@article {1708,
	title = {THE EFFECT OF MACROSTRUCTURE AND SUPERSTRUCTURE TEACHING ON SUMMARIZATION ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {85-101},
	abstract = {Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students{\textquoteright} summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.},
	keywords = {Macrostructure teaching, seventh grade students, summarization achievement, superstructure teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.85},
	url = {https://oaji.net/articles/2023/457-1708676785.pdf},
	author = {Ebubekir Ero{\u g}lu and Serpil {\"O}zdemir}
}
@article {1706,
	title = {THE IMPACT OF TECHNOLOGICAL STRESS ON ACADEMICS{\textquoteright} LIFE SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {48-65},
	abstract = {Increasing research reveals the impact of technostress on life satisfaction among academics. In line with the determined purpose, it is first determined whether there is a significant difference in terms of technostress and life satisfaction between demographic variables such as age, gender, field of science and years of experience. Secondly, an answer was sought to the question of whether there was a significant impact of technostress on life satisfaction. To achieve the determined research purpose, the relational scanning model was used. The study involved 342 academic participants working at different universities in Kyrgyzstan who agreed to participate voluntarily. The research was conducted with 342 academics, 207 women and 135 men. To analyze the data obtained, t-test, one-way ANOVA, Pearson{\textquoteright}s correlation analysis and linear regression analysis were used. As a result of the research, it was determined that there was a low level of negative association between life satisfaction and the socially focused technostress sub-dimension score among the technostress sub-dimensions. Life satisfaction and general technostress level were determined to be permanent and significant among the technostress sub-dimensions such as profession-oriented, technical subject-oriented learning-teaching process-oriented and personal technostress sub-dimensions. The regression analysis revealed that general technostress emerged, but the sub-dimensions showed no influence on life satisfaction, and that single socially focused technostress had a negative predictive impact on life satisfaction.},
	keywords = {academic productivity, learning-teaching process, life satisfaction, technostress},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.48},
	url = {https://oaji.net/articles/2023/457-1708676609.pdf},
	author = {Erkan Efilti and Recai Do{\u g}an and Argen Zhumgalbekov and S{\"u}leyman Barbaros Yal{\c c}{\i}n}
}
@article {1707,
	title = {TURKISH PRIMARY SCHOOL STUDENTS{\textquoteright} INVOLVEMENT IN CLASSROOM ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {66-84},
	abstract = {Measuring students{\textquoteright} interest and involvement in classroom activities at all stages of education, from pre-school to upper secondary school, provides a better understanding of learning processes that enable the acquisition of abilities specific to a certain field. The purpose of this cross-age study was to investigate primary school students{\textquoteright} involvement level in classroom activities. The sample consisted of 560 students studying in the first, second, third, and fourth grades at primary schools affiliated with a city in Turkey{\textquoteright}s inner Aegean area. The data were collected through {\textquotedblleft}The Demographic Information Form{\textquotedblright} and {\textquotedblleft}Leuven Involvement Scale{\textquotedblright}. The research revealed that students in the 1st, 2nd, 3rd, and 4th grades in primary school had a moderate involvement level. It was found that there was a significant difference between the involvement levels of primary school students and the gender, course type, and professional experience of the teacher, but there was no significant difference between the grade levels of the students. It was recommended to use current methods and strategies to increase the level of involvement of students in classroom activities and to make arrangements to improve involvement in the learning environment.},
	keywords = {behavioral engagement, cross-age study, level of involvement, primary school, primary student},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.66},
	url = {https://oaji.net/articles/2023/457-1708676686.pdf},
	author = {Havva Erdem and Tu{\u g}{\c c}e Akyol}
}
@article {1667,
	title = {POSITIVE THINKING PRACTICES IN SCHOOLS },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {462-480},
	abstract = {This study was conducted within the scope of the Positive Schools Project to shed light on teachers{\textquoteright} perspectives on reflecting positive thinking in their own branches and practices in the teaching environment. Twenty-four teachers who received training within the scope of the project and agreed to participate in the study voluntarily were included in the study. Phenomenology was used as the research design. The content analysis was used to analyze the data obtained through interviews during the research process. Based on the results of the analyses performed, tables describing the themes, sub-themes, and codes were created, and explanations representing the views of the teachers were provided. The findings of the study revealed that teachers from all levels of education, from pre-school to upper secondary school, think that there is a need for activities on positive thinking and that they can transfer the understanding of positive thinking to their branches. When the views of teachers on the need for activities to be developed within the scope of positive thinking for their students were examined, the themes of difficulties in adaptation to school, the trauma process, and the need for effective communication-interaction emerged. Teachers suggested activities for self-awareness, unity awareness, and awareness of contribution within the scope of positive thinking in schools. In addition to the views of teachers on positive thinking, the study points to some negative situations that teachers have observed in their students. These negative situations include dysfunctional self-confidence, dissatisfaction with possessions, non-functional goals or goals for saving the day, and difficulties in purposeful planning. },
	keywords = {positive schools, positive thinking, problems in education, school adaptation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.462},
	url = {https://oaji.net/articles/2023/457-1691443907.pdf},
	author = {{\c C}a{\u g}la G{\"u}r and Ba{\c s}ak Eser}
}
@article {1584,
	title = {A MATHEMATICAL PROBLEM-SOLVING PERCEPTION SCALE FOR SECONDARY SCHOOL STUDENTS: A VALIDITY AND RELIABILITY STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {693-707},
	abstract = {Determining students{\textquoteright} perceptions of problem-solving is an important step to improve their mathematical problem-solving skills. For this reason, the aim of this study was to develop a scale to determine secondary school students{\textquoteright} perceptions of mathematical problem solving. In the study conducted in a basic research model, a scale application, one of the quantitative research methods, was used. The sample of the study consisted of 325 secondary school students. Validity and reliability analyses were made with the data obtained on the sample. Five sub-dimensions of the scale were determined through exploratory factor analysis. Confirmatory factor analyses were performed for these 5 sub-dimensions, and the fit indices were found to range from acceptable to excellent. The explained variance of the {\textquotedblleft}Mathematical Problem-Solving Perception Scale{\textquotedblright} was 66.15\%, and the Cronbach alpha value for the whole scale was .93. It was concluded that the scale would reveal the perception levels of secondary school students towards mathematical problem solving in a valid and reliable way.},
	keywords = {mathematics, perception, problem solving, scale development, secondary school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.693},
	url = {https://oaji.net/articles/2022/457-1667682828.pdf},
	author = {Mehmet Ersoy and Miray Da{\u g}yar}
}
@article {1549,
	title = {PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES OF THE TRANSITION FROM ANALOGUE TO DIGITAL LEARNING DURING THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {273-288},
	abstract = {The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led {\textquoteleft}flipped classroom{\textquoteright} teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL ({\textquoteleft}in real life{\textquoteright}) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.},
	keywords = {Covid-19, digital learning, digital teaching, distance learning, hybrid learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.273},
	url = {https://oaji.net/articles/2022/457-1651338145.pdf},
	author = {Johan B{\"a}cklund and Martin Hugo and Kerstin Ericson}
}
@article {1364,
	title = {EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {194-206},
	abstract = {Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance.  Transition to upper-secondary school from lower-secondary school is based on {\textquotedblleft}System of Transition to Upper-Secondary Schools{\textquotedblright} (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students{\textquoteright} performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. },
