https://ojs.cepsj.si/index.php/cepsj/issue/feed Center for Educational Policy Studies Journal 2021-03-30T08:24:42+02:00 Iztok Devetak editors@cepsj.si Open Journal Systems <p>The C·E·P·S Journal is an open-access, peer-reviewed journal devoted to publishing research papers in different fields of education, including scientific.</p> https://ojs.cepsj.si/index.php/cepsj/article/view/1163 Editorial - VARIA Issue 2021-03-25T15:36:24+01:00 Iztok Devetak iztok.devetak@pef.uni-lj.si 2021-03-25T11:07:30+01:00 Copyright (c) 2021 Center for Educational Policy Studies Journal https://ojs.cepsj.si/index.php/cepsj/article/view/554 Reading Picture Books in Preschool and Lower Grades of Primary School 2021-03-25T15:35:45+01:00 Janja Batič janja.batic@um.si <p>This article introduces the results of a research survey that involved 443 preschool and classroom teachers. The objective of the investigation was to discover teachers’ views on making picture book reading a part of the teaching process, how picture book reading was incorporated, and how a productive visual response to a picture book was designed. The results indicated that the surveyed teachers do consider picture books to be appropriate, not only for very young children, and they had no difficulties selecting an appropriate picture book. Half of the respondents noted that children or students visually expressed their impressions after reading a picture book. The replies also indicated that, as regards picture books within the teaching process, unused potential remains in terms of developing children’s visual and multimodal literacy.</p> 2021-03-25T00:00:00+01:00 Copyright (c) 2021 Center for Educational Policy Studies Journal https://ojs.cepsj.si/index.php/cepsj/article/view/614 In-service Home Economics Teachers’ Attitudes to the Integration of Sustainable Topics in the Home Economics Subject 2021-03-25T15:35:45+01:00 Martina Erjavšek martina.erjavsek@pef.uni-lj.si Francka Lovšin Kozina francka.lovsin@pef.uni-lj.si Stojan Kostanjevec stojan.kostanjevec@pef.uni-lj.si <p>Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in their courses and if they can identify the topics related to sustainable development that they can integrate into the subject of home economics. To determine this, a study using a questionnaire with a non-random sample of 89 Slovenian in-service home economics teachers was conducted. The results were qualitatively and quantitatively analysed. According to the research results, in-service home economics teachers understand that the topics of the subject promote education for sustainable development. They see the most opportunities for integrating sustainable topics arising in the fields of food and living environments, and less in economics and textiles. This is evident because sustainability topics are predominantly connected to food and the living environment classes in the current education system. Based on the research results, it can be deduced that in-service home economics teachers should be offered ongoing professional development in order to achieve the competences needed to teach sustainable development as part of the home economics subject. The need to update the curriculum of this subject has emerged as it offers numerous opportunities to educate the young in topics related to sustainable living.</p> 2021-03-25T00:00:00+01:00 Copyright (c) 2021 Center for Educational Policy Studies Journal https://ojs.cepsj.si/index.php/cepsj/article/view/793 Assessing Children’s Environmental Worldviews and Concerns 2021-03-25T15:35:45+01:00 Gregor Torkar gregor.torkar@pef.uni-lj.si Vanja Debevec vanja.debevec@psj.gov.si Bruce Johnson brucej@email.arizona.edu Constantinos C. Manoli manoli@email.arizona.edu <p>The goal of the present research was to assess the environmental worldviews and concerns of students from the fourth to the seventh grade in Slovenia. The New Ecological Paradigm Scale for Children was translated and validated for use with Slovenian primary school students (<em>N</em> = 310). The students were also asked about their environmental concerns (using statements from the Environmental Motives Scale) and demographic questions. A confirmatory factor analysis was conducted for the New Ecological Paradigm scale using AMOS software, confirming a three-dimensional model with ten items. The students showed the highest agreement with the items in the factor Rights of Nature, and the lowest agreement with Human Exemptionalism. The environmental attitudes of the students decreased from the fourth to the seventh grade, while altruistic environmental concerns significantly increased with higher grades. Gender differences were not statistically significant for environmental worldviews and concerns. The reported results show that biospheric environmental concern positively correlates with the factors Rights of Nature and belief in Eco-Crisis, and negatively correlates with Human Exemptionalism. The New Ecological Paradigm tool will enable the evaluation of education programmes for children in Slovenia.