The main goal of the research was to study how children develop new competencies through social interaction in different contexts. The pre-post test experimental design was used. In the pre-test students were assessed by the PISA 2003 test of mathematics, and based on the results three equal groups for treatment phase were formed. In the treatment phase students from the three groups were solving 5 additional PISA items from the zone of proximal development (ZPD) under three different conditions: group IV - collaboration with an equally competent peer in the out-of-school setting with opportunity to consult others and to use available cultural tools (N=22), group IO - collaboration with an adult who deliver gradual levels of help (N=22), and group KG - individual item solving (N=25). The quantitative analysis showed that all three groups progressed, and group IV (children who collaborated with an equally competent peer in out-of-school setting) progressed more than other two groups. The qualitative analysis suggested that children who progressed most reported on the interview that they had the most symmetric collaboration and managed to rich consensus in spite of difficulties accompanied with the process of joint thinking ('discourse equality'). It shows also that children who were involved in collaboration where partner dominated interaction ('discourse inequality') did not progress or even regressed. Results also show that wider social context made an effect on interaction between partners
The purpose of this paper was to evaluate the effectiveness of individualised support measures within the Dropout Prevention Model (DPM) after two years of implementation in 10 pilot schools in the seven most vulnerable municipalities in Serbia. The core activities within the DPM identification of students at risk of dropping out were the calculation of the Risk Index (RI) for each of them, and the development of the Individual Plans for Dropout Prevention (IPDPs) as a tool for sustainable planning and provision of support to at-risk students. The sample consisted of 450 students with IPDPs from the pool of 5,884 students with the calculated RI. The evaluation of individualised support measures was conducted through quasi-experimental design at different time points, a qualitative analysis of structural aspects of IPDPs and the examination of the relationship of categories of measures and risk factors, RI and key indicators. Results demonstrate desirable effects of the individualised measures on the prevention of dropout. The Instrument for identification of students at risk of dropout showed high sensitivity for students at very high dropout risk. Only 5% of the students at very high dropout risk for whom IPDPs were developed dropped out of school after two years of implementation of the DPM. Further analysis of the correspondence between the types of support in IPDPs showed a good adjustment to the types of 1 The DPM has been developed during the UNICEF/Centre for Education Policy project "Combating early school leaving in Serbia through effective dropout prevention and intervention measures at the school level".
The main goal of the research was to study how children develop new competencies within social interaction with more competent peers and adults. The pretestposttest experimental design was used. In the pretest phase 100 Grade 3 students were assessed by the Raven progressive matrices, and based on the results three equal groups for treatment phase were formed (15 students each). In the treatment phase students from the three groups solved 5 items from the zone of proximal development (ZPD) under three different conditions: collaboratively with a more competent peer, collaboratively with an adult, and individually. The post test included assessment by the Raven test after two months. The qualitative analysis showed that all three groups progressed equally, although students who collaborated with an adult were somewhat more successful with items from the ZPD. The qualitative analysis suggested that new competences are developed in different ways depending on with whom student collaborated. The successful peer interaction was marked by higher degree of symmetrical collaboration including higher level of joint critical thinking, and the successful interaction with an adult was marked by higher level of adult guidance as well as more elaborated task analysis, argumentations, and justifications. Based on the results, it is concluded that: (a) children could develop new competences based on both construction and co-construction mechanisms, and (b) the development of new competences through social interaction depends on the partners and the kind of dialog they build during collaboration.
The main goal of this research was to study the correlates of school underachievement and to sketch the possible profile of the gifted underachiever. The study was conducted on a sample of high school students in Belgrade (N = 434). The subjects were administered a battery of ability tests and asked to self-estimate their intelligence. On the basis of ability test and school achievement data, the subjects were classified into three groups: gifted underachievers (N1 = 26), gifted students (N2 = 81), and others (N3 = 332). The results of ANOVAs indicate that these three groups differ significantly on the dimensions of Attitudes towards school: academic self-perception, attitudes toward teachers, assessment goals, and motivation and self-regulation. Also, significant between-group differences emerge on the following dimensions of self-concept: assessment of ability, assessment of achievement, and academic self-confidence. These dimensions show the highest correlation with the canonical function that efficiently discriminates between underachievers and gifted students (canonical correlation coefficient = .70, performance of classification = 91.6%). Students who do not realize their potential in school, although they consider themselves to be equally intelligent as gifted students, do not draw their confidence and self-esteem from academic achievement. Gifted underachievers evaluate educational goals as less important and are not motivated to make an effort in school. Also, they are likely to come into conflict with teachers in order to challenge their authority. These results suggest that being an underachiever is a 'choice of will', rather than the unwilling result of difficulties in the environment, psychological problems or underdeveloped meta-cognitive skills, but an alternative interpretation is also plausible. The roots of this hypothetical choice are examined with reference to the educational system and its possible effects of 'normalization'
Osnovni cilj ovog rada jeste pružanje doprinosa odgovorima na pitanje o tome koji su najvažniji prediktori napretka u čitalačkoj kompetenciji koji učenik ostvari nakon dve godine srednjeg obrazovanja i da li se sklop prediktora napretka razlikuje od sklopa prediktora postignuća na testu čitalačke pismenosti i školskog uspeha izraženog kroz školske ocene. Iz uzorka koji je korišćen za istraživanje PISA 2009 koje je sprovedeno u Srbiji, učenici su nakon dve godine ponovno testirani PISA testom čitalačke pismenosti, kvazi-longitudinalno, mereći korelate postignuća u drugoj vremenskoj tački. Realizovani uzorak predstavlja 20 srednjih škola i 446 učenika. Izabrano je 14 prediktora koja su, prema dosadašnjim istraživanjima, pokazala najveću povezanost sa školskim postignućem. Rezultati pokazuju da prediktori objašnjavaju samo 13% varijanse napredovanja na testu čitalačke pismenosti (R=.36; R 2 =.13; F 197,18 =12.97; p<.05) iako objašnjavaju 49% varijanse postignuća na njemu (R=.70; R 2 =.49; F 257,18 =12.97; p<.001), što otvara pitanje važnosti ranog učenja na napredovanje u čitalačkoj kompetentnosti. Kao najsnažniji prediktor i u jednoj i u drugoj analizi pokazala se autonomna forma ekstrinzičke motivacije koja, prema teoriji samodeterminacije, govori o shvatanju važnosti učenja za budući život i karijeru. Nešto drugačiji sklop korišćenih prediktora predviđa školski uspeh meren ocenama. Korišćenje metakognitivnih strategija nije značajan prediktor školskog uspeha a jeste prediktor postignuća na testu čitalačke pismenosti. Zajedno s nalazima koji ukazuju na korelaciju nižu od očekivane između postignuća na čitalačkoj pismenosti i školskog uspeha (r=.39; p<0.001) i generalno niže napredovanje Srbije na ovom testu u odnosu na procenjeno napredovanje zemalja OECD-a, ti rezultati govore u prilog zaključku da naš obrazovni sistem ne podstiče dovoljno razvoj čitalačkih kompetencija.Ključne reči: PISA, čitalačka pismenost, napredak na čitalačkoj pismenosti, škol-ski uspeh, korelati akademskog postignuća 1 Rad je pomogao Tim za socijalno uključivanje i smanjenje siromaštva u okviru programa podrške mladim istraživačima Sekundarne analize PISA podataka kao i Ministarstvo prosvete, nauke i tehnološkog razvoja u okviru projekta br. 179018 2 vjovanovic@cep.edu.rs
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