	keywords = {educational policy, HLM, Student performance, teacher experience, transition to upper-secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.194},
	url = {http://oaji.net/articles/2021/457-1617434461.pdf},
	author = {Hasan Y{\"u}cel Ertem}
}
@article {1347,
	title = {IN-SERVICE TEACHERS{\textquoteright} PERCEPTIONS OF THE EFFECTIVENESS OF THEIR PRE-SERVICE ART EDUCATION PROGRAM IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {118-132},
	abstract = {This research aimed to determine IVATs{\textquoteright} perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers{\textquoteright} lack of competencies that they should have acquired during their pre-service art teacher preparation, it specifically examined the VAC focusing on content, teaching methods, resources and assessment in VA and their relationship to the content gap IVATs are observing in VA teaching at the secondary school level. A qualitative approach was used to solicit participants{\textquoteright} views about the effectiveness of their pre-service teacher education. The research was supported by the constructivist and interpretive philosophies which offer IVATs as well as tutors with the opportunity to construct their knowledge through social interaction, communication, and inquiry learning. The research was carried out at Makerere University-School of Education, which was conveniently selected because all the IVATs who participated in this research were students in this University. The researchers used a probabilistic sampling technique which uses a simple random sampling. A lottery method was used to select the desired number of 30 out of the 42 IVATs in total. Semi-structured interviews were used to collect data from 5 focus groups of second and third year IVATs. Findings revealed that there was inadequate content coverage, less use of active teaching methods, and concentration on summative assessment. The researchers recommended that the M.o.E.S together with NTCs restructure the VAC to allow adequate content coverage, use of active teaching methods and use of formative assessment for they equip the learners with knowledge and skills required in VA teaching. },
	keywords = {constructivism, in-service visual arts teachers, qualitative research, visual arts education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.118},
	url = {http://oaji.net/articles/2021/457-1612638947.pdf},
	author = {Julius Ssegantebuka and Patrick Sserunjogi and Ritah Edopu and Timothy Tebenkana and John Bosco Kanuge}
}
@article {1319,
	title = {CHALLENGES OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN VOCATIONAL EDUCATION: THE CASE OF SLOVENIA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {815-831},
	abstract = {One of the main factors contributing to students{\textquoteright} optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible. },
	keywords = {differentiated teaching, individualized teaching, school management, Slovenia, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.815},
	url = {http://oaji.net/articles/2020/457-1600952028.pdf},
	author = {Ermenc, K. S. and Damijan {\v S}tefanc and Jasna Ma{\v z}gon}
}
@article {1273,
	title = {THE EFFECT ON STUDENTS{\textquoteright} ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {167-195},
	abstract = {Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students{\textquoteright} procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students{\textquoteright} conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm.},
	keywords = {arithmetic skills, decomposition method, intervention study, mathematics education, traditional algorithm, written calculation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.167},
	url = {http://oaji.net/articles/2020/457-1587022257.pdf},
	author = {Margareta Engvall and Joakim Samuelsson and Rickard {\"O}stergren}
}
@article {1312,
	title = {EXPLORING BUSINESS AND TECHNICAL EDUCATION UNIVERSITY LECTURERS{\textquoteright} WORK MOTIVATION, BASIC NEED SATISFACTION AND ENGAGEMENT RELATIONSHIP},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {688-697},
	abstract = {The link between basic psychological needs satisfaction of employees and their engagement in other administrative organizations is relatively established. However, there is a paucity of research findings regarding this link in the educational organizations in general, and vocational education in particular. This research, therefore, determined the relations between work-related basic need satisfaction (WBNS), work engagement, and work motivation in aspects of vocational education. The participants were 299 business and technical education lecturers of the vocational education programme in Nigeria universities. The research utilized three scales, which were embedded in a questionnaire for data collection. The face and construct validity of the scales were established. Data analyses were performed with correlation, and regression of paths by applying 2000 re-samples bias-corrected (BC) bootstrapping method. The result revealed a significant positive WBNS-motivation, WBNS-engagement, and motivation-engagement relations. However, work motivation could not mediate the link in the research model.},
	keywords = {basic need satisfaction, vocational education lecturers, work engagement, work motivation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.688},
	url = {http://oaji.net/articles/2020/457-1600951465.pdf},
	author = {Samson Onyeluka Chukwuedo and Jane Nwakaego Egbri}
}
@article {1263,
	title = {THE RELATION BETWEEN SCHOOL CULTURE SUB-CATEGORIES AND EXPECTED RESULTS OF LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {48-60},
	abstract = {The aim of the research was to find out what factors of school culture affect the expected results of teaching and learning processes in basic schools. The research evaluated current and desired school culture in selected basic schools to identify culture gaps. Research using School Culture Inventory explored relations among selected sub-categories, namely between the sub-categories focused on shared objectives, trust in school leadership, and on managerial approach and the important sub-categories focused on innovation process and expected results of teaching and learning processes. The independent evaluators were final year students of the Faculties of Education from two universities in the Czech Republic who assessed schools after one month of their position at the selected schools (the research sample included 182 basic schools). The findings provided the evidence of current culture gaps and of a positive association between higher positive evaluations in the sub-category leadership and management and the sub-category expected results of teaching and learning processes. The results brought by the research will help school leaders when they plan to shape or change the culture of the schools they manage.},
	keywords = {culture gaps, school culture, school culture inventory, shaping school culture},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.48},
	url = {http://oaji.net/articles/2020/457-1581494788.pdf},
	author = {Ludv{\'\i}k Eger and Michaela Pr{\'a}{\v s}ilov{\'a}}
}
@article {1133,
	title = {ENGAGING WITH EDMODO TO TEACH ENGLISH WRITING OF NARRATIVE TEXTS TO EFL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {333-349},
	abstract = {This experimental research aimed to explore the effect of teaching English writing of narrative texts by using Edmodo learning media through blended learning on the tenth-grade students in one of the senior high schools in Banda Aceh, Indonesia. It further looks into the students{\textquoteright} responses on the use of this media in learning English writing of narrative text. To study the development of the students{\textquoteright} writing before and after using Edmodo learning media in the classroom, the writing tests were given to the students. The data were gained quantitatively and qualitatively. The quantitative data were collected from the pre-test, treatments for three class meetings and the post-test, while the qualitative data was collected through the open-ended questionnaire which was distributed to the students after the treatments were done. Statistical formulas were used to calculate the mean, standard deviation, and t-test for the students{\textquoteright} pre-test and post-test scores. The hand coding and computer coding were used to analyze the data from the questionnaire. The results from the analysis of quantitative data showed that there was an improvement in students{\textquoteright} writing of narrative texts; their scores improved from the pre-test to the post-test after treatments with Edmodo were done. Furthermore, the analysis of the questionnaire revealed a majority of positive responses from the students. Those who negatively responded towards the use of this online learning media said that it was due to the necessity of the Internet connection and computers, laptops or mobile phones to operate Edmodo. Not all students have the privilege of possessing such devises and the Internet quota can also be costly. Thus, they recommended the school to provide them with free access to the Internet and computers should learning by using this media is to be continued in the future.},
	keywords = {blended learning, Edmodo, EFL students, English writing, narrative texts},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.333},
	url = {http://oaji.net/articles/2017/457-1529089676.pdf},