</p> 2021-03-25T00:00:00+01:00 Copyright (c) 2021 Center for Educational Policy Studies Journal https://ojs.cepsj.si/index.php/cepsj/article/view/712 The Relationship between the Factors and Conditions of the Autonomy of Preschool Teachers and Fostering the Autonomy of Preschool Children in Kindergarten 2021-03-25T15:35:46+01:00 Tatjana Devjak tatjana.devjak@guest.arnes.si Irena Janžekovič Žmauc irena.janze@gmail.com Jože Benčina joze.bencina@fu.uni-lj.si <p>In the paper, we argue that fostering the autonomy of children in kindergarten contributes to the positive effects of the individual’s autonomy later in life. Various sources substantiate the assumption that there is a relationship between the child’s autonomy and the autonomy of educators. In the paper, we identify and investigate how preschool teachers evaluate the factors of their own professional autonomy, we determine the factors and conditions that, in their opinion, foster the autonomy of preschool children, and we verify whether the assessment of both factors and conditions affects the actual state of the stimulation of the autonomy of children in kindergarten. With regard to fostering the autonomy of children, we have in mind the participation of children, enabling them to play and learn and to manipulate materials and teaching aids in their own way, so that preschool teachers can offer them a choice, take into account their feelings and perspectives, and provide them with rational feedback. The results of the research show that an evaluation of the factors and conditions for fostering the autonomy of children by preschool teachers (<em>N</em> = 524) has a beneficial effect on fostering the autonomy of the children, but it is not crucial. The most important factors in fostering the autonomy of children are the preschool teacher as a person and the participation of children.</p> 2021-03-25T00:00:00+01:00 Copyright (c) 2021 Center for Educational Policy Studies Journal https://ojs.cepsj.si/index.php/cepsj/article/view/541 A Classroom Survey of Language Teachers’ Discriminatory Practices against Students: Causes, Consequences and Keys 2021-03-25T15:35:46+01:00 Seyyed Hatam Tamimi Sa'd Shtamimi90@gmail.com Olga Quiñónez Eames olgaeames@yahoo.com <p>Previous research confirms that individuals frequently become subject to various forms of discrimination for a variety of reasons. This study aimed at revealing the incidence of discrimination toward English as a Foreign Language students, the grounds on which it happens, its adverse effects on students as well as potential solutions to it. The data were collected through questionnaires and were further supported by interviews and classroom observations. The participants consisted of sixty-five Iranian students from a variety of ethnic, linguistic, and socioeconomic backgrounds. The findings indicated that nearly one-third of the students had experienced discrimination of one form or another. Students’ perceptions of discrimination were that it is based on skin colour, age, sex, social class, as well as political and religious beliefs. Furthermore, the findings showed that discrimination was perceived to have a negative bearing on students’ motivation and their overall ability by adversely affecting their class attendance, sense of responsibility, class performance, and assignment completion. It was found that teachers overtly discriminated against students by openly mocking them, neglecting to call on them for class participation, and unfairly assessing the students and their achievements. Some suggestions to raise awareness of implicit attitudes and biases, identify and end the practice of discrimination among English as a Foreign Language teachers included setting up teacher education programmes, raising learners’ awareness, raising teachers’ awareness of their responsibilities and students’ rights, institutional warning, punishing ‘discriminating’ teachers, and suspending teachers from work.</p> 2021-03-25T00:00:00+01:00 Copyright (c) 2021 Center for Educational Policy Studies Journal https://ojs.cepsj.si/index.php/cepsj/article/view/685 Rhyming in the Context of the Phonological Awareness of Pre-School Children 2021-03-25T15:35:46+01:00 Soňa Grofčíková sgrofcikova@ukf.sk Monika Máčajová mmacajova@ukf.sk <p>Rhyming is one of the basic skills associated with phonological awareness. This paper aims to introduce theoretical starting points and the results of research into children’s rhyming in the context of phonological awareness. The text explains theoretical circumstances pertaining to the theme and defines key concepts. The main part of the paper includes the results of the research of pre-school children in Slovakia. There were 866 respondents (children) of 4 to 7 years of age. The subject of the research was the rhyming skills of children, which was tested in three independent areas: completing the rhyme in a nursery-rhyme, awareness of rhymes, and the production of rhymes.</p> 2021-03-25T00:00:00+01:00 Copyright (c) 2021 Center for Educational Policy Studies Journal https://ojs.cepsj.si/index.php/cepsj/article/view/1170 Slavica Ševkušić, Dušica Malinić and Jelena Teodorović (Eds.), Leadership in Education. Initiatives and trends in selected European countries 2021-03-30T08:24:42+02:00 Gábor Halász halasz.gabor@ppk.elte.hu 2021-03-25T15:32:58+01:00 Copyright (c) 2021 Center for Educational Policy Studies Journal