Dialogical PISA: correct answers are all alike,every incorrect answer is incorrect in its own way

Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students who responded incorrectly to one PISA question in mathematics or science when they solved it individually. Then, we analyzed their understanding of the PISA task and their reasoning about it through a dialogical problem solving in triads to identify why they made an incorrect answer. Moreover, we tried to determine how the shared peer interaction might change the understanding and reasoning of the child and enable her/him to solve the task. The results of this study illustrate the differences between incorrect answers reflecting lack of competence and those incorrect answers, which appear for some other reasons. Based on the dialogical problem solving approach, we analyzed these two types of incorrect answers and the reasoning trajectories behind them.     

Institutional Approaches to Entrepreneurialism at the University of Belgrade

This article focuses on the many requests for change which the University of Belgrade, as a university in a transition country, has been facing from its foundation to the present day. Over the last decade, the University of Belgrade has had to overcome a range of difficulties in an attempt to follow European trends in reforming higher education at the institutional level. Today, it is obvious that the outcome of higher education reform will depend entirely on the academic community, which must play an active role and enter the “knowledge business”, as a prerequisite for the success of future generations of university graduates.     

Automatic acquisition of inflectional lexica for morphological normalisation

Due to natural language morphology, words can take on various morphological forms. Morphological normalisation – often used in information retrieval and text mining systems – conflates morphological variants of a word to a single representative form. In this paper, we describe an approach to lexicon-based inflectional normalisation. This approach is in between stemming and lemmatisation, and is suitable for morphological normalisation of inflectionally complex languages. To eliminate the immense effort required to compile the lexicon by hand, we focus on the problem of acquiring automatically an inflectional morphological lexicon from raw corpora. We propose a convenient and highly expressive morphology representation formalism on which the acquisition procedure is based. Our approach is applied to the morphologically complex Croatian language, but it should be equally applicable to other languages of similar morphological complexity. Experimental results show that our approach can be used to acquire a lexicon whose linguistic quality allows for rather good normalisation performance.     

Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic visualizations with narrative explanations

Educational technology research and development - The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia...     

Yugoslavia: other modernities,other histories

The Non-Aligned Movement was a transnational political project, a coalition of small and middle-sized states, mostly former colonies and developing countries, from the global south or the Third World. It was formed in 1961 in Yugoslavia at the Belgrade summit. The NAM represented the first major disruption in the Cold World map, a quest for alternative political alliances, for “alternative mundialization.” Culture was accorded particular importance in the NAM, despite the fact that it never took center-stage at summits and conferences. However, NAM’s cultural politics strongly condemned cultural imperialism and epistemic colonialism. Western (European) cultural heritage was to be understood in terms of “juxtaposition”; this heritage would be interwoven with and into the living culture of the colonized, and would not simply be repeated under new (political) circumstances. Consequently art and culture in the NAM were largely about politics and history, or to put it differently, they were a way of staking a claim to history. It seems the movement was somehow aware of the fact that this was the only way it could enter the world’s (cultural) space on an equal footing. There existed a heterogeneous artistic production, a variety of cultural politics and extensive cultural networks which enriched the cultural landscape of the NAM and enabled discussions about the meaning of art outside the Western canon.     

Market orientation in managing relationships with multiple constituencies of Croatian higher education

In this paper, market orientation in Croatian higher education (HE) is discussed within the context of stakeholder-oriented management. Drawing on existing studies, the ‘classical’ empirical model, describing the market orientation of generic nonprofit organisations, has been adapted to the contingencies of the Croatian HE sector. Empirical testing of the model, based on primary data drawn from the majority of public institutions of higher learning in the country, reveals inadequate market orientation toward the relevant stakeholders. Although social market orientation currently does not exist in Croatian HE institutions, the empirical results confirm that it might be possible to initiate a ‘virtuous circle’, in which relevant market orientation and stakeholder management practices, directed toward one or other of the stakeholders, simultaneously enhance orientation toward the other stakeholders. Unfortunately, the current situation in HE is not satisfactory, which could hinder the implementation of development of knowledge society in Croatia.