	author = {Qismullah Yusuf and Yunisrina Qismullah Yusuf and Nira Erdiana and Arif Rizky Pratama}
}
@article {1118,
	title = {A FESTIVAL AS A PEDAGOGICAL TOOL TO PROMOTE INCLUSION IN THE COMMUNITY AND IN SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {159-174},
	abstract = {The focus of education policies on greater equity and accessibility of education for all exposes an important difference between narrow and broad definitions of the concept of inclusion. The narrow definition is tied above all to the school context, where responsibility for the realisation of inclusion lies with pedagogical workers. The broad definition refers to an understanding of inclusion as the embracing of diversity as a positive value for the community, regardless of the institutional context in which we endeavour to achieve inclusion. The research discussed the inclusive educational practice of a special educational institution catering for individuals with intellectual disabilities. Using a sample of 139 participants at the international inclusive festival Play With Me, the attitudes towards inclusion and towards persons with special needs (a Likert scale was created) were researched. The results indicate that respondents generally had positive attitudes towards inclusion; there were differences between them, depending on the roles they undertook at the festival (mentors of students taking part in the festival and volunteers running various festival activities), the institutions they came from (special or mainstream educational institutions, associations, NGOs), and whether or not they had experience of individuals with special educational needs (SEN), either in their work or in their studies. Although a broad understanding of inclusive culture is present in the statements of respondents, it appears that both general and special teachers (in the role of mentors) still incline slightly more towards a narrow understanding of inclusion than volunteers do, which raises questions about pedagogical workers{\textquoteright} conception of education. },
	keywords = {inclusion understanding, intellectual disabilities, positive attitudes, special educational institution},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.159},
	url = {http://oaji.net/articles/2017/457-1524597419.pdf},
	author = {Katja Jeznik and Ermenc, K. S. and Jasna Ma{\v z}gon}
}
@article {1169,
	title = {HUNGARIAN SECONDARY SCHOOL STUDENTS{\textquoteright} PHYSICAL ACTIVITY PATTERNS WITH REGARD TO GENDER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {739-752},
	abstract = {The rationale behind the research is the Hungarian government{\textquoteright}s decision to introduce daily physical education lessons in schools. The system was expanded to all grades by the 2016/2017 academic year. It aims to improve students{\textquoteright} health consciousness and sports habits. Hungarian high school students{\textquoteright} physical activity, participation in competitive sport, body mass index and lifestyle determiners were examined with regard to gender. Altogether, 333 students completed the anonymous questionnaire, their average age was 16.12. Their Body Mass Index (BMI) was used to estimate the prevalence of obesity. The association between BMI and lifestyle determiners was analysed. 63.8\% of girls and 70.4\% of boys exercise daily or several times a week. Girls love individual sports, while boys would rather choose team sports. More boys participate in competitive sports (26.2\%) than girls (16.5\%). Both genders{\textquoteright} biology marks are better than those of students who do no sport. 46.81\% of girls and 27.59\% of boys have been on a slimming diet, and a high percentage of girls were on a slimming diet, even those with a normal BMI.  The results suggest that despite having five physical education (PE) lessons every week, students want to get more exercise. However, a lack of time and fatigue prevents them from doing so. Most children chose PE as their favourite subject, but out of all sporting venues it is at school that they like doing sport the least.},
	keywords = {eating habits, physical activity patterns, physical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.739},
	url = {http://oaji.net/articles/2017/457-1540320558.pdf},
	author = {Veronika V{\'e}gh and Gergely Horzsa and Zsolt B. Nagy and G{\'a}bor Elbert and Henriette Pusztafalvi}
}
@article {1159,
	title = {LEADERSHIP, SCHOOL IMPROVEMENT AND EFFECTIVENESS: THE EXPERIENCES OF THE SCHOOLS COMMUNITY IN ETHIOPIA},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {587-600},
	abstract = {This was a qualitative research, which explored how the school community experienced the outcomes of leadership on the effectiveness of the school improvement program (SIP) on Sidama Zone schools, Ethiopia. Four schools were purposively selected. Data were collected using interviews, focus group discussions, observation and documents, which included school plans, reports, minutes of meetings, memos, letters and the students{\textquoteright} examination results were analyzed as they reflected issues related to the outcomes of the SIP on the school{\textquoteright}s effectiveness. Principals, teachers, students, supervisors, parent teacher association members and SIP experts were interviewed. The findings indicate that in schools where there is strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives are owned by all in the school and the performance of the schools is enhanced. It is recommended that the roles of the principals be redirected, the number of supervisors be increased, diverse professional development opportunities for principals and teachers be created, the recruitment, appointment and retention of principals be reconsidered and mechanisms to check school plans and performance reports be created.},
	keywords = {qualitative research, school community, school support, stakeholder collaboration, Student performance, theory of change},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.587},
	url = {http://oaji.net/articles/2017/457-1540319866.pdf},
	author = {Dawit Legesse Edamo and Tshilidzi Netshitangani}
}
@article {1119,
	title = {THE RELATIONSHIP BETWEEN TEACHERS{\textquoteright} EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {175-188},
	abstract = {Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher{\textquoteright}s perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training.},
	keywords = {Home Economics, home economics education, Home Economics teachers, teachers{\textquoteright} competencies, teachers{\textquoteright} education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.175},
	url = {http://oaji.net/articles/2017/457-1524597478.pdf},
	author = {Stojan Kostanjevec and Francka Lov{\v s}in  Kozina and Martina Erjav{\v s}ek}
}
@article {1085,
	title = {THE EFFECTS OF USING EDMODO IN BIOLOGY EDUCATION ON STUDENTS{\textquoteright} ATTITUDES TOWARDS BIOLOGY AND ICT},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {483-495},
	abstract = {ICT has gained a vital role within education, helping to facilitate the teaching-learning process. This paper examines the efficacy of the Edmodo interface within biology education in high schools. Two 10th grade classes were studied for a one semester period. Both classes followed the same curriculum, however Edmodo usage was compulsory for the experimental class. Anonymous pre-and post-test questionnaires were filled out by the students and statistically analyzed. The research included 58 students; 34 females and 24 males. Over the course of the semester, the experimental group developed increased feelings of importance towards Biology, whereas no change was observed in the control group. At the end of the semester, the experimental group scores leant favorable towards the positive impact of Edmodo use in the classroom, in comparison to the control group. These results show a positive impact of using Edmodo in the classroom, as a facilitative tool, to improve student comprehension in the participating Hungarian students.},
	keywords = {biology learning, biology teaching, Edmodo, ICT in biology teaching, ICT in education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.483},
	url = {http://oaji.net/articles/2017/457-1509895649.pdf},
	author = {Veronika V{\'e}gh and Zsolt B. Nagy and Csilla Zsigmond and G{\'a}bor Elbert}
}
@article {1053,
	title = {ENTREPRENEURSHIP EDUCATION PROGRAMME AND ITS INFLUENCE IN DEVELOPING ENTREPRENEURSHIP KEY COMPETENCIES AMONG UNDERGRADUATE STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {144-156},
	abstract = {The intent of this research is to assess the implementation state of entrepreneurship programme and its influence in developing entrepreneurship key competencies among undergraduate students. The survey design was employed for the research. A total population of 8,101 undergraduate students from University of Benin was used. A sample of 382 undergraduate students was used for the research. A structured questionnaire, validated by two experts was used for the data collection. The Cronbach alpha statistical method was employed to determine the reliability of the instrument, which yielded the coefficient alpha value of 0.87. Twenty items questionnaire was administered to the respondents with the help of two trained research assistants. The data were analyzed using the mean, standard deviation, and t-test statistics. The research revealed that entrepreneurship programme is not properly implemented particularly at the university level. It also revealed that students are not well-equipped with entrepreneurship key competencies such as creative and innovative skills that would have helped them in starting and running their own business. It also revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the implementation state of entrepreneurship programme. It further revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the extent to which entrepreneurship programme has equipped students with creative and innovative skills. Consequently, the authors drew a useful conclusion for the subject matter. Providing sufficient amount of financial resources, involving employers of labour, sourcing for qualified teaching and non-teaching personnel, procuring the state-of-the-art infrastructural facilities, as well as utilizing appropriate instructional methods, that would help in equipping students with creative and innovative skills for starting and operating their own businesses were further recommended.  },
