Center for Educational Policy Studies Journal <p>The Center for Educational Policy Studies Journal is an open-access, peer-reviewed journal devoted to publishing research papers in different fields of education, including scientific.</p> en-US <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> (CEPS Journal) (Tina Matić) Sat, 22 Jun 2024 11:35:09 +0200 OJS 60 Editorial - VARIA Issue Iztok Devetak Copyright (c) 2024 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 10:04:29 +0200 Assessing Student Teachers’ Ability in Posing Mathematical Reasoning Problems <p>Assessing student teachers’ ability to pose mathematical reasoning problems within their experiences in teacher education is essential due to their increasing challenges in preparing for 21st-century learning. This study investigates the quality of mathematical reasoning problems posed by student teachers. Thirty-four student teachers at a public university in Surabaya, Indonesia, who attended an assessment lecture posed mathematical problems, where four aspects (suitability of indicators which refers to cognitive behaviour expected from the problems posed, the plausibility of the solution of the problems poses, the correctness of the solution, and language readability) were used to assess the problems posed. The results indicate that more than 70% of the studentteacher participants were successful in posing reasoning problems (either objective or subjective questions) indicated by those which are in accordance with the established criteria. However, most of the posed problems are categorised as ‘analyse’ problems instead of ‘evaluate’ or ‘create’ problems.</p> Masriyah, Ahmad Wachidul Kohar, Endah Budi Rahaju, Dini Kinati Fardah, Umi Hanifah Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 When Does “Too Early” Become “Too Late”? Reflections of Croatian Secondary School Educators on the Persistence of LGBT Taboos in the Education System <p>The article presents one of the topics generated by a thematic analysis of data collected through a focus group process within the scientific research project LGBT (In)Visibility in School: The Educators’ Perspective, which focused on the taboo position of sexual and gender diversity within the education system. In four focus groups conducted with secondary school educators in Zagreb, the participants identified certain key factors in perpetuating such a position: the understanding of the child/student as an innocent being whose sexual education should begin at a time that educators themselves are unable to determine, the perception of parents as barriers to the inclusion of topics of sexual and gender diversity in the curriculum, and the absence of a systematic, LGBT-inclusive approach to teaching about sexuality. The concluding part of the article discusses the limitations of the research conducted and makes recommendations for future empirical and practical coverage of this topic.</p> Marija Bartulović, Barbara Kušević Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 Reflexive Practice Learning as the Potential to Become a Competent Future Practitioner <p>The article presents an example of social work education, in which reflexive practice learning was used to help students work competently in professional practice. Within an action research project, new forms of mentoring support for students working with families facing multiple challenges were developed as part of their practice learning. This paper presents the results of a qualitative analysis of the students’ reflections on mentoring meetings. Content analysis was used for data analysis. The analysis shows that practice learning should be framed as a reflexive dialogue between mentors and students. Students need opportunities to share experiences and expand their knowledge with other students in small mentoring groups. The continuous and concrete support that the mentoring group provided to the students in practice enabled them to deal with the sense of uncertainty that often arises in collaborative processes of help.</p> Tadeja Kodele, Nina Mešl Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 Frequent Limits and Advantages of Conditions for Geology Education: Example of Czech and Slovak State Curricula <p>Geology is a subject of low interest for many pupils and teachers. The present study aims at examining the organizational conditions for geology education using the model of the Czech Republic and Slovakia, drawing from the national curricula. The study discusses the possible reasons for the unpopularity of the field worldwide and proposes general recommendations that would contribute to increasing interest in geoscience. The main drawbacks of geology education seem to be the large volume of required knowledge, its thematic structure, and a lack of links to real life. The Czech curriculum is vaguely and theoretically defined, placing demand on pupils, especially in the area of memorizing given information and practically pays no attention to recommended teaching methods. In contrast, the Slovak curriculum better reflects current trends. In general, it is necessary to implement continuous educational support for geology teachers and restructure the geology syllabus so that individual sub-fields are interlinked. Moreover, the learning outcome definition should include action-based education, fieldwork, experimenting, and similar elements.</p> Tereza Jedličková, Andrea Svobodová, Václav Kachlík Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 Success in Education by Defying Great Odds: A Positive Deviance Analysis of Educational Policies <p>Education is seen as a resource at a global level but is currently considered to be in crisis in many parts of the world. This constitutes a significant drawback in terms of humanity’s prosperity and well-being since education is the key not only to an educated workforce but also to humane, collaborative, and caring societies. Even within this dim landscape, there are certain educational systems that defy the odds and perform significantly higher than their otherwise comparable systems. This paper proposes using an unusual lens for educational policy comparative studies, that of positive deviance, to aid us in progressing towards a more stable educational state of affairs. Using a positive deviance methodology, which focuses on learning what is working well in systems that defy and overcome substantial challenges, this study investigates the patterns, attitudes, and actions of three selected cases: Massachusetts as a positive deviant in the US, Estonia as a positive deviant in Europe, and Castile-Leon as a positive deviant in Spain. The purpose is, by analysing educational policies, laws, and other related documents, to find commonalities that explain why these systems outperform others. The results of the comparative analysis pinpoint areas and strategies informative to those leading struggling educational systems, such as a strong commitment to equity and justice, placing teachers at the centre of reforms, using assessment as a tool for process monitoring and summative inquiry, and making preschool education accessible to all.