Writing and creating stories as a way of coping with difficult life experiences

In my thesis I was researching the social phenomena of writing and publishing books on the topic of going through difficult and challenging life experiences. This kind of literature is becoming increasingly popular, even by authors who are not professional writers. My main research question was, how writing and making stories is affecting mental states of people. I was conducting half structured interviews with three Slovenian authors of published books about coping with difficult life experiences. I was intending to gain a better introspect into how mechanisms of writing and story making affect mental health. These introspections are contributing to a better understanding of writing, as a medium of expressive arts therapy, that is accessible, due to its relative simplicity and availability, to the wide population of people

Equipping future classroom teachers to understand the situation of low socio-economic status learners

Socio-economic status (SES) has a huge effect on our lives and particularly on the lives of children. A low socio-economic status has life-long consequences that can have a devastating impact on children. Among the factors of development connected with SES are school and, in particular, teachers. In my Master's thesis, I focus on SES consequences which affect children coming from families with a lower SES. I also focus on understanding their overall functioning in the classroom. In the theoretical part, I explain the terms ‘socio-economic status’ and ‘poverty’. I define the consequences of living in poverty for a child’s development, and I also present strategies and methods for a teacher to act and teach in the classroom with the goal of minimising the gap between a higher and a lower SES among pupils. In the theoretical part, I write about fairness and meritocracy, and about school as an environment for reproducing inequality. In the empirical part, I interviewed 89 students of the Faculty of Education, Ljubljana. I researched the knowledge of future primary school teachers about poverty. Do they know what consequences can be associated with SES? Do they feel competent to teach children from a lower socio-economic environment? I was intrerested in how much knowledge about this topic students receive at the Faculty, and whether they would like to have more related information and knowledge. I asked them about methods for minimising the gap between pupils from different socio-economic backgrounds, and what doubts and reservations they may have about teaching children from lower SES environments. At the end of my research, I asked students about their attitudes towards the impact of politics on the school system, and about the role of the school system in reproducing socio-economic classes

Teachers’ use of teaching methods and forms in mathematics teaching in grade 3 of primary school

Teaching and learning are closely connected with comprehension and the concept of knowledge. How we understand these two concepts, determines how we organize our work in school (Vidmar, 2011). Knowledge is the result of learning and assimilation of knowledge starts with school’s curriculum. The final result then depends on the teacher and their teaching style (Bečaj, 2011). Teachers are autonomous in their choice of learning approach, they decide which learning methods and forms of learning to use for a particular teaching content. In the process. they can relay on various psychological and didactic discoveries, based on different theories of learning and teaching. Recently, constructivistic theories of learning have been widely mentioned, alongside with tendency towards more challenging learning objectives aimed at developing creative, critical thinking with the ability to solve more complex problems, to integrate knowledge and to apply it in new situations (Marentič Požarnik, 2008). In the master’s thesis we were therefore interested in the extent to which these contemporary guidelines or teaching models are reflected in mathematics teaching. Since the forms of learning and learning methods are largely determined by the characteristics of the teacher’s teaching and thus their way of teaching, we focused mainly on the teacher’s use of learning methods and forms of learning in teaching mathematics in third grade of primary school. In the theoretical part, we first defined knowledge, presented theories of learning and teaching (behaviorism, cognitivism and constructivism) and the models of teaching that derive from them (transmission and transformational models of teaching). Finally, we presented detailed learning methods and forms of learning that are used in mathematics education. In the empirical part, with the help of our own online questionnaire, we investigate which learning methods and forms of learning teachers use when teaching selected topics in mathematics in the third grade of primary school. We were also interested in whether the choice of learning methods varies according to the years of service of the teacher and whether teachers are satisfied with the choice of learning methods and forms of learning or would like to improve their knowledge in this area. The result of the survey showed that in the third grade teachers most often use the lecture method, followed by the demonstration method, then the collaborative learning method and finally the text-based method and the problem-solving method when dealing with mathematical content. When deciding on forms of learning, the most common form of learning teacher use in teaching mathematics is frontal learning form, followed by individual learning form, group teaching form and finally pair work teaching form. The results also showed differences in the choice of lecture method, text-based and problem-solving method and in the frequency of group and individual learning form between longer-serving and shorter-serving teachers. Longer-serving teachers are more likely to include all three of the above learning methods and the individual form of learning, while short-serving teachers are more likely to include the group form of teaching in their mathematics lessons. The results also have shown that teachers do not tend to choose any of the selected teaching models when choosing their teaching approach, but rather choose an approach that is a combination of both transmission and transformational models of teaching. In conclusion, teachers do not feel insecure in their choice of learning methods due to the different orientations for mathematics teaching, but they would still like to receive training in “modern” teaching approaches to mathematics