	keywords = {creative skills, entrepreneurship education, innovative skills, operating business, starting business, unemployment situation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.144},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237087},
	author = {James Edomwonyi Edokpolor and Kayode Somorin}
}
@article {1092,
	title = {TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SKILLS: AN ANTIDOTE FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT OF NIGERIAN ECONOMY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {535-549},
	abstract = {The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended.      },
	keywords = {job creation, Nigerian economy, social ills, sustainable development, TVET skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.535},
	url = {http://oaji.net/articles/2017/457-1513710378.pdf},
	author = {James Edomwonyi Edokpolor and Robinson Osarumwense Owenvbiugie}
}
@article {1014,
	title = {MEDICINE CASE STUDY HIGHLIGHT THE PROBLEMS OF FINNISH HOUSEHOLDS IN MEDICINE CONSUMPTION PRACTICES},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {31-43},
	abstract = {Medicine education as part of health education aims to educate about rational medicine use: the right medicine taken in the right way at the right time for the right problem. Storage places of medicines are one issue discussed in medicine education. This participative observation research of Finnish households{\textquoteright} (n = 10) medicine storage places was conducted together with interviews of 12 mothers and 12 children concerning medicine consumption habits. Data were analysed using directed content analysis. In all interviewed households (n = 12), children and mothers confirmed the same storage places for the medicines. None of the households locked the medicine storage places even if the cabinets had a lock and key. The number of medicine types varied widely among the studied households (n=10), from 8 to 33. The number of expired medicines ranged from 1 to 10 pieces per household. At home medicines are discussed consciously when the child, family member, relative or a friend has a long-term illness, when being sick and while taking medication. Mothers identified themselves as being responsible for the medicine cabinet at home. Mothers were categorised into four groups - home nurses (2), forgetful (2), reckless (2) and health conscious (4) - based on their medicine consumption and storage practices. Some of these practices do not demonstrate the appropriate use and storage of medicines. Based on the findings, we recommend that educational material should be developed on medicine storage and use.},
	keywords = {medicine consumption, medicine education, medicine safety, medicine storage},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210959},
	author = {Johanna Hokkanen and Anna-Liisa Elorinne and Kirsti Vainio and Tuula Keinonen}
}
@article {1009,
	title = {SMALL GROUP LEARNING METHODS AND THEIR EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {45{\textendash}58 },
	abstract = {Building relationships in the classroom is an essential part of any teacher{\textquoteright}s career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Many strategies are available that can be used to achieve good long-lasting relationships in the classroom setting. Successful teachers{\textquoteright} pedagogical work in the classroom requires detailed knowledge of learners{\textquoteright} relationships. Good understanding of the relationships is necessary, especially in the case of teenagers{\textquoteright} class. This sensitive period of adolescence demands attention of all teachers who should deal with the problems of their learners. Special care should be focused on children that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional teaching/learning methods, especially the methods based on work in small groups involving learners{\textquoteright} cooperation. Small group education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning) as one of these methods involves a high degree of interaction. The effectiveness of learning groups is determined by the extent to which the interaction enables members to clarify their own understanding, build upon each other{\textquoteright}s contributions, sift out meanings, ask and answer questions. An influence of this kind of methods (especially cooperative learning (CL)) on learners{\textquoteright} relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research was realized as a pre-test-post-test design for the sample of 207 learners of first, second and third grades of lower secondary school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the CL methods. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the CL methods is statistically significantly lower than that of the case before using the non-traditional teaching/learning method. Accordingly, the research results justify implementation CL methods into education.},
	keywords = {cooperative learning, isolated learners, learners{\textquoteright} relationships, small group learning methods, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.45},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203604},
	author = {Radka Bor{\r u}vkov{\'a} and Petr  Emanovsk{\'y}}
}
@article {947,
	title = {GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS{\textquoteright} MOTIVATIONAL ORIENTATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {17-28},
	abstract = {Pre-service teachers{\textquoteright} gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers{\textquoteright} motivational orientations need to be further explored and explicitly addressed by teacher educators. },
	keywords = {motivational orientations, pre-service teachers, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.17},
	url = {http://oaji.net/articles/2015/457-1430294332.pdf},
	author = {Knut-Andreas   Christophersen and Eyvind   Elstad and Trond Solhaug and Are   Turmo}
}
@article {950,
	title = {PROBLEM-BASED LEARNING AND ITS EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-61},
	abstract = {Detailed knowledge of learners{\textquoteright} relationships is very important for successful teacher pedagogical work in a classroom. The familiarity with the relationships is important, especially in the case of teenagers{\textquoteright} class. All teachers should deal with the problem of learners that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and think about possibilities to integrate them into the class. Natural idea how to do it is that of using some non-traditional learning methods, especially the methods based on working in small groups involving learners{\textquoteright} cooperation. Problem-based learning (PBL) as one of these methods with an influence on learners{\textquoteright} relationships was a subject of the further described research. Within PBL courses, students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the problem-based learning help to integrate isolated learners into the class? The research was realized as a pretest-posttest design for the sample of 182 learners of seventh, eighth and ninth grades of basic school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the problem-based learning. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the problem-based learning is statistically significantly lower than that of the case before using the non-traditional learning method. Accordingly, the research results justify implementation PBL into education.},
	keywords = {isolated learners, learners{\textquoteright} relationships, Problem-Based Learning, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.53},
	url = {http://oaji.net/articles/2015/457-1430136964.pdf},
	author = {Petr  Emanovsk{\'y}}
}
@article {951,
	title = {THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ATTITUDES OF CHEMISTRY TEACHER CANDIDATES},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {62-70},
	abstract = {This study has been carried out with the aim of investigating the relationship between the attitudes of chemistry teacher candidates towards chemistry in laboratory classes and their self-efficacy beliefs. Teacher candidates composed of undergraduate students who have already taken or are currently taking laboratory classes and study Chemistry Teaching have participated in this study. Relational survey model has been used in this study. Chemistry Attitude Scale (CAS) developed by Geban, Ertep{\i}nar, Y{\i}lmaz, Alt{\i}n \& {\c S}ahbaz (1994) and Chemistry Self-efficacy Scale (CSS) were used as data collection tools. Simple correlation and one-way analysis of variance in independent groups have been used in order to analyse data. According to the results from study data, there is a meaningful linear relationship between self-efficacy scores and attitude scores of teacher candidates. An increase in self-efficacy scores and attitude scores of teacher candidates with regard to consecutive grade levels has also been observed. Self-efficacy and attitude scores of the students have been compared by using one-way analysis of variance (ANOVA). However, a meaningful difference in self-efficacy scores and attitude scores of students with regard to grade levels has not been observed.},
