrške studentima, i urednicima probirnih časopisa kao analiza postojećeg stanja i polazište za odabir radova. Društveni značaj. Rad pruža uvid u broj i vrstu studentskih radova koji doprinose vidljivosti fakulteta i posredno sveučilišta. Originalnost/vrijednost. Prvi put je razmotrena i napravljena analiza studentskih radova koji su objavljeni na osnovi teme i istraživanja iz diplomskih radova.

U radu se raspravlja o operacionalizaciji obrazovnih politika o pravima djece. Prava djece primarno proizlaze iz temeljnih ljudskih prava koja promiču zadovoljavanje bioloških, socijalnih, psiholoških, intelektualnih i duhovnih potreba. Donošenjem Konvencije o pravima djeteta 1989. godine dolazi do promjene u poimanju prava djece te se ističe aktivna uloga djeteta kao nositelja vlastitih prava. Promiče se i filozofija inkluzije kako bi se svoj djeci pružile jednake mogućnosti te osigurao rast i razvoj u skladu s individualnim sposobnostima svakog djeteta. Cilj ovog istraživanja bio je ispitati način na koji se djeca i djetinjstvo prikazuju u dokumentima o pravima djece, s naglaskom na aktivnu ulogu djeteta nasuprot zaštitničkom stavu prema djetetu te u kojoj mjeri i na koji način su u dokumentima o pravima djece zastupljene temeljne inkluzivne odrednice. Rezultati kvalitativne deskriptivne analize ključnih dokumenata ukazuju na to da iako se u literaturi promiče uloga djeteta kao aktivnog sudionika i nositelja vlastitih prava taj je koncept potrebno i dalje razvijati., The paper discusses the operationalization of education policies on children's rights. Children's rights primarily derive from fundamental human rights that foster the fulfillment of the biological, social, psychological, intellectual and spiritual needs of all. Adoption of the 1989 Convention on the Rights of the Child has brought a change in the understanding of the children's rights, whereupon the active role of the child as the holder of her/his own rights has become recognized as well as the philosophy of inclusion, which provides equal opportunities for all children and ensures the growth and development in accordance with the individual abilities of every child. The aim of this paper is to examine how children and childhood are presented in the documents on children's rights, with an emphasis on the active role of the child and protective attitude towards the child. The paper also seeks to examine in what way and to what extent the fundamental inclusive principles are represented in the documents on children's rights. The results of a qualitative descriptive analysis of documents indicate that although relevant literature promotes the role of the child as an active participant and a holder of her/his own rights, the aforementioned concept needs to be further developed.

Rastuća literatura u organizacijskoj psihologiji predlaže kultiviranje poduzetničke klime kao važan čimbenik kontinuiranih inovacija u organizacijama. Odrednice poduzetničke klime koje plijene pažnju istraživača u posljednjih deset godina obuhvaćaju potporu menadžmenta, autonomiju u poslovanju, nagrađivanje poduzetničkih inicijativa i dostupnost vremena za poduzetničke aktivnosti, pri čemu članak predlaže da odrednice poduzetničke klime utječu na proizvodno-uslužne inovacije u poduzećima. Štoviše, članak suprotstavlja organizacijsku klimu i kulturu te testira medijatornu ulogu orijentacije učenju, kao dijela organizacijske kulture, u odnosu odrednica poduzetničke klime i proizvodno-uslužnih inovacija. Originalnost istraživanja predstavlja model, koji u ovom obliku nije testiran od strane šire akademske zajednice. Istraživanje je provedeno na uzorku 115 srednjih i velikih poduzeća u Republici Hrvatskoj. Rezultati upućuju na potrebu za promjenom paradigme poduzeća prema orijentaciji učenju, odnosno na potrebu za usklađivanjem vidljivih praksi i procedura sa sustavom vrijednosti za učenje, kako bi se iskoristio potencijal odrednica poduzetničke klime u poticanju proizvodno-uslužnih inovacija., Growing literature in organizational psychology suggests that cultivating entrepreneurial climate is an important factor of continuous innovation in organizations. Entrepreneurial climate determinants attracting the attention of researchers over the past decade include management support, work discretion, rewarding entrepreneurial initiatives and time availability for entrepreneurial activities. The article suggests that entrepreneurial climate determinants affect the product-service innovation in companies. Moreover, the article puts the concepts of organizational climate and culture against each other, and tests the mediating role of learning orientation as part of the organizational culture, in the relationship between the entrepreneurial climate determinants and product-service innovation. The originality of the research lies in a model which has not been tested in this form by the wider academic community. The study was conducted on a sample of 115 medium and large enterprises in the Republic of Croatia. Results point to the need for a paradigm shift towards learning orientation, and the need to harmonize visible practices and procedures with the value system for learning in order to use the potential of the entrepreneurial climate determinants in stimulating product-service innovation.