</p> Eva Ponte Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 Chronotypes, Disruptive Behaviour, and Schedules in Classrooms: ‘Morningness’ and Psychomotor Agitation <p>This empirical cross-sectional study explored the effect of chronotypes on classroom behaviour. One hundred and forty young Portuguese children, from 1st to 4th grades, were examined regarding their chronotype and disruptive behaviours occurring in the classroom. Three groups of chronotypes (i.e., morning, intermediate and evening) were identified. The Chronotype Questionnaire for Children evaluated the chronotype of children, and the Conners Scale – reduced version for teachers (selfreport) identified the frequency of the following behaviours in the classroom: psychomotor agitation, inattention, and opposition. Multivariate analysis of variance and analysis of regression parameters showed that morning children are more agitated and impulsive compared to evening peers. Concerning academic achievement, students did not differ in the subjects Portuguese and Mathematics for both semesters when considering chronotype and controlling for covariates such as age and gender. Parental qualifications appeared as an influential covariate for the chronotype effect in disruptive behaviour. This evidence addresses the contributions of school policies and family supervision regarding young children: children have earlier evening chronotypes; chronotypes impact specific disruptive behaviours in the classroom; parents’ education influences the sleep habits and behaviours of children in school; parents and schools need more support and evidence to correctly identify children’s chronotypes, to understand how chronotype and sleep habits affect behaviours in the classroom, and to recognise that more studies should be replicated attending to the contextual factors of health outbreaks and war conflict. With reliable data, this study highlights concerns and novelties for education and psychology.</p> Sandra Figueiredo Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 The Families of Special Needs Children from the Perspective of Vulnerability <p>Difficult life circumstances can make anyone vulnerable. For example, families of children with special needs are at risk, as are families facing other stressful circumstances, such as poverty or parental mental illness. This article builds on previous action research by Plavčak (2020) and introduces a new research problem. We conducted a qualitative analysis of action diary data to answer two new research questions: 1) In what forms did vulnerability appear in students’ families, and 2) What approaches did professionals use to reduce perceived vulnerability? Our findings suggest that families of children with special needs should be approached with sensitivity, flexibility, and balanced interventions. It is important to understand families in the context of their lives, including the emotional stages of caring for a child with special needs and other difficult circumstances they may face. Interventions should be tailored to the specific needs of families and developed collaboratively with them.</p> Darja Plavčak Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 Self-Evaluation of Speech and Language Therapists on their Competence in Cooperation with Parents in Slovenia and North Macedonia <p>Based on the analysis of the available literature, the competence of cooperation with parents can be defined as a construct of knowledge, skills, and attitudes that enables speech and language therapists to collaborate successfully with parents of children in therapy. This study aims to examine how speech and language therapists from Slovenia and North Macedonia assess their knowledge and skills necessary for cooperation with parents and what their attitudes are in general regarding the involvement of parents in speech and language therapy. For the purpose of the study, a questionnaire was developed to measure the competence of cooperation between speech and language therapists and parents in a sample of 110 speech and language therapists, including 62 speech and language therapists from Slovenia and 48 from North Macedonia. The results show that there were differences between Slovenian and North Macedonian speech and language therapists in self-assessed attitudes towards parental involvement but no differences in the domain of knowledge and skills. The interaction of country and years of work experience is significant for the knowledge domain. Attitudes about cooperation with parents are not affected by years of work experience, area of work, or additional professional training; only the country where the SLTs work has an impact. The competence of collaboration between speech and language therapists and parents varies between the two countries, but there is space for improvement in each domain. The findings of this study may provide a starting point for further research on the competence of cooperation between speech and language therapists and parents.</p> Jerneja Novšak Brce, Ingrid Žolgar, Damjana Kogovšek Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 Dimensions of Object Relations in People with Autism Spectrum Disorder as a Basis for Strengthening Social Relatedness Skills <p>This paper presents the results of a study focusing on the dimensions of object relations in people with autism spectrum disorder. An object relation denotes a relationship with a significant other, within which several identification processes take place through a meaningful emotional exchange. This is described by the developmental process of separation and individuation, which primarily occurs in children from birth to their third year of life. Although deficits in social relationships represent the most typical features of autism, there is still a great deal of uncertainty in this field. Based on the theoretical background, we hypothesised that differences in the characteristics of object relations in people with autism spectrum disorder compared to the characteristics of object relations in people without autism spectrum disorder are reflected in a greater expression of disturbances in object relations, especially in the more pronounced dimensions of greater social isolation and symbiotic merging. The quantitative research sample comprised 38 adults with autism spectrum disorder with normal intellectual abilities and 100 adults without autism spectrum disorder. The Test of Object Relations, which measures the individual dimensions of object relations, was used for data collection. The results show that there are statistically significant differences between the two groups of respondents, as the dimensions of symbiotic merging, social isolation and separation anxiety are more pronounced in adults with autism spectrum disorder. These findings serve as a basis for designing professional support for people with autism spectrum disorder in order to promote autonomy to strengthen the skills needed for social relatedness and social inclusion.</p> Simona Rogič Ožek Copyright (c) 2023 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 00:00:00 +0200 Jan L. Plass, Richard E. Mayer and Bruce D. Homer (Eds.), Handbook of Game-Based Learning, The MIT Press, 2020; 600 pp.: ISBN: 978-0-2620-4338-0 Matej Zapušek Copyright (c) 2024 Center for Educational Policy Studies Journal Sat, 22 Jun 2024 10:08:16 +0200