	keywords = {chemistry attitude, chemistry laboratory applications, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.62   },
	url = {http://oaji.net/articles/2015/457-1430137011.pdf},
	author = {Emine Erdem}
}
@article {880,
	title = {THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS{\textquoteright} LEADERSHIP MOTIVATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {27-38},
	abstract = {This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals{\textquoteright} achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals{\textquoteright} achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals{\textquoteright} mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals{\textquoteright} efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals{\textquoteright} purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. },
	keywords = {accountability, achievement goals, educational leadership},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.27},
	url = {http://oaji.net/articles/2014/457-1420361199.pdf},
	author = {Christian Brandmo and Dijana Tiplic and Eyvind   Elstad}
}
@article {905,
	title = {INITIAL RESULTS OF A DIFFERENTIATE PROGRAM OF TEACHERS CONTINUING FORMATION IN BRAZIL: THE PDE/PARANA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {67-78},
	abstract = {This research presents an innovative practice of continuing formation, which shows a connection between the public school and higher education, the Program of Educational Development of Parana/ Brazil (PDE-PR) and its relation to the results of IDEB (Index of Basic Education Development) in public state schools of Curitiba. This research aims to analyse the relation between the teacher{\textquoteright}s formation and the index of development/knowledge presented by their students in the large scale exam applied in Brazil, based on a qualitative approach through a comparison among some factor based on the number of schools which had participants in PDE-PR, established goals and results obtained in the IDEB of 2007 and 2009 by students of the 9th grade. The results showed that 18 of 61 schools which had participants did not reach the established goal, but 23 presented an increase in their grade, in spite of not achieving the objective. The analyses indicate the per passed routes are opposed to the effectiveness of democratic spaces in the schools. Thus, at the same they emphasize the appreciation of the teacher in the legal documents, establish the formative process as the only way to access the last level of the teaching career, emphasizing mainly work time, in the entrance exam to the program, and seeking to achieve the established goals to improve the public schools which substantiate in the IDEB{\textquoteleft}s grade.},
	keywords = {IDEB, large scale exam, teacher{\textquoteright}s continuing formation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.67},
	url = {http://oaji.net/articles/2015/457-1421876608.pdf},
	author = {Romilda Teodora Ens and Gisele Rietow Bertotti and Rudimar Gomes Bertotti}
}
@article {893,
	title = {SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {25-33},
	abstract = {With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers{\textquoteright} opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers{\textquoteright} opinions about constructivist approach and their self-regulated learning skills was investigated. The one group pre-test-post-test design was used in the study. The sample of the study was 58 pre-service teachers from Hacettepe University, Department of Science Education, who were attending chemistry experiments at Science Teaching Laboratory Applications II Course. Self-regulated Learning Skills Scale developed by Turan and Demirel (2010) and Opinion Scale of Constructivist Approach for Science Teachers developed by Bal{\i}m, Kesercio{\u g}lu, Evrekli ve {\.I}nel (2009) were used as data collection tools. At the end of the study, it was determined that constructivist chemistry laboratory applications caused a positive increase in pre-service teachers{\textquoteright} self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers{\textquoteright} self-regulated learning skills and opinions about constructivist approach that was observed. },
	keywords = {chemistry laboratory applications, constructivist approach, self-regulated learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.25},
	url = {http://oaji.net/articles/2014/457-1420361821.pdf},
	author = {Emine Erdem and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Zeki Bayram and {\"O}zge {\"O}zyal{\c c}{\i}n Oskay and {\c S}enol {\c S}en}
}
@article {506,
	title = {CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {35-47},
	abstract = {With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers.},
	keywords = {primary school curriculum, primary teacher education, quality education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.35},
	url = {http://oaji.net/articles/2014/457-1419412419.pdf},
	author = {Alice  Merab  Kagoda and Betty  Akullu  Ezati}
}
@article {514,
	title = {ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {125-136},
	abstract = {The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model.},
	keywords = {adult education, informal learning, job autonomy, teacher responsibility},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.125},
	url = {http://oaji.net/articles/2014/457-1419413017.pdf},
	author = {Are   Turmo and Knut-Andreas   Christophersen and Eyvind   Elstad}
}
@article {684,
	title = {THE EDUCATION SYSTEM OF EGYPT: CONTEXTS, FRAMES AND STRUCTURES},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {129-144},
	abstract = {The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt{\textquoteright}s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a private sector of schooling as well. Besides state and non-state schools, there are other forms of supplementary education, e.g. adult or non-formal education directed at children remaining beyond any official schooling system etc. The data is also presented in the form of graphs included herewith.},
	keywords = {educational system, schools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.129},
	url = {http://oaji.net/articles/2014/457-1408532315.pdf},
	author = {Malgorzata Stopikowska and Yasser  Mohamed  El-Deabes}
}
@article {660,
	title = {THE INFLUENCE OF TEACHER SKILLS ON PUPIL VOLITION IN SCIENCE LEARNING: A NORWEGIAN INVESTIGATION OF THE STUDYING BEHAVIOURS OF 16-YEAR-OLDS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {29-39},
	abstract = {In a school system in which young people receive an ever greater degree of self-determination, it is important to study how the teacher can influence young people{\textquoteright}s motivation to work towards long-term goals in schoolwork. The purpose of this study is to investigate which teaching skills influence the volition of 16-year-olds. Structural equation modelling of cross-sectional surveys from one survey was used to estimate the path coefficients. The influence of teachers{\textquoteright} skills on 16-year-olds{\textquoteright} volition was estimated. The analysis indicates that the teacher{\textquoteright}s perceived ability to influence pupil volition is present, but modest. Classroom management has a moderately-high effect on pupil volition, whilst the teacher{\textquoteright}s press has only a moderate effect on pupil motivation. The teacher{\textquoteright}s relationship-building efforts have little effect on either pupil motivation or volition. The indirect effect from pupil motivation to pupil volition is of moderately-high strength. However, a cross-sectional study does not allow us to test causal relationships amongst personal antecedents of pupil volition. Teachers may exercise some influence over 16-year-olds{\textquoteright} volition primarily by means of classroom management, but also in terms of pupil motivation via teacher press. Teachers may exploit this capacity to influence in order to improve pupil performance at school. For pupils lacking academic motivation, the teacher{\textquoteright}s efforts to motivate and to strengthen pupil volition are important, including in terms of social levelling. The study provides new knowledge about teacher influence on the volition of Norwegian 16-year-olds.},
	keywords = {classroom management, teacher press, teacher{\textquoteright}s relational building},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.30},
	url = {http://oaji.net/articles/2014/457-1408437163.pdf},
	author = {Eyvind   Elstad and Knut-Andreas   Christophersen and Are   Turmo}
}
@article {741,
	title = {INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {10-18},
	abstract = {The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palack{\'y} University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students{\textquoteright} expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper.},
