New School of Mustafa Satı Bey in Istanbul (1915)

This study has two purposes: the first is to present the general condition of public education in the late nineteenth and early twentieth centuries by showing the reformation process in educational institutes and teacher training, and the relationship between this process and the New Education movement in the Ottoman Empire; the second is to determine to what extent Mustafa Sat? Bey, often referred to as the Pestalozzi of the Ottoman Empire, contributed to the New Education movement through the analysis of his opinions on education, and his attempts to open a New School. As a result of Mustafa Sat? Bey’s analysis, New Education practices in the Ottoman Empire were stated to be practising a unilateral receiving-and-adapting procedure and the Ottoman Empire was positioned at the periphery in terms of the circulation of the movement. In his New School and in the Teacher Training School, Sat? Bey was concerned with the New Education movement both on an administrative and operative level. However, his practices were not sufficient to create his own theory and examine any other theory. Thus, when evaluated in terms of his contributions to the New Education movement, Sat? Bey is positioned somewhere between practical reformer and practitioner.     

An Initial Report on the Publishing Activities of the Italian Minority Communities in Croatia and the Istrian and Dalmatian Diasporic Communities in Italy

The report focuses on the publishing activities of the Italian minority communities in Croatia and the Istrian and Dalmatian diasporic communities in Italy. These publications take a variety of forms and include monographs, belle-lettres, reference works, Italian-language textbooks, contemporary literature, and academic journals. Some are published by local organizations, others by university and commercial presses, while others are privately funded. The report is a preliminary effort to document scholarly resources that are important to both Slavic and Italian studies.     

Public and private higher education institutions in Serbia: Legal regulations,current status and opinion survey

This article provides insight into the state of higher education in Serbia, particularly in the context of reform processes based on European Higher Education Area principles. A multidimensional approach was taken, encompassing (a) a review and analysis of legal regulations relevant to the historical context of Serbia, (b) an examination of current working conditions at accredited state and private higher education institutions, (c) and a pilot survey of attitudes among the main participants in higher education teaching. The research gauged attitudes of university professors and students with work or study experiences, respectively, at both state and private higher education institutions. Specific instruments for measuring attitudes were constructed for this study. Professors' attitudes toward state and private higher education were compared through the assessment of aspects of organisational culture including work organisation, stimulating atmosphere, innovation, and creativity. Students expressed their attitudes toward state and private higher education in terms of general atmosphere, curricula, grading criteria, and student status. The results indicate that private higher education was appreciated slightly more than state higher education; both professors and students held more positive attitudes of private higher education for all dimensions investigated.     

College Students’ Ability to Prove Mathematical Theorems with and without Training in Inference Patterns

Based on the assumptions of the Taxonomy(4) and its definitions of the cognitive processes, it was hypothesized that the first four taxonomic levels are related to intelligence alone, but that performance on the upper two levels would require creative as well as intellectual abilities. The Lorge-Thorndike Intelligence Test, two creativity tests, and taxonomic tests were administered to 141 eleventh graders. Multivariate stepwise regression procedures were employed to determine the contributions of IQ and creativity to variation on the taxonomic tests. Results support the hypotheses. Implications are discussed in relation to Bloom’s model of mastery learning and the teaching for creativity.     

双语幽默

我要赢者 一次,一位客人进入餐馆,他点了一只两磅重的龙虾。“服务员,”他指着端上来的龙虾说,“这只龙虾为什么只有一只钳？”“对不起,先生,”服务员回答说,“因为龙虾有时会在水槽里打架。”“噢,如果是这样的话,”顾客说,“请把打赢的那只给我拿来吧。”     

Teachers' behaviour and practices in the classroom

The theory behind this study yielded the predictions that successful teacher–pupil interaction in the classroom is essential to the educational and social development of pupils and that teachers' understanding of their own behaviour is therefore of paramount importance. The study examined the behaviour and practices of 20 teachers, 10 in small schools and 10 in large schools. The teachers were grouped into three categories: empathetic teachers, non-empathetic teachers and uncommitted teachers. This study contributes several significant findings to the literature on teacher–pupil interaction in the classroom, most importantly that personal characteristics appear to be a good predictor of teacher competence and that there appear to be relationships between particular personal characteristics on the one hand and teachers' classroom practices on the other. These results seemed to be unrelated to class size and schools type.     

The Internet in Kinesiology and Physical Education

Throughout America the click of computer keys is replacing the scratch of pencils. Properly used, technology increases students' learning opportunities, motivation, and achievement; it helps students acquire skills that are rapidly becoming essential in the workplace; and it breaks the barriers of time and space, enabling students in any community to have access to high-quality instruction.

The Internet is developing at an astounding rate. It will become the primary means of communication in the 21st century. An overview of the Internet, with applications in kinesiologylphysical education, is presented in this paper. The following topics are discussed: (a) What is the Internet; (b) The origin of the Internet; (c) Elements of the Internet; and (d) Emerging technologies.