Description of a structure to help preservice teachers get invaluable field experience by aligning theory with practice supported by the integration of elementary school children into their university mathematics methodology course. The framework is described as a model to help others wanting to establish a similar course.

Video cases are becoming more and more prevalent throughout the United States to assist in the development and growth of preservice teachers’ instruction. This research investigates the perspectives of preservice teachers and their naive understandings of the kinds of learning and assistance video cases can provide in their methodology courses. Personal Construct Theory was used to uncover participants’ perceptions of their needs in terms of curriculum content of video cases. Hierarchical cluster analysis revealed six distinct clusters which serve as themes for discussing the early needs of preservice teachers and how video cases might be configured to address these perceived needs. Results reveal that preservice teachers’ beliefs, though naive, do reflect the research on the actual needs of teachers in their first years of induction and support. Perhaps if preservice teachers’ predilections are examined, this data can help guide the future implementation of video cases in their university courses.

Anchored instruction is designed to present problems in a meaningful context to allow for investigations into real life environments. The Jasper Project was created to allow students to investigate mathematical dilemmas using anchored instruction techniques. This study uses case study methods to examine the perceptions that preservice teachers have toward the use of anchored instruction after having the opportunity to investigate and evaluate a Jasper predicament as a group. The guiding research questions were: 1) Through exploration and evaluation, are preservice teachers able to determine significance of using anchored instruction with their future students? And if they see significance, 2) How do preservice teachers envision student learning and mathematical growth using anchored instruction? Four individual cases were evaluated, specifically examining the features of anchored instruction each preservice teacher described. The preservice teachers were optimistic about the utilization of anchored instruction and described features that support student learning and growth.

