Center for Educational Policy Studies Journal https://ojs.cepsj.si/index.php/cepsj <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> University of Ljubljana, Faculty of Education, Slovenia en-US Center for Educational Policy Studies Journal 1855-9719 <p>In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.</p> Editorial https://ojs.cepsj.si/index.php/cepsj/article/view/945 Janez Vogrinc Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 5 7 10.26529/cepsj.945 Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge https://ojs.cepsj.si/index.php/cepsj/article/view/893 <p>Chemistry is an experimental discipline that uses experimentation as one of its most important research methods. Laboratory work and other practical work are therefore also essential in chemistry lessons. Chemistry demonstrations are used by teachers as an educational approach that can increase students’ interest in chemistry and motivate them to learn chemical concepts with understanding. However, if the students are actively involved in the chemistry demonstration, it can be just as effective as or even more effective than students’ learning through experiments. The purpose of this research is to examine teachers’ opinions about the impact of chemistry demonstrations on students’ interest and chemistry knowledge. Based on a quantitative research approach, 81 primary and secondary school teachers from different regions of Slovenia participated in this study. Participating teachers completed an online questionnaire on their perceptions of the impact of chemistry demonstrations on students’ interest and performance in chemistry classes and on the quality of students’ knowledge of chemistry. The results show that regardless of the years of teaching experience and the frequency of performing chemistry demonstrations, the participating teachers consider such demonstrations to have a positive effect on the motivation and performance of the students in chemistry and on the quality of the students’ knowledge of chemistry.</p> Luka Vinko Seamus Delaney Iztok Devetak Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 9 25 10.26529/cepsj.893 Fraction Sense: An Analysis of Preservice Mathematics Teachers’ Cognitive Obstacles https://ojs.cepsj.si/index.php/cepsj/article/view/742 <p>Research on cognitive obstacles related to fraction sense in preservice mathematics teachers is significant, because their success depends on their skills. The acquisition of fraction sense is a complicated problem requiring a strategy to solve it. This study presents cognitive obstacles with fraction sense tests in preservice who will teach in secondary schools. It focuses on the following categories of cognitive obstacles: epistemological (language representation, tendency to generalise and rely on intuition) and didactic (less meaningful learning, and strategy). This paper takes a qualitative descriptive approach to examine 20 preservice mathematics teachers. The preservice teachers who encountered cognitive obstacles related to fraction sense testing were then grouped based on the similarity of their answers, and seven of them were selected to be interviewed. The research findings showed that five preservice teachers had overlapping obstacles: language representation and tendency to generalise; tendency to generalise and less meaningful learning; language representation, tendency to rely on intuition and trial and error strategy in; language representation and trial and error; and language representation and tendency to rely on intuition.</p> Tatik Retno Murniasih Cholis Sa'dijah Makbul Muksar - Susiswo Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 27 47 10.26529/cepsj.742 Heritage Preservation Education: Teachers’ Preconceptions and Teachers Implementation in Visual Arts Classes https://ojs.cepsj.si/index.php/cepsj/article/view/792 <p>In Slovenia, teachers of the school subject visual arts (implemented at the primary level by primary school teachers and at secondary level by fine visual arts teachers) play a significant role in planning and implementing visual arts tasks with preservation concepts. With these activities, they can raise awareness of cultural heritage meaning, strengthening the nation’s cultural identity. Pupils should develop into active and responsible citizens who are able to understand heritage problems in general and express their sensitivity and respect for their cultural heritage and its preservation. The main purpose of this paper is to identify the teachers’ preconceptions about the preservation of architecture in the Slovenian countryside and the implementation of heritage preservation concepts in visual arts teaching. Altogether, 125 teachers from Slovenia participated in this study. The research revealed the teachers’ preconceptions regarding some problems in the Slovenian countryside, as well as sufficient awareness of the importance of the implementation in heritage preservation concepts in visual arts activities, according to contemporary professional guidelines. Teachers’ preconceptions reveal a lack of some basic knowledge of preservation concepts, which lead us to compare the results with the current guidelines. It can be concluded that greater emphasis should be placed on developing training programmes for teachers with specific preservation concepts and didactic materials for students in the field of preservation education with the aim of developing the students’ positive and responsible attitudes to those problems. More heritage preservation education content should be incorporated into pre- and in-service teachers’ education, and teachers should develop competences to implement these topics into their teaching.