Integration of fine art and dance by drawing with light

In my dissertation we explored the visible traces of dance, which can be shown through the technique of light drawing. We reviewed the theoretical basis for the creation of authorial works, reference works; we also present the technique in which I created. The essence of the research is the connection between artistic creation, music and dance. We were interested in how dance and music are reflected through the technique of light drawing, whether it is possible to deduce from it that it is a dance. In addition, we were interested in how different genres of music and dance differ in light drawing. We followed my observations in the creation and presented them. We analysed the final works and found that the information of the dance is not evident from the light drawings, even though dance is the basis for the creation of light drawings. Music can be the background, but it can also be a motif for creating (the use is interesting in both ways). Different genres of music allow different artistic experience, as they differ in how much freedom is allowed in a particular genre

Doug Lemov and The Teach Like a Champion Team, Teaching in the Online Classroom. Surviving and thriving in the new normal, Jossey-Bass: 2020; 192 pp.: ISBN 978- 1119762935

The book Teaching in the Online Classroom presents stories from experts and best practices to promote online learning and provide insights on how educators can help students succeed in the virtual classroom. The author and a group of teacher-leaders on the Teach Like a Champion team share their knowledge and experiences. It is a book about adapting to the new reality of online teaching and is aimed at all teachers who want to transform their skills and their online classroom. The authors provide insights into their teaching in a digital environment – not only through words but also through recorded videos that can be found online. The book’s primary goal is to build a community of dedicated teachers who have the skills and are committed to creating the best possible lessons in the so-called new normal

Assessment of sustained attention with neurobeans cognitive tool

The ability of sustained attention is of high importance, but at the same time it is difficult to measure due to its intangible nature. The tools and approaches needed in order to make such measurements are predominantly available only for scientific research or therapeutic and clinical practice. What is crucial is the development of methods for everyday use in the context of education which would be simultaneously simple and compelling enough to be performed daily for monitoring and guiding schoolchildren, with emphasis on attention. This paper presents a new method of assessing sustained attention titled Neurobeans, which is based on a multi-sensory task without the use of a computer. The task is differentiated from related ones by the fact that the user retains their concentration on an object in their working memory while performing specific movements. The new method was compared to T.O.V.A. (Test of Variables of Attention), which is a prominent clinical method for assessing focus indicators. Results show that Neurobeans indicators measure a similar attention domain, and that the method differentiates between groups with different levels of attention ability. Furthermore, the method distinguishes schoolchildren with additional professional and physical assistance (DSP) from those who are not in a DSP programme. Relations between attention indicators and the extent of digital fun utilization, school grades, as well as feelings of pressure caused by schoolwork and the participant’s attitude toward school were studied broadly. There were differences between the two tests in the relations concerning pressure; only the Neurobeans indicators connected with indicators of the feeling of pressure caused by schoolwork and the participant’s attitude toward school. This implies a somewhat greater validity of Neurobeans indicators when measuring attention in the context of school. A limitation of the study is the use of the publicly available version of the T.O.V.A. test, which is not identical to the official method. Because of this fact, the following paper should be seen as a pilot study, and a base for further research concerning this field and the method presented. is of high importance, but at the same time it is difficult to measure due to its intangible nature. The tools and approaches needed in order to make such measurements are predominantly available only for scientific research or therapeutic and clinical practice. What is crucial is the development of methods for everyday use in the context of education which would be simultaneously simple and compelling enough to be performed daily for monitoring and guiding schoolchildren, with emphasis on attention. This paper presents a new method of assessing sustained attention titled Neurobeans, which is based on a multi-sensory task without the use of a computer. The task is differentiated from related ones by the fact that the user retains their concentration on an object in their working memory while performing specific movements. The new method was compared to T.O.V.A. (Test of Variables of Attention), which is a prominent clinical method for assessing focus indicators. Results show that Neurobeans indicators measure a similar attention domain, and that the method differentiates between groups with different levels of attention ability. Furthermore, the method distinguishes schoolchildren with additional professional and physical assistance (DSP) from those who are not in a DSP programme. Relations between attention indicators and the extent of digital fun utilization, school grades, as well as feelings of pressure caused by schoolwork and the participant’s attitude toward school were studied broadly. There were differences between the two tests in the relations concerning pressure; only the Neurobeans indicators connected with indicators of the feeling of pressure caused by schoolwork and the participant’s attitude toward school. This implies a somewhat greater validity of Neurobeans indicators when measuring attention in the context of school. A limitation of the study is the use of the publicly available version of the T.O.V.A. test, which is not identical to the official method. Because of this fact, the following paper should be seen as a pilot study, and a base for further research concerning this field and the method presented