U radu je dan prikaz dječjih slikovnica s obzirom na različite vrste i razine interaktivnosti, a s osvrtom na ulogu interaktivnih sastavnica u učenju. Prema analiziranoj literaturi o korištenju interaktivnih sastavnica u dječjim slikovnicama, slikovnice su razvrstane prema četiri razine zastupljenosti interaktivnih sastavnica. Prva razina su tiskane slikovnice s ilustracijama, s tekstom ili bez njega, a bez interaktivnih elemenata. Drugu razinu čine tiskane slikovnice s ilustracijama, s tekstom ili bez njega, te s vizualnim, zvučnim, glazbenim i interaktivnim sastavnicama. Treću razinu čine proširene tiskane slikovnice kod kojih se tradicionalni tiskani medij proširuje sa zvukovima i mogućnošću interakcije s digitalnim sadržajima. Na četvrtoj su razini digitalne slikovnice dostupne na različitim medijima, a koje mogu uključivati interaktivne vizualizacije, prilagodljivi tekst, simulacije, animacije, 3D grafike i zvuk. Za potrebe istraživanja provedena je procjena osam slikovnica za djecu u dobi od 3-6 godina. Korišteni okvir za početni odabir slikovnica je kategorizacija koju navodi Matulka, a načelo procjene je metodologija utjecaja interaktivnih sastavnica na odgojno-obrazovnu ulogu slikovnica, a prema recentnom istraživanju Ruetschlin Schugarove, Smithove i Schugara. Rezultati ukazuju na razlike u učestalosti, smještaju i ulozi interaktivnih sastavnica unutar slikovnica, te na načine na koje interaktivne sastavnice mogu biti podrška razvoju jezika i općeg razumijevanja osnovnih pojmovnih okvira., The paper provides an overview of children’s picture books for children with regard to different types and levels of interactivity, and with reference to the role of interactive elements in learning. According to the analyzed literature on the use of interactive elements in children’s picture books, these are classified into four levels of representation of interactive elements. At the first level are rinted picture books with illustrations, with or without text, and without interactive elements. The second level includes printed picture books with illustrations, with or without text, and with visual, sound, music and interactive elements. The third level includes augmented printed picture books in which the traditional print medium is supplemented with sounds and interactive digital content. At the fourth level are digital picture books which come in a variety of platforms and can include interactive visualizations, adjustable text, simulations, animations, 3D graphics and sound. The research consisted of assessment of eight picture books for children aged 3-6 years. The framework proposed by Matulka was used for initial picture book selection. The assessment methodology focuses on examination of the role of interactive in picture books, similarly to the recent research by Ruetschlin Schugar, Smith and Schugar. The results indicate differences in frequency, placement and role of interactive elements in picture books and the ways in which interactive elements may support language development and general understanding of basic concepts.

U andragoškim teorijama postoji nesklad oko iskoristivosti andragoških načela u obrazovanju odraslih osoba s invaliditetom: jedni ih smatraju korisnima, a drugi smatraju da teorijski okvir područja obrazovanja odraslih ne pruža dovoljno smjernica za provedbu obrazovanja osoba s invaliditetom. Teorijski okvir cjeloživotnog učenja, kao važan dio suvremene andragoške teorije, osigurava dodatni prostor za pojašnjenje korisnosti informacijsko komunikacijske tehnologije u obrazovanju odraslih osoba s invaliditetom. U radu se razmatraju teorije upotrebe informacijsko-komunikacijske tehnologije u obrazovanju odraslih osoba s invaliditetom, a zatim se empirijski provjeravaju. Empirijska provjera potvrđuje pozitivan učinak teorije o korisnosti ICT tehnologije u obrazovanju osoba s invaliditetom. Glavni je doprinos ovog rada u novoj klasifikaciji uporabe informacijsko-komunikacijske tehnologija u obrazovanju odraslih osoba s invaliditetom, u kojoj težište više nije na vrsti tehnologije ili poteškoće koju ima odrasla osoba s invaliditetom. Nova je klasifikacija utemeljena na: (1) sadržajima o kojima se uči i načinu na koji se uči u okruženju za obrazovanje odraslih, (2) pomagalima u učenju i poučavanju odraslih osoba s invaliditetom te (3) tehnologiji koja se rabi u radu osoba s invaliditetom., The adult learning theories do not agree on the usability of andragogy principles in education of adults with disabilities: while some theoreticians find these principles to be useful, others believe that adult education theoretical framework does not provide sufficient guidelines for education of people with disabilities. Theoretical framework of lifelong learning, which is an important part of adult learning theories, assures additional elements for explanations on information and communications technology use in education of adults with disabilities. In this work we present and empirically review theories of information and communications technology use in education of adults with disabilities. Empirical review confirms theory on efficiency of ICT technology use in education of adults with disabilities. The main contribution of this work is a new classification of information and communications technology use in education of adults with disabilities, where focus is not on a type of technology used or a type of disability that an adult person has. New classification is based on the following elements: (1) learning content and learning methods in an adult learning environment, (2) assistive technology in learning and teaching of adults with disabilities, and (3) technology which adults with disabilities use for work.