</p> Robert Potočnik Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 49 76 10.26529/cepsj.792 Transnational Mobility of Academics: Some Academic Impacts https://ojs.cepsj.si/index.php/cepsj/article/view/464 <p>This paper deals with the short- and long-term transnational mobility of academics and some of its impacts, an issue not well addressed in the literature. Through a qualitative literature review, the paper aims to answer the question: What are some of the academic impacts of the transnational mobility of academics? Transnational academic mobility is academic travel across borders of states and is one aspect of the new internationalisation of higher education. It is presented in terms of the roles of academics in teaching-learning experiences as well as knowledge production and transfer. The discussion extends to unpacking the impacts of the transnational mobility of academics in relation to institutional affiliation and academic status and profile. These issues are emphasised because they are major academic issues of transnational academics. From these perspectives, mobile academics have gained benefits but sometimes also faced challenges.</p> Sintayehu Kassaye Alemu Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 77 100 10.26529/cepsj.464 Between Retributive and Restorative Compulsory School Teachers’ Discipline Activities https://ojs.cepsj.si/index.php/cepsj/article/view/483 <p>In Slovenia, compulsory schools have, since 2009, been obliged to define their own concept of moral and character education under the formal framework of the Primary School Act. Disciplinary measures in schools are underpinned by two main punishment theories: the more traditional retributive responses to undesired conduct, and the more recent restorative approach. The present study explores the views of 109 teachers from 13 compulsory schools regarding disciplinary measures through the prism of this paradigmatic divide. A qualitative analysis of group discussions in which teachers evaluated the disciplinary measures at each of the 13 schools will be presented. Only three discussion groups were predominantly restorative oriented. Given the proven negative effects of retribution-oriented disciplinary measures, the findings are not encouraging. We conclude that schools need a clearer disciplinary framework with systematic acquisition of knowledge and practical experience in the field of educational and discipline strategies, and that teachers must continuously reflect on their own disciplinary practices.</p> Katja Jeznik Robi Kroflič Metka Kuhar Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 101 121 10.26529/cepsj.483 A Q-Methodological Analysis of School Principals’ Decision-Making Strategies during the Change Process at Schools https://ojs.cepsj.si/index.php/cepsj/article/view/527 <p>The purpose of the research was to explore the decision-making strategies that school principals employ while dealing with the challenges faced during the change process at schools. The study was conducted in two cities located in Central and Southeast Turkey, with a sample comprising 29 primary, middle and secondary school principals, selected via a purposive sampling technique. Q methodology, a qualitative-dominant mixed methods research design, was used in the study. The researchers developed and used a concourse of 24 specific items that target school principals’ decision-making strategies about change-related challenges in schools by taking a perception-driven decision-making model as the theoretical framework. The statistical software PQMethod was used for data analysis. The findings revealed that school principals shared similar views via the item configurations provided regarding decision-making during times of change, and had a similar profile in terms of decision-making and related strategies. The behavioural decision style was found to be the preferred style. The principals had a profile featuring a high focus on people and low cognitive complexity. The dominant beliefs driving their decision-making strategies seemed to incorporate comprehensive evaluation of the current situation, ethical concerns and organisational values, assessment of technical details, and thorough data collection. Some implications are drawn for researchers and practitioners.</p> Mehmet Semih Summak Mahmut Kalman Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 123 144 10.26529/cepsj.527 Structural Reasons for School Violence and Education Strategies https://ojs.cepsj.si/index.php/cepsj/article/view/636 <p>For the purposes of the research, we developed a concept of structural reasons that we theoretically assume appear as typical structural reasons for violence in schools. With empirical research, we determined how primary school teachers recognise violent behaviour and how they execute moral education in the areas of the specific structural reasons for violence. We found that the majority of teachers have appropriate pedagogical knowledge to recognise the specific structural reasons for violence and are able to identify the appropriate moral education or support strategy to address the identified violent or disruptive behaviour. However, even in cases of repeating acts of violence, teachers only begin to engage with the factors or reasons behind violent incidents in individual cases, and not systematically. We therefore suggest that schools introduce the systematic differentiation of structural reasons for violence and incorporate this approach in the school moral education plan and the work of teachers. Within such frameworks, violence and disruptive behaviour would be eliminated through moral education and/or support strategies appropriate to the specific structural reasons.</p> Janez Krek Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 145 173 10.26529/cepsj.636 Michael K. Seery and Claire McDonnell (Eds.), Teaching chemistry in higher education, Creathach Press, 2019; 452 pp.; ISBN: 978-09-928-2331-3 https://ojs.cepsj.si/index.php/cepsj/article/view/944 Iztok Devetak Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 175 179 10.26529/cepsj.944 Mary Douglas, Kako mislijo institucije [How Instutions Think], University of Ljubljana, Faculty of Education: 2018; 156 pp.: ISBN: 978-961-253-223-9 https://ojs.cepsj.si/index.php/cepsj/article/view/943 Metka Knez Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-06-24 2020-06-24 10 2 181 185 10.26529/cepsj.943