Fine art interpretation as a means of social critique and awareness raising

With its first public appearance, Pablo Picasso's Les Demoiselles d'Avignon caused a public uproar. Despite its avantagarde nature, the public reacted quite negativelly to the painting at first. Not because of what was painted, but how it was painted. People were not used to seeing something like that and so the painting was recieved as far from beautiful. From this point, the art basis splits into two directions. The first directon being the corelation between art and society. In the case of Les Demoiselles d'Avignon, it was society that reacted to art, however in other cases, it is art that reacts to society as well. In this thesis, the connection between art and society is expanded on and shown through examples. The second direction focuses more on society rather than art. Les Demoiselles d'Avignon were not seen as beautiful. From this, it is possible to draw a direct line to todays time, where there are many qualities, that are not deemes as beautiful either. These qualities are rarely showcased publicly and discussing them is even less frequent. Body image, religion, sexual identity, race, dissability, all of those are qualities that, on a broader scale, under certain conditions (read: are not a privileged white male) experience marginalisation, discrimination, scorn and expulsion from society. These groups of people are discussed in this thesis and later on connected back to art, reestablishing the connection between society and art. For the purpose of indepth understanding and connecting the chosen themes with the art basis, this thesis uses the method of art interpretaion as a means of experiential understanding of the painting. With a thorough, art theory based analysis, it represents the foundation on which the actual interpretation, with the social themes woven into it, stands. In this way, I increase my understanding of the painting, as well as connecting all before mentioned aspects and joining them into a cohesive synthesis

Technical practicum products and teacher assessment literacy

The set of technical practicum in the context of science and technology contents is based on practical training of pupils / students / students important both for the work of a technical teacher and in general for highly educated technical staff. Students get acquainted with the most important technological procedures of material processing, the ultimate goal of which is the production of concrete objects and models of devices in school workshops or. specially adapted parts of the space. The learner is enabled to plan and determine the suitability and suitability of selected materials and technological procedures in the manufacture of the product. He gets acquainted with and works with measuring tools, hand tools, various machines and devices that he will use in his work. Acquire the appropriate work habits, experience and skills needed for independent work. At the same time, he develops his creativity and independence in individual and group work. How to evaluate the products created in the technical practicum of primary school science and technology is a complex area and requires multi-layered treatment. In the resulting work, we focused only on the developmental characteristics of the product, created in the process of designing supported by knowledge of teacher assessment literacy. In theory, we considered the conceptual dimension of assessment literacy as a key competence of a teacher and what is the inventory of their assessment literacy. Empirical research was conducted to self-evaluate teachers' general assessment competence, to prepare for assessment, how teachers give feedback, their priorities in the field of professional learning and how The set of technical practicum in the context of technical and technological contents is based on practical training of pupils / students / students important both for the work of a technical teacher and in general for highly educated technical staff. Students get acquainted with the most important technological procedures of material processing, the ultimate goal of which is the production of concrete objects and models of devices in school workshops or. specially adapted parts of the space. The learner is enabled to plan and determine the suitability and suitability of selected materials and technological procedures in the manufacture of the product. He gets acquainted with and works with measuring tools, hand tools, various machines and devices that he will use in his work. Acquire the appropriate work habits, experience and skills needed for independent work. At the same time, he develops his creativity and independence in individual and group work. How to evaluate the products created in the technical practicum of primary school science and technology) is a complex area and requires multi-layered treatment. In the resulting work, we focused only on the developmental characteristics of the product, created in the process of designing supported by knowledge of teacher assessment literacy. In theory, we considered the conceptual dimension of assessment literacy as a key competence of a teacher and what is the inventory of their assessment literacy. Empirical research was conducted to self-evaluate teachers' general assessment competence, to prepare for assessment, how teachers give feedback, their priorities in the field of professional learning and how they monitor assessment principles.The results of the survey were also confirmed through a case study, where we evaluated the criteria physical products of a technical practicum targeted at 6th, 7th and 8th grade students. In the practical part we will show how high quality and reliable this criterion is in practice. Namely, we tested the criterion on 9 different products. They monitor assessment principles. The results of the survey were also confirmed through a case study, where we evaluated the criteria physical products of a technical practicum targeted at 6th, 7th and 8th grade students. In the practical part we will show how high quality and reliable this criterion is in practice. Namely, we tested the criterion on 9 different products. The literacy results were very positive overall. Teachers pay a lot of attention to creating fair conditions for assessment for all students and to making sure that all students in the classroom have the same learning opportunities. Teachers strive to provide students with timely and useful feedback and information to improve their learning. When planning assessment, teachers try to get support from students when they have difficulties in making their practical products. As far as assessment is concerned, teachers carry out assessment within a reasonable time, mainly in such a way that students understand the results of assessment and that they have the opportunity to express their opinion during assessment. We see the shortcomings of Slovenian science and technology teachers in terms of assessment literacy in working with parents and commenting on grades with other teachers. They were very positive in evaluating the products of the technical practicum according to their own criteria. No major deviations were detected, except on two items (strength and accuracy). However, if we compare the criterion with, say, the DAP tool, we see that we have some shortcomings. Nowhere did we take into account progress and our own reflection, as is the case with the mentioned in criterion. The results of the work will be useful for all future science and technology teachers, for teachers who want to be educated and improved, and also for all professionals who want to work on teacher education

