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The article presents an analytical overview of the science and technology curriculum from the viewpoint of the inclusive approach adopted toward gifted education in Slovenian basic education. The main research question concerns how the current curriculum fits the learning needs of gifted students. For the purposes of the study, 16 compulsory and elective syllabi of science and technology school subjects were identified and qualitatively analyzed, and the role of activity days was examined within the target framework. The results show a rather weak operationalization of recommendations for gifted education in defined learning objectives and standards in the syllabi. Moreover, it was found that elective school subjects in science and technology are poorly represented in students’ overall selection of elective school subjects. In addition, activity days offer numerous possibilities for the implementation of the general recommendations for teaching the gifted. 相似文献
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Sunčica Macura-Milovanović Mojca Peček 《International Journal of Inclusive Education》2013,17(6):629-645
The task of initial teacher education is to prepare student teachers (ST) to accept responsibility for improving the education of all pupils, including Roma pupils. Thus, knowledge of ST's attitudes regarding such pupils at the onset of initial teacher education is a key for the creation of teacher education programmes that challenge implicit beliefs and biases. The main focus of this paper, therefore, is ST's perceptions concerning the causes of learning underachievement amongst Roma pupils and who is primarily responsible for these pupils' learning achievement. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results suggest that ST do not consider themselves likely contributors to Roma pupils' learning achievement, which leads to an attitude of minimal responsibility. The majority of ST attribute Roma pupils' learning underachievement to their parents' disinterest in schooling, Roma pupils' lack of motivation, and their non-acceptance by peers. The implications of these findings for teacher education programmes are subsequently discussed. 相似文献
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Processes of transferring, interacting, sharing and converting knowledge are of crucial importance in any firm due to their influence on innovations. These processes are especially challenging during the family business succession. A theory-building qualitative study was undertaken to extend our understanding of the dynamics of the knowledge transfer process and its effects on the successor’s innovativeness. The findings of the in-depth analysis of 10 family SMEs show that tacit knowledge transferred from a founder to a successor is important but not sufficient for enhancing the successor’s innovativeness. It should be combined with the knowledge gained outside the family business. Several propositions were developed that provide basis for future confirmatory research and have implications for practice by providing useful findings to key stakeholders in family businesses as well as to professionals dealing with innovativenness, knowledge transfer and creation in family businesses. 相似文献
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Kokot G Vilfan M Osterman N Vilfan A Kavčič B Poberaj I Babič D 《Biomicrofluidics》2011,5(3):34103-341039
We observed and measured the fluid flow that was generated by an artificial cilium. The cilium was composed of superparamagnetic microspheres, in which magnetic dipole moments were induced by an external magnetic field. The interaction between the dipole moments resulted in formation of long chains-cilia, and the same external magnetic field was also used to drive the cilia in a periodic manner. Asymmetric periodic motion of the cilium resulted in generation of fluid flow and net pumping of the surrounding fluid. The flow and pumping performance were closely monitored by introducing small fluorescent tracer particles into the system. By detecting their motion, the fluid flow around an individual cilium was mapped and the flow velocities measured. We confirm that symmetric periodic beating of one cilium results in vortical motion only, whereas asymmetry is required for additional translational motion. We determine the effect of asymmetry on the pumping performance of a cilium, verify the theoretically predicted optimal pumping conditions, and determine the fluid behaviour around a linear array of three neighbouring cilia. In this case, the contributions of neighbouring cilia enhance the maximal flow velocity compared with a single cilium and contribute to a more uniform translational flow above the surface. 相似文献
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Mojca Indihar ŠtembergerAuthor Vitae 《International Journal of Information Management》2011,31(5):428-436
The business-IT gap is still present in many companies and IT/IS professionals often impute the responsibility for this to management and claim they lack top management's support for their initiatives. The aim of this paper is to show how IT/IS personnel can achieve top management support. Based on more than 50 in-depth interviews with CIOs and CEOs in the last 10 years we hypothesize that top management support can be attained with the business and managerial knowledge and skills of IT/IS personnel as well as with the business-oriented role of the IT/IS department. The impact was empirically tested via structural equation modeling (SEM) using data from 152 Slovenian companies with more than 50 employees. Based on findings some implications for top managers and IT/IS professionals are given, especially for CIOs, on how IT/IS personnel can contribute to bridging the gap. 相似文献
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Martins João Onofre Marcos Mota João Murphy Chris Repond Rose-Marie Vost Helen Cremosini Bruno Svrdlim Andjelko Markovic Mojca Dudley Dean 《Prospects》2021,50(1-2):13-30
PROSPECTS - This paper addresses the inadequate understanding of the concept of physical literacy (PL), often originating from complex terminology and philosophical language used in the current... 相似文献
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Should assessment reflect only pupils’ knowledge? 总被引:1,自引:1,他引:0
In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In this paper, we will present results of a research project in which we were interested to find out what teachers would assess if it were up to them to decide. Our survey was conducted on a representative sample of primary school teachers in Slovenia. In spite of clear regulations prescribing that teachers should only assess pupils’ progress in relation to the defined objectives and knowledge standards, teachers underlined the necessity to also consider other aspects of children’s development. 相似文献
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Barbka Repic Lampret Simona Murko Marusa Debeljak Mojca Zerjav Tansek Petja Fister Tadej Battelino 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):279-284