	keywords = {initial teacher training, science subjects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.10},
	url = {http://oaji.net/articles/2014/457-1413727258.pdf},
	author = {Petr  Emanovsk{\'y} and Bronislava  {\v S}t{\v e}p{\'a}nkov{\'a}}
}
@article {720,
	title = {INTRODUCTION OF TRIPLE HELIX MODEL IN LATVIA BASED ON EXPERIENCE OF SWEDEN, SINGAPORE AND SOUTH KOREA},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {58-68},
	abstract = {In the absence of mineral resources and cheap labour, creation of innovations is a way for Latvia to develop a successful modern economy. The aim of the research is to study characteristic features and key ingredients of the Triple Helix model of university-industry-government collaboration in various countries and the potential applicability of their experience in Latvia. For purposes of the study monographs, scientific articles, official documents and bulletins of Latvia, Sweden, Singapore and South Korea, as well as international statistical data, and articles of local and foreign publicists were reviewed and analyzed. According to the hypothesis, the best option for Latvia is to elaborate the own Triple Helix model based on adopted and processed experience of Sweden (Laissez-Fair model), Singapore (Static model) and South Korea (Project approach). The results of research may be useful for local governments and universities for the development of environment and mechanisms aiming the creation of innovations.},
	keywords = {entrepreneurial university, triple helix model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.58 },
	url = {http://oaji.net/articles/2014/457-1410007215.pdf},
	author = {Andris   Ozols and Elena   Ozola and J{\={a}}nis   Eglitis}
}
@article {782,
	title = {PISA DEBATES AND BLAME MANAGEMENT AMONG THE NORWEGIAN EDUCATIONAL AUTHORITIES: PRESS COVERAGE AND DEBATE INTENSITY IN THE NEWSPAPERS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {10-22},
	abstract = {The Programme for International Student Achievement (PISA) has become the most influential comparative assessment in our time, as PISA has induced media debate and triggered reform measures in the education systems of several countries. The programme has caused shockwaves in the educational landscape in Norway, and led to a reorganisation of educational policies. This research sought, first, to explore press coverage and debate intensity in Norwegian newspapers in the wake of PISA releases, and second, to discuss the use of media strategies among Norwegian officeholders to investigate how the media portray cases in which they are involved. Blame management is an example of how officeholders can attempt to avoid blame or displace it onto political opponents. Using their media responses as data, the nature and value of blame management were analysed in relation to a game theoretical framework. Patterns and themes emerging from the data were described quantitatively and qualitatively, and illustrated by direct quotations from political and bureaucratic officeholders. It is important to gain a better understanding of the dynamics in media coverage of educational matters, and how participants in the game use strategic tools. This study contributes to the understanding of the media{\textquoteright}s shaping of education policies and debates. The significance of the media and the media strategies in use suggest that educational research should expand its perspectives towards how the media influences public opinion on educational quality.},
	keywords = {blame management, PISA, public opinion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.10},
	url = {http://oaji.net/articles/2014/457-1415392161.pdf},
	author = {Eyvind   Elstad}
}
@article {527,
	title = {ON OPEN-ENDED AND CLOSED-ENDED QUESTIONS IN DIDACTIC TESTS OF MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {114-122},
	abstract = {Since educational assessment of pupils is one of the most important activities in educational process the topic of didactic tests is currently very discussed by teachers and pedagogical experts. There exist a lot of factors that have effect on quality of the didactic test. One of them is a kind of test questions (open-ended or closed-ended). In the case of closed-ended questions a pupil has to choose an answer from given variants. These questions are the most frequented form in the world and they are also quite commonly used at Czech schools. There are described the methods as well as process and results of research connected with this problem in mathematical education at elementary school there. The aim of the research was to answer the question: Are pupils more successful solving the test with open-ended or closed-ended questions? Using statistic test of significance there was validated hypothesis that the kind of questions does not play any significant role in the fruitfulness of solving the tests.},
	keywords = {closed-ended question, mathematical education at elementary school, pedagogical research},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939904},
	author = {Bronislava  {\v S}t{\v e}p{\'a}nkov{\'a} and Petr  Emanovsk{\'y}}
}
@article {590,
	title = {THE PROBLEM OF DEVELOPMENT OF ABILITIES FOR DIALOGUE WITH THE METAPHORIC INTERLOCUTOR},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {133-142},
	abstract = {The education of a dialogic person capable of humane and creative interaction with other people, the surrounding world, culture, and her/himself is one of the most important goals of modern education. This paper presents a conceptual study in which the essence of dialogic interaction is analyzed and in accordance with it the main tasks of dialogic education in high school and university are clarified. Particular attention is paid to metaphoric dialogue, because of its role in the educational process and because of its importance for the contemporary culture.
 The study is based on the concepts of the classics of the dialogue theory of the 20th century (M. Buber, M. Bakhtin, G. Gadamer, and others) as well as on some works of contemporary researchers into dialogic pedagogy. We have analyzed dialogic interaction in terms of the struc{\textlnot}ture of abilities that its participants need to have. We have identified the three main prerequisites of the dialog, closely connected with one another (which define three main tasks of dialogical education). These are: (1) a dialogic relation between participants of the dialogue with one another and with the dialog proper (the emotional and ethical basis of the dialogue); (2) antinomic thinking (its intellectual basis); (3) a procedurally open perception of the world (a prerequisite of the creative development of one{\textquoteright}s own meanings).},
	keywords = {dialogic development of students, dialogic interaction, prerequisites of the dialogue},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.133},
	url = {https://oaji.net/articles/2014/457-1406576634.pdf},
	author = {Elena Ermolaeva}
}
@article {546,
	title = {PROBLEMS INDUCED BY AMALGAMATION OF PEDAGOGICAL PROGRESSIVISM AND EDUCATIONAL ACCOUNTABILITY: ORAL EXAMS WITH PRIOR PREPARATION TIME IN NORWEGIAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {22-34},
	abstract = {The progressive movement in Norwegian education has had the hegemony among civil servants, politicians and major groups of teachers. However, during recent years the assessment system has moved towards increased educational accountability based on performance measures (exams and national tests). At the same time, progressivistic inspired assessment has remained: oral exams with prior preparation time. The pupils are typically given the topics 48 hours in advance and have the opportunity to prepare at home or at school. They may take the exam individually or in groups. The teacher, who also asks the questions during the exam, defines the topics. The grades are assigned by an external evaluator, but the subject teacher should also take part in the assessment. This amalgamation of pedagogical progressivism and educational accountability induces major challenges in education. },
	keywords = {educational accountability, oral exam, progressive school philosophy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.22 },
	url = {https://oaji.net/articles/2014/457-1405179678.pdf},
	author = {Eyvind   Elstad and Are   Turmo and {\O}ystein  Guttersrud}
}
@article {942,
	title = {TREKKING BACK TO MAINSTREAM FOR INCLUSIVE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-40},
	abstract = {This research explores challenges faced by the schools when learners from specialized institutions are referred back to mainstream for Inclusive Education. Ecosystemic perspective on Inclusive Education and systems theories underpin this paper. The study was done through interviews, field notes and observations of 120 participants comprising of the Senior Management Teams, educators and parents. The GDE 450 {\textquoteleft}A{\textquoteright} forms were also analyzed. The findings indicate that schools face many challenges in managing diverse learner needs. A lot has been published on Inclusive Education, but none of them offer ecosystemic management strategies for the school management teams, teachers, parents and learners. },
	keywords = {ecosystemic theories; inclusion; Inclusive Education; systems theory},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.29},
	url = {https://oaji.net/articles/2014/457-1406575960.pdf},
	author = {Kalenga Chimbala Rosemary and Fourie Elsa}