The article summarises the socio-political, cultural, economic and educational background to the Western Balkans region and outlines the wider qualitative research study that provided the data on early and pre-school educational opportunities in the seven countries involved ; Albania, Bosnia and Herzegovina, Croatia, Kosovo (under UNSCR 1244), the Former Yugoslav Republic of Macedonia (FYR Macedonia), Montenegro and Serbia. The authors examine international research and literature on early education that identifies it as an important means of enabling subsequent educational and social inclusion and attainment. They proceed to discuss and illustrate from the research data five inter-linked factors showing that provision of early education in the Western Balkans is inadequate and exclusive and that children who are already at greatest socio- economic and cultural disadvantage and at potential risk in elementary and secondary education are least likely to participate in, or benefit from, it. Some recent more encouraging developments are noted but the article concludes that substantially more investment and positive actions are needed in raising awareness of the importance of early education and in developing policies and provision for it that will benefit children currently at greatest disadvantage.

U radu je dan prikaz rezultata kvantitativnog dijela istraživanja studije strateškog pilotiranja instrumenta za poduzetničko učenje koje je razvio istraživački tima SEECELa. Instrument je pilotiran u 31 osnovnoj školi u osam zemalja s ciljem ostvarivanja ishoda učenja, stručne izobrazbe nastavnika i zaposlenika u upravi škola koje rade po različitim kuriklumima. Europski kompetencijski okvir temelji se na Bloomovoj taksonomiji obrazovnih ciljeva te sadrži tri domene učenja: kognitivnu, afektivnu i psihomotornu. Prilikom određivanja poduzetničkih kompetencija stručnjaka u osnovnim školama, istraživači su koristili upitnik putem kojeg su se mjerili ishodi vezani uz poduzetničku kompetenciju. Jedan dio upitnika je bio usmjeren isključivo na procjenu znanja iz područja poduzetništva (kognitivna domena – niže razine učenja), dok je drugi dio upitnika bio usmjeren na procjenu stavova prema poduzetništvu. Faktorska analiza varijabli putem kojih su se procjenjivali stavovi o poduzetništvu rezultirala je s dvije skale. Prva skala odnosi se na ishode vezene uz učenje o poduzetništvu u kognitivnoj domeni (više razine učenja), s Cronbach alpha vrijednosti koja iznosi 0, 853. Druga skala odnosi se na ishode vezene uz učenje o poduzetništvu u afektivnoj domeni, s Cronbach alpha vrijednosti koja iznosi 0, 892. Visoke vrijednosti koeficijenta konzistentnosti dokaz su vrijednosti upitnika za procjenu poduzetničke kompetencije te su dane smjernice za korištenje upitnika u daljnjim istraživanjima.

U radu je predstavljena ideja o osobnom identitetu muzejskog posjetitelja, u našem slučaju učenika, kao temelju doživljaja muzeja i njegovih sadržaja. Ideja je promišljana u istraživanju zavičajnih dimenzija učeničkoga muzejskog iskustva. Međusobni odnos zavičajnog identiteta učenika i njegove percepcije muzejskih sadržaja, promatran je na primjeru proučavanja dimenzija učeničkih percepcija u skupini učenika drugih i četvrtih razreda Osnovne škole iz Benkovca. Iako u Benkovcu djeluje Zavičajni muzej grada Benkovca, zavičajne dimenzije muzejskog iskustva praćene su u Muzeju antičkog stakla u Zadru. Time se u raznolikosti ukupnog muzejskog postava omogućilo praćenje učeničke usmjerenosti na povijesno-arheološke sadržaje benkovačkoga zavičajnog prostora, kao integrirane dijelove ukupnog postava. U istraživanju je korištena kombinirana metodologija. Kvantitativni su podatci prikupljani anketnim upitnikom, a kvalitativni slobodnim pisanim iskazima i crtežima učenika te iskazima njihovih učitelja, prikupljenim polustrukturiranim intervjuima. U zaključku rada je objašnjena povezanost usmjerenosti i sadržajnog strukturiranja učeničke percepcije muzejskih predmeta i zavičajne dimenzije muzejskog doživljaja učenika, dakle njihovog zavičajnog identiteta.

