<?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%">Michal Podzimek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROBLEMS OF NARCISSISM IN EDUCATION: THE CULTURE OF NARCISSISM AS A DANGEROUS GLOBAL PHENOMENON FOR THE FUTURE</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%">contemporary individualism</style></keyword><keyword><style  face="normal" font="default" size="100%">cultural narcissism</style></keyword><keyword><style  face="normal" font="default" size="100%">learning difficulties</style></keyword><keyword><style  face="normal" font="default" size="100%">narcissistic pathology</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1566969219.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Modernism, which appeared as a result of industrialization, has since then developed further, resulting in a postmodern society, characterized by a significant change in values. This shift in values is particularly evident in the quality of education, and man's subsequent relation towards work as a result. Schools have become social institutions in which learners spend their time in the role of served clients. The teacher is therefore assigned the social role of the servant, in which he is to primarily satisfy the pupil in his personal needs. This kind of relationship stems from the phenomenon of narcissism, which is already a cultural phenomenon. Studies of cultural narcissism are presented here, sampling relevant research of American provenience (with special focus on the USA). These studies suggest that cultural narcissism may become a global phenomenon in the future.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">489-501</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%">Bronislava  Štěpánková</style></author><author><style face="normal" font="default" size="100%">Petr  Emanovský</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON OPEN-ENDED AND CLOSED-ENDED QUESTIONS IN DIDACTIC TESTS OF MATHEMATICS</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%">closed-ended question</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical education at elementary school</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939904</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">114-122</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%">Petr  Emanovský</style></author><author><style face="normal" font="default" size="100%">Jiří  Břehovský</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON EFFECTIVITY OF INDUCTIVE METHODS IN MATHEMATICAL EDUCATION AT SECONDARY SCHOOL</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%">mathematical education</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical research</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400515143.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">25-32</style></section></record></records></xml>