}
@article {559,
	title = {ON USAGE OF INDUCTIVE APPROACH IN MATHEMATICAL TEXTBOOKS AT SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {33-44},
	abstract = {Quality of mathematical education is very actual didactic issue at present. One possibility how to increase it is a use of unconvencional experimentally inductive approach. The appropriate textbook then can be a useful helper for teacher who intends to apply this approach. There are given an analysis of the usage of inductive and deductive approach in mathematical textbooks here. The research was focused on the content of mathematics textbooks for secondary school, on their interpretative and exercise text components, respectively. The main interest was to explore the representation of inductive and deductive methods in interpretation of the mathematics textbooks and to measure the content of the exercises whose student{\textquoteright}s solution requires the use of heuristic approaches. The results of the analysis show that each author prefers a different approach to interpretation which is used in the writing of textbooks. Interpretative means most contained in all the textbooks are a direct interpretation with the motivation (34.4\%), a direct interpretation without motivation (31\%) and an indirect interpretation with the motivation (24.5\%). Inductive and deductive interpretative means are only rarely represented in all the textbooks. The highest rate was registred in the case of task using interpretation with the motivation (7\%).},
	keywords = {mathematical education, mathematical textbook, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.33},
	url = {https://oaji.net/articles/2014/457-1406540074.pdf},
	author = {Ji{\v r}{\'\i}  B{\v r}ehovsk{\'y} and Petr  Emanovsk{\'y}}
}
@article {424,
	title = {THE CONTEMPORARY INFORMATION TECHNOLOGIES IN THE SERVICE OF THE PRIMARY AND SECONDARY EDUCATION: THE CASE OF GREECE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {60-86},
	abstract = {The introduction of technology in general and especially information technology in education is a big change in the educational concepts which has taken place during the last two or three decades all over Europe. Besides, Europe through the process of continuous education improvement tries to maintain maybe the unique but also so much decisive comparative advantage that it possesses against all the other countries of our planet that is nothing else but the quality of its human potential. This article presents with brevity the important steps that the main European countries have made in the introduction of modern technologies of information technology in the primary and secondary education, as well as the process and the problems of their introduction in the Greek school. We believe that this experience will be very useful in a country like Lithuania that has already made very important steps in this sector simultaneously with its successfully continuing transition in the market economy system.},
	keywords = {e-learning, information and communication technologies, primary and secondary education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594594},
	author = {Michalis  Evripiotis and Vassilis  Orfanos}
}
@article {408,
	title = {ON EFFECTIVITY OF INDUCTIVE METHODS IN MATHEMATICAL EDUCATION AT SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {25-32},
	abstract = {Effectivity and quality of mathematical education at secondary school is always very actual didactic topic. One way how to increase them is using unconvencional experimentally inductive methods. There are described the methods as well as process and results of research conected with this problem there. The aim of the research was to check possibilities of using of modern unconvencional methods for more effective mathematical education at secondary school. The inductive methods are compared with the traditional ones when students get completed knowledge without any derivation or proof. Using Students t-test and F-test were verified two hypotheses. The first hypothesis that the experimentally inductive approach and methods in mathematical education at secondary school are more effective and interesting for students than the traditional methods was validated. The second hypothesis which supposed longer persistence of knowledge obtained by the inductive methods was not validated.},
	keywords = {mathematical education, pedagogical research, secondary school},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515143.pdf},
	author = {Petr  Emanovsk{\'y} and Ji{\v r}{\'\i}  B{\v r}ehovsk{\'y}}
}
@article {458,
	title = {MENTAL ARITHMETIC SKILLS: COMPARATIVE RESEARCH BASED ON ESTONIAN AND FINNISH PUPILS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {99-108},
	abstract = {Estonian pupils achieved good results in international tests like TIMSS and PISA (IEA{\textquoteright}s TIMSS 2003 International Report on Achievement in the Mathematics Cognitive Domains, 2005; Assessing Scientific, Reading and Mathematical Literacy, 2006). Despite the high results of Estonian pupils, annual official tests showed that there were problems in subtraction, multiplication and time calculations at primary school level (The National Examinations and Qualifications Centre, 2009). 
The key question this research poses is what kind of mental arithmetic skills do children in the first three forms of primary school possess? The aim is to analyze what kind of changes should be implemented in the national curriculum in order to improve the maths studies of Estonian pupils. 
Mental arithmetic tests were carried out in late April and early May 2006 both in Estonia and in Finland. Two groups of pupils participated in the tests, one of which consisted of pupils from seven Estonian schools from different parts of Estonia, and the other consisted of the first, second and third form pupils at Turku University Practice School which is the training school for teacher trainees studying at the Turku University, Finland. In this research, mental arithmetic is studied among children attending the first, second and third forms of primary school. Differences between the sexes are studied and, in addition, differences between Finnish and Estonian pupils are examined by comparing the Estonian results with those of the Finnish group. On the basis of the test, Estonian pupils received higher results in mental arithmetic exercises. Both Estonian and Finnish boys performed better than girls in mental arithmetic exercises in the second and third forms. 
The results confirm a good level of skills amongst the Estonian pupils, but also show in which tasks the most mistakes occurred. The exercises which acquired the use of working memory caused more mistakes. Further, the results indicate a difference between the mastery of boys and girls in mental arithmetic which highlights a need for the differentiation of teaching strategies according the sex of pupils. },
	keywords = {long-term memory, mental arithmetic, teaching mathematics},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924386},
	author = {Sirje Piht and Eve Eisenschmidt}
}
@article {392,
	title = {THE PROCESS OF MULTICULTURAL EDUCATION IN A CENTRALIZED AND HOMOGENEOUS EDUCATIONAL SYSTEM},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {47-63},
	abstract = {Cyprus educational system which as of now could be described as homogeneous, centralized, and bureaucratic is going through a totally new experience since {\textquotedblleft}foreign language speaking{\textquotedblright} students are enrolled in public school classrooms. The high degree of homogeneity that existed so far has been dramatically decreasing the last few years. Individuals with different cultures, nationalities, languages, and religions enter the country for various reasons. The above changes are reflected in the country{\textquoteright}s school system as well. The study examines the current situation within the Cyprus educational system regarding the issue of multiculturalism. The formal, theoretical, and institutional framework of the multicultural education in Cyprus as it is included in the wider educational policy, and the implementation of the official philosophical outline are examined, interpreted and discussed. On the other hand, the informal theoretical framework of the multicultural education in Cyprus is examined, which includes things done based on teachers{\textquoteright} own will, effort, stimulus, and initiative, as well as based on their assumptions and beliefs. },
	keywords = {homogeneous educational system, multicultural education, multiculturalism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135650.pdf},
	author = {Nikleia  Eteokleous and Nikoletta  Christodoulou}
}
@article {363,
	title = {SCIENTIFIC LITERACY: PROBLEMS OF SCIENCE EDUCATION IN BULGARIAN SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {113-118},
	abstract = {This article presents the results of a theoretical study, which purpose is to identify opportunities to update the learning process. Subject of study is the formation of scientific literacy among students in Bulgarian schools. 
Our study has two aspects: scientific literacy in the normative documents regulating the teaching of science in the Bulgarian school; approaches, methods and tools for the formation of scientific literacy. The analysis of normative documents is discussed in relation to scientific knowledge and scientific processes for the formation of scientific literacy among students in secondary schools in Bulgaria.