The main goal of this study is to evaluate primary teacher education programs in Croatia. Prior to evaluation of the primary teacher education programs, expected primary teacher education competencies were defined. The expected teacher competencies were determined according to the goals stated in the Croatian national curriculum. In addition, international guidelines for information literacy development among primary education teachers were used. An extensive literature review on information literacy curriculum in teacher education higher education was conducted as a part of this study. The evaluation of primary teacher education programs is conducted according to the content analysis methodology. Since current primary teacher education programs do not state learning outcomes, future teacher competences are evaluated according to the state course goals. The content analysis indicates that the majority of the current primary teacher education programs include goals that could be linked to information literacy standards. Future teachers are most frequently taught how to evaluate information, but lack instruction on fair use of information. The discussion includes recommendations to raise information literacy among teacher educators and to align course syllabi with the common theoretical frameworks.

U radu je predstavljena ideja o osobnom identitetu muzejskog posjetitelja, u našem slučaju učenika, kao temelju doživljaja muzeja i njegovih sadržaja. Ideja je promišljana u istraživanju zavičajnih dimenzija učeničkoga muzejskog iskustva. Međusobni odnos zavičajnog identiteta učenika i njegove percepcije muzejskih sadržaja, promatran je na primjeru proučavanja dimenzija učeničkih percepcija u skupini učenika drugih i četvrtih razreda Osnovne škole iz Benkovca. Iako u Benkovcu djeluje Zavičajni muzej grada Benkovca, zavičajne dimenzije muzejskog iskustva praćene su u Muzeju antičkog stakla u Zadru. Time se u raznolikosti ukupnog muzejskog postava omogućilo praćenje učeničke usmjerenosti na povijesno-arheološke sadržaje benkovačkoga zavičajnog prostora, kao integrirane dijelove ukupnog postava. U istraživanju je korištena kombinirana metodologija. Kvantitativni su podatci prikupljani anketnim upitnikom, a kvalitativni slobodnim pisanim iskazima i crtežima učenika te iskazima njihovih učitelja, prikupljenim polustrukturiranim intervjuima. U zaključku rada je objašnjena povezanost usmjerenosti i sadržajnog strukturiranja učeničke percepcije muzejskih predmeta i zavičajne dimenzije muzejskog doživljaja učenika, dakle njihovog zavičajnog identiteta., The idea of the personal identity of visitors, in this case students, as the basis of experience of the museum and its contents is reflected upon in the research of dimensions of student’s museum experience, presented in this paper. The interrelation of regional student’s identity and its perception of museum contents, was observed in the frame of study, measuring perceptions of students in second and fourth grade of primary school in Benkovac. Although in Benkovac operates Benkovac Heritage Museum, local dimensions of the museum experience were monitored at the Museum of Ancient Glass in Zadar, to the diversity of the overall museum exhibition enabled monitoring student’s focus on historical and archaeological contents of Benkovac regional space. The study applied mixed methodology. Quantitative data was collected by questionnaire and the qualitative using student’s free written texts and drawings as well as teachers observations, collected using semi-structured interviews. In conclusion, the paper explains the relationship between the direction and content of student’s perceptions of museum objects and homeland dimensions of museum experience of students from Benkovac, actually with their homeland identity.

As there has recently been an onslaught of video cases being developed and implemented with preservice teachers, it is important to evaluate how we should use these cases. This research investigates the features elementary preservice teachers consider valuable when using video cases in mathematics education. The researchers used hierarchical cluster analysis to create a dendrogram that displayed statistically significant features. The study revealed two primary clusters— (a) cross-subject lessons emphasizing adaptations and techniques to reach a variety of learners and (b) problembased lessons with students in groups supported by lesson analysis—as well as (c) a small third cluster of collection and distribution of materials. Ultimately, such findings can be used to guide the design and incorporation of tools for using mathematics-based video cases. (Keywords: video cases, tool-based instruction, preservice teachers, technology use)