How the Covid-19 Pandemic was Experienced by Slovenian and German Adolescents with Specific Learning Difficulties

The spring phase of the pandemic made the education of adolescents with specific learning difficulties (SpLD) challenging. In the present study, which included 122 adolescents with SpLD (50% from Slovenia, 50% from Germany), we investigated how Slovenian and German adolescents with SpLD perceived and solved some of the challenges of distance learning. The study data were collected with two online questionnaires (in Slovenian and German, respectively). Slovenian adolescents were statistically significantly more likely than German adolescents to mention problems with attention, the importance of multisensory learning, and the importance of being able to choose the time to learn, as well as psychosomatic problems. Slovenian adolescents had more experiences with praise from teachers during the pandemic and they also mentioned more issues with the transition to distance learning and the use of information and communication technology. Younger adolescents had more parental help. Male adolescents were more likely to report that they did not have the right spatial conditions for learning. German adolescents spent more time chatting on social media and experienced less support for learning. Female adolescents were more likely to express fear of the pandemic and a lack of learning support, while male adolescents across the sample missed their peers more. Most of the respondents came from families in which the pandemic did not cause serious material and spatial problems, but German adolescents were statistically significantly less likely to feel these consequences. According to the respondents, the spatial and material conditions were similar in both countries

Raising awareness of special needs through youth literature in preschool

This Master's thesis, Raising Awareness of Special Needs through Youth Literature in Preschool explores the use of picture books with theme of special needs in preschool period. Children with special needs in inclusive environments are included in regular preschool programmes, but they can have trouble with social contacts with their peers. Encouraging peers to embrace differences and building empathy can be helpful. We can use children’s literature that addresses special needs as an excellent tool for discussion about special needs, aids, they use and problems, that they may have. The theoretical sections outline the concept of inclusion and children’s literature. We get to know the elements of picture books and the descriptions of special needs groups. In the empirical section we present the programme we performed for preschool children, that included reading of five picture books, related to special needs (Ojoj, Boris, C. Weston, T. Warnes; Luka je med nami, L. Ely, P. Dunbar; Izabela – pravljica o princeski, ki je jecljala, B. Akerman; Veveriček posebne sorte, S. Makarovič; Imam downov sindrom, H. Kraljič). For every picture book we designed pre and post reading activities, with which we wanted to deepen the reading experience. Before and after the programme children filled out the adaption of questionnaire Acceptance Scale for Kindergarten (ASK), adapted after Acceptance Scale to Measure Attitudes of Kindergarten – Age Children, (Favazya in Odom, 1996), with which we tested the attitude of children towards special needs. We also observe the use of vocabulary about special needs. The research included 30 children aged 4 to 6, but the results showed no statistical important difference between answers on first and second questionnaire. Nevertheless, preschool teachers reported positive changes in attitudes of peers towards special needs. As a part of Master's thesis we prepared a manual for preschool and primary school teachers, that presents all five picture books and activities, that can be performed before and after the reading