 Need for changes in science teacing is discussed in terms of: the choice of approaches, methods and tools for the formation of scientific literacy among students, the creation of appropriate tools, including questions and problems, case studies pertaining to specific situations and require event critical attitude towards the statements and opinions expressed and decisions on important life issues, creating the right environment in which students work together as active learners and that could lead to the development of student{\textquoteright}s knowledge necessary for life.},
	keywords = {biology education, chemistry education, scientific literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917711.pdf},
	author = {Yordanka  Stefanova and Maria  Minevska and Svetla  Evtimova}
}
@article {473,
	title = {THE USE OF NEW TECHNOLOGIES IN THE BUSINESS-TO-BUSINESS EDUCATION: THE CASE OF GREEK BANKS},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {103-123},
	abstract = {The swift technological development compels an enterprise manager for additional education of employees. The survival of an organism depends on his ability to learn faster from his competitors. This is achieved with systematic and long-lasting effort.
 Each employee owes to enrich permanently his knowledge so that he is capable to face the new market requirements. A lot of projects are cancelled because the enterprise personnel cannot cope with their requirements. Changes essential for the reorganization of enterprise are suspended because her personnel cannot accept them. These problems are possible to be solved with the permanent training, briefing, education and training of employees. This responsibility of enterprises for the aid of employees with new knowledge and dexterities is recognized more and more, while the human capital constitutes nowadays the more important productive factor. However, while many times over we invest millions in installations, instruments, offices, material and software of computers, we neglect the investment in the persons, those that is to say that shape, develop and give added value in the material elements of production.
 Aim of this article is to present the policy of Greek banks in the business-to-business education giving accent in the way of resolution of problems that they face. Furthermore, the banking sector is the eminently branch that requires continuous education of personnel.},
	keywords = {banking system, business-to-business education, professional training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594309},
	author = {Vassilis  Orfanos and Michalis  Evripiotis}
}
@article {318,
	title = {TAKING STAFF DEVELOPMENT ONLINE: A THEORETICAL PERSPECTIVE OF BEST PRACTICES FOR THE 21ST CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {58-71},
	abstract = {Professional staff development is a continual process of individual and group assessment where the goal is to inform and improve practice in a school environment. The overall goal is to allow educators and communities of learners the ability to make complex decisions, identify and solve problems; and connect theory into practice to improve student outcomes in the classroom. It is an absolute necessity to ensure teachers continually improve their skills to meet the high standards of learning set for every child. Professional staff development is not only necessary for the benefit of improving instruction but is a requirement by the majority of school corporations in the United States. Continual professional staff development enables educators the ability to offer students learning opportunities to meet outstanding standards in specified content areas and to successfully assume real-world roles and responsibilities for life beyond the classroom. 
In today{\textquoteright}s current economic landscape, with budget cuts at unforeseen highs, professional development teams are exploring alternative delivery modes to ensure teachers continue to learn with effective and efficient methods. This article explores steps for developing teacher professional development for the online delivery systems for K-12 school corporations and best practices, which include second life options, to meet school corporation requirements. We explain the long-range vision and strategic plan necessary for moving beyond the traditional delivery methods and provide and in-depth guide, which leads readers through a step-by-step process of the online instructional delivery.
},
	keywords = {design theory, staff development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914471.pdf},
	author = {Maureen  L. Ellis and Eric  Kisling}
}
@article {239,
	title = {THE THEORY AND PRACTICAL ISSUES OF THE SELF-ASSESSMENT PROCEDURE APPLIED TO THE ACTIVITY OF THE INSTITUTION OF HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {159-167},
	abstract = {Nowadays, the problem of improving approaches to the quality management in education is a most challenging one. The article deals with the theory and practical issues of the organizational self-assessment as a means of quality management. For this purpose, scientific viewpoints on the content of this category, models, principles, methods of self-assessment have been analyzed. Peculiar features, possibilities and results of applying self-assessment to the educational process have been considered as an important means of permanent process aimed at improving organizational activity, the Eco-nomic faculty of N. P. Ogarev Mordovia State University being an example. The article describes the procedure of self-assessment at the economic faculty; it analyses the results achieved, the system of monitoring information about the satisfaction level of customers and other parties involved; it shows the mechanism of integrating self-assessment results into the process of planning. The research was done on the process and system approach; the following methods were applied: comparing analysis, self-assessment, questionnaires, web-diagram.},
	keywords = {quality management system, self-assessment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267578.pdf},
	author = {Nadezhda Guskova and Tatiana Salimova and Yulia Enaleeva}
}
@article {83,
	title = {DECREASE IN THE LEVEL OF SYSTEMATIC THINKING OF PUPILS: REVEALING OF THE TENDENCY AND THE ANALYSIS OF THE INFLUENCING FACTORS},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {89-95},
	abstract = {In the article the changes in the development of systematic (regular, logical, analytical) thinking of pupils are analyzed. At the beginning of the article it is explained, why the term {\textquotedblleft}systematic thinking{\textquotedblright} has been chosen.
 The purpose of this article is to draw attention of educators to the crisis in the development of systematic thinking, and to prove the necessity of proposing new techniques and methods of developing corresponding abilities.
 In our research the qualitative method of experts{\textquoteright} estimation has been used. The author comes to conclusion that in the last 15 {\textendash} 20 years the level of systematic thinking of pupils has decreased. The conclusion is based on interviews with teachers and teacher trainers most experienced in teaching. Several examples are given to demonstrate the decrease.
 In the process of school reform the problem has not received sufficient attention so far. Moreover, some features of school reform interfere with the development of ability of systematic thinking. Systematic thinking is negatively influenced also by some characteristic trends of modern culture. It is most important for the teachers and teacher trainers to pay due attention to the problem.},
	keywords = {school reform, systemic thinking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222947.pdf},
	author = {Elena Ermolaeva}
}
@article {182,
	title = {PUPILS{\textquoteright} ATTITUDES TOWARD MATHEMATICS: COMPARATIVE RESEARCH BETWEEN ESTONIAN AND FINNISH PRACTICE SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {97-106},
	abstract = {In initial teacher education we have put a lot of effort into improving student teachers{\textquoteright} readiness to support learners{\textquoteright} motivation and use diverse teaching methods. The objective of this paper is to research the motivation to learn mathematics and mental arithmetic among primary school pupils in student teachers{\textquoteright} practice schools. In Estonia, the problem is that most pupils don{\textquoteright}t like science studies, and most university students prefer social sciences. Mental arithmetic strategies and arithmetic skills used by pupils are important in mathematics, as well as in everyday life. Teachers{\textquoteright} skills in teaching mathematics are poor and there is a little variability.
 A survey was conducted in April and May 2006 among the 1st to 3rd form pupils of 7 student teachers{\textquoteright} practice schools in Estonia. Research results were then compared to the results of research conducted simultaneously in Finland, and also among 1st to 3rd form pupils in practice school. The present article focuses on pupils{\textquoteright} attitudes toward mathematics and mental arithmetic. The main results of the research show that the attitude toward mathematics among pupils is positive. The comparison showed that Finnish pupils{\textquoteright} attitudes are more positive toward mathematics than Estonian pupils{\textquoteright} and boys have a more positive attitude than girls. In teaching methodologies and teacher training, the emphasis has to be put on the problems girls are having. This is because girls are the ones who don{\textquoteright}t like mathematics and mental arithmetic.},
	keywords = {learning motivation, mental arithmetic, teaching mathematics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298560.pdf},
	author = {Sirje Piht and Eve Eisenschmidt}
}