U radu je prikazano akcijsko istraživanje o utjecaju primjene suradničkog učenja u mješovitom obrazovnom okruženju. U suvremenoj visokoškolskoj nastavi često se koristi mješovito obrazovno okruženje, sustav u kojem se zajedno koriste elektroničko učenje i tradicionalno poučavanje, uz sinkrone i asinkrone rasprave te susrete sudionika. Metoda suradničkog učenja aktivno je korištena tijekom jednog semestra u dodiplomskom kolegiju Pedagogija darovitih za studente pedagogije. Ovom metodom studenti su u manjim skupinama radili na ostvarivanju zajedničkog cilja. Istraživanjem se pokušalo odgovoriti na dva istraživačka pitanja. Prvo pitanje odnosilo se na mjeru i način ostvarivanja suradničkog učenja u mješovitom okruženju. Drugo istraživačko pitanje odnosilo se na učestalost viših razina učenja u suradničkim aktivnostima prema novoj Bloomovoj taksonomiji. Rezultati istraživanja temeljeni su na analizi forumskih rasprava koje su se odvijale na sustavu Moodle., The paper presents an action research on the impact of collaborative learning implementation in blended educational environment. In contemporary higher education hybrid educational environment is often used, a system where e-learning and traditional learning are employed jointly, together with synchronous and asynchronous discussions and face-to-face meetings of participants. The method of collaborative learning was used actively during a semester in the Pedagogy of the Gifted, an undergraduate course for the students of pedagogy. By using this method, students worked in small groups to achieve a shared goal. The research attempted to give answers to two research questions. The first question is related to the level and way of implementing collaborative learning in blended environment. The second research question refers to the frequency of higher level learning in collaborative activities with respect to the New Bloom’s Taxonomy. The research results are grounded on the analysis of forum discussions which took place on the Moodle system., Die Arbeit beschreibt eine Aktionsforschung über den Einfluss der Anwendung kooperativen Lernens in der hybriden Lernumgebung. Im gegenwärtigen Hochschulunterricht wird oft die hybride Lernumgebung verwendet, ein System in dem elektronisches Lernen und traditionelles Lehren gemeinsam verwendet werden, zusammen mit synchronen und asynchronen Diskussionen und Treffen der Teilnehmer. Die Methode kooperativen Lernens wurde im Laufe eines Semesters im Kolleg Begabtenpädagogik für Pädagogikstudenten aktiv verwendet. Mithilfe dieser Methode haben die Studenten in Kleingruppen an der Verwirklichung eines gemeinsamen Ziels gearbeitet. Die Forschung versuchte zwei Forschungsfragen zu beantworten. Die erste Frage bezog sich auf den Grad und die Art und Weise der Umsetzung kooperativen Lernens im hybriden Umfeld. Die zweite Forschungsfrage behandelte die Häufigkeit höherer Lernleistungen in kooperativen Aktivitäten nach der neuen Bloom'schen Taxonomie. Die Forschungsergebnisse basieren auf der Analyse von Forumsdiskussionen, die im Moodle System stattfanden.

After interacting with a Best Practices video case whole class and individually, preservice teachers were asked to reflect on what features they deemed helpful. In addition, they were asked to reflect on what additional features they would find desirable. The constant comparative method was used to analyze the data (Glaser, 1965). Three features were considered constructive: (1) modeling of teaching techniques (2) supplemental materials to support the video case and (3) observing classroom management. Concerning additional features, they wanted (1) an analysis of the lesson (2) improvements in technology and editing and (3) extended video case selections. The expressed features can guide the creation and use of video cases in preservice teachers’ education by providing direction for integration and development.

