<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Leida Talts</style></author><author><style face="normal" font="default" size="100%">Airi  Kukk</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING AND TEACHING IN THE CONTEXT OF THE VALUE-BASED APPROACH AT THE YOUNGER SCHOOL LEVEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">social constructivist and traditional approach to learning</style></keyword><keyword><style  face="normal" font="default" size="100%">value-centeredness</style></keyword><keyword><style  face="normal" font="default" size="100%">views on learning and teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420057093.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study aims to ascertain primary school teachers’ views on learning and teaching in the context of the value-based approach and to explore the values teachers rely on in their daily work. The theoretical framework of the study draws on the principles of social constructivist approach to learning, which also constitutes the basis of the new National Curriculum for Basic Schools of the Republic of Estonia. The study is based on the survey of 359 primary school teachers. The analysis produced a five-factor model, showing satisfactory factor loadings for each. The study revealed that teachers’ beliefs about traditional and constructivist teaching styles are somewhat contradictory, expressing on the one hand support to the constructivist approach to learning, but admitting at the same time that for both themselves and their students the traditional teaching style is more convenient. However, the majority of teachers believe that adherence to social constructivist learning principles yields better knowledge and practical skills. In primary school teachers’ approach to learning and teaching the most important key point is the acquisition of knowledge and useful skills, implemented through cooperation and favourable learning environment.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">142-152</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mai Normak</style></author><author><style face="normal" font="default" size="100%">Leida Talts</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ADOLESCENTS’ TEST-RELATED EMOTIONS IN ESTONIAN SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">school achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">test-related emotions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399916260.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Positive and negative emotional experiences play an important role in academic achievement settings. Students at school experience a variety of stress-related situations. A major type of stress-related situations is tests students are regularly confronted with.
 The purpose of this study was to compare test – related emotions of students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction and also compare the evaluations of students studying in mainstream classes to evaluations of students studying in special classes for learning and behavioural difficulties.
 This study assessed participants (N = 687) emotional experiences in academic settings when taking tests. We measured students’ positive emotions (enjoyment, hope and pride) and negative emotions (anger, anxiety, shame and hopelessness) (Academic Emotions Questionnaire [AEQ] Pekrun, 2000).
 Results showed that in academic achievement there were differences in grade, sex and class type level. In lower grades students reported significantly better marks than those in upper grade levels. According to our research test- related emotions differ between students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction. That means those in Russian as the language of instruction reported significantly grater positive and negative emotions than those in schools with Estonian as the language of instruction. There was no significant difference in test- related emotions between regular classes and students in the classes for students with learning and behavioral difficulties.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">128-137</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Airi  Kukk</style></author><author><style face="normal" font="default" size="100%">Leida Talts</style></author><author><style face="normal" font="default" size="100%">Helle Sikka</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHILDREN`S SOCIAL DEVELOPMENT IN PRESCHOOL AND AT THE END OF THIRD GRADE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">social skills</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233708.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present paper deals with social skills of Estonian preschool and primary school children. The aim is to analyze how teachers evaluate students` social development and what substantial differences occur in the level of social skills at preschool and at the end of third grade. In order to develop children’s perception of themselves as citizens, it is important to emphasize those goals of the curriculum, which promote the main qualities of citizenship: identify, belonging and participation.
 Assessment of social skills based on the questionnaire „Transition from Preschool to School”. The study was carried out in four stages- the same children were evaluated by their teachers at the end of pre-school and at the end of first-, second and third grade. At each stage of the study teachers were asked to evaluate children`s individual achievements in nine target areas relying on curriculum aims: learning skills; social skills; language; mathematics; ethics; health; physical development; art and culture. The nine areas were rated on a scale from one to five. The results showed a very high reliability for the teacher rating (Alpha=.95).
 The mean assessments of teachers demonstrate that social skills as well as appreciating different attitudes and altruism and accepting diversity have received weaker assessments from the teachers than other objectives.
 


</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">124-135</style></section></record></records></xml>