Analiza rezultata dobivenih istraživanjem provedenim 2003. godine na reprezentativnom uzorku škola u Republici Hrvatskoj, ima za cilj utvrditi prisutnost digitalne podijeljenosti među učenicima osmog razreda osnovne škole. Istraživanje je provedeno u 121 školi iz svih hrvatskih regija, a obuhvatilo je 2.674 učenika prosječ ne dobi od 14 godina. Teorijski dio rada predstavljaju istraživanja o digitalnoj podijeljenosti u učeničkoj populaciji provedena u posljednjih desetak godina u SAD i zapadnoeuropskim zemljama. Rezultati dobiveni na reprezentativnom uzorku učenika osmog razreda upućuju na digitalnu podijeljenost s obzirom na regiju u kojoj oni žive, veličinu mjesta, obrazovanje njihovih roditelja te spol. Zamjetno je da veći broj učenika iz većih gradova i razvijenijih regija, te veći broj dječaka i učenika čiji su roditelji obrazovaniji, posjeduje računala u kući te se češće koriste računalom i internetom nego učenici iz manjih mjesta i manjerazvijenih regija, te oni čiji su roditelji slabije obrazovani. Izrazita digitalna podijeljenost u domaćinstvima ne odražava se toliko i u školi, jer učenicima iz manjih mjesta škola pruža više prilike da se koriste računalom i internetom, dok se između učenika različitog spola i različitoga obrazovnog statusa njihovih roditelja ne pravi razlika pri korištenju informacijsko-komunikacijske tehnologije., The analysis of the results obtained from the research carried out in 2003 on a representative sample of the schools in the Republic of Croatia is aimed at determining the presence of differentiation among 8th grade pupils of the primary school. The research was carried out in 121 schools from all Croatian regions and it included 2674 pupils, 14 years old on the average. The researches on digital differentiation made in the last ten years in the USA and West European countries have been a basis for the theoretical part of the work. The results obtained on a representative sample of the pupils of the 8th grade indicate a digital differentiation in view of the region and size of the locality they come from, educational background of their parents and gender. There are more pupils from bigger cities and more developed regions, more boys and the pupils whose parents are more educated who have computers at home and use them together with the Internet more frequently than the pupils from smaller communities and less developed regions and those whose parents are of lower education. This clear digital differentiation in households is not quite reflected in school that gives more opportunity to the pupils from smaller communities to use the computer and have access to the Internet, where the information and communication technology is being used without making any distinction between the pupils’ genders and different educational background of their parents., L'analyse des résultats obtenus lors de la recherche faite en 2003 sur un échantillon représentatif des écoles en République de Croatie a pour objectif de déterminer l'existence d'une division en matière d'accès aux ordinateurs parmi les élèves de la huitième classe de l'école élémentaire. La recherche a été effectuée dans 121 écoles de toutes les régions de Croatie, et elle englobait 2674 élèves dont l'âge moyen était de 14 ans. L'étude théorique est représentée par les recherches sur la division en matière d'accès aux ordinateurs, réalisées ces dix dernières années aux États-Unis et dans les pays de l'Europe occidentale. Les résultats obtenus sur un échantillon représentatif d'élèves de huitième classe indiquent une division en matière d'accès aux ordinateurs compte tenu de la région où ils vivent, de l'importance de la localité, du niveau d'instruction des parents, et du sexe. Un plus grand nombre d'élèves de villes plus importantes et de régions plus développées, un plus grand nombre de garçons et d'élèves dont les parents ont plus d'instruction possèdent un ordinateur à la maison et se servent plus souvent de l'ordinateur et de l'Internet à la maison, par rapport aux élèves de localités moins importantes et de régions moins développées et à ceux dont les parents ont moins d'instruction. Cette division nette quant à l'accès aux ordinateurs dans les foyers ne se reflète pas tout à fait dans les écoles, qui donnent aux élèves des localités moins importantes davantage l'occasion de se servir d'un ordinateur et de l'Internet, tandis que parmi les élèves de sexe différent et dont les parents ont un niveau d'instruction différent, elle ne fait pas de différence dans l'utilisation de la technologie informatique et de la communication.