EVALUATION OF PROSPECTIVE MATH TEACHERS’ ABILITY TO ENTER GRADUATE EDUCATION WITH FUZZY LOGIC ALONG WITH VARIOUS COMPONENTS

It seems that getting graduate education has become more important compared to the past. This is the case for teachers and prospective teachers. In order to be admitted for graduate education in Turkey, one must have ALES (Academic personnel and graduate education entrance exam), College GPA (graduation grade point average) and a foreign language score. The road to success is a difficult process for many students to complete when represented by classification of traditional graduation grade point average. Development approaches of student achievement need to have a framework consisting of more in number and a complex success criteria in order to be more effective. Apart from the aforementioned grade data that was mainly determined in the classification that classify whether prospective teachers were suitable for graduate education or not, some other components such as; their emotional data, their level of knowledge on graduate education and how much priority they give to teaching department while doing their university preferences have also become important. The study was shaped in this context and by assessing various components related to the students with fuzzy logic, a more effective prediction and classification was tried to be presented. In the study, considering attitudes of prospective teachers towards graduate education, their genders, their levels of knowledge on graduate education, their university entrance scores, their order of preference, and their levels in undergraduate education, their suitabilities of admission to graduate education was aimed to be determined by fuzzy logic. In our study in which relationships of all above mentioned components with each other were analyzed, survey (scanning) method, of quantitative research methods, was used and the relational scanning model was preferred. In the study, the information of 390 prospective teachers who were studying at the department of primary school mathematics teaching in three different state universities and attending at formation programs but graduated from faculty of arts and sciences mathematics teaching department was used. MATLAB software was used for fuzzy logic analysis. In the research, a fuzzy logic rule base was created and 98 (25.1%) of the analyzed data were decided to be suitable for graduate education program. 29 (7.4%) of these prospective teachers were from the first year, 48 (12.3%) of them were from the fourth year, and 21 (5.3%) of them were from the formation group. The group with the highest percentage of prospective teachers considered to be suitable for graduate education is fourth year undergraduate students with 12.3%. The group with the lowest percentage is formation students with 5.3%. As a result of the analyses conducted by fuzzy logic providing a valid prediction and classification, the reason of fourth year prospective teachers have the highest percentage in the research can be explained as their having higher attitude scores and being more knowledge about graduate education and having higher scores on the university entrance exams than the other participants. In order to ensure prospective teachers to have a higher attitude towards the graduate education, their gaining awareness of research and being informed about graduate education from the first years of college can provide significant benefits. Prospective teachers in different departments may be included in the study. Considering different components related to the prospective teachers and conducting researches using other methods of artificial intelligence such as fuzzy logic, students and educators can be provided an effective prediction and classification opportunities.  Article visualizations

An examination of teachers’ attitudes towards inclusive education

The results of the research aimed at examining teachers’ attitudes towards inclusive education were presented and analyzed by Milja Vujačić, Rajka Djević and Nikoleta Gutvajn in their paper An examination of teachers’ attitudes towards inclusive education. What distinguishes this research from similar studies in Serbia is its examination of the relationship between teachers’ attitudes and their implicit pedagogies. The authors offer an account of key results of related research published both in our country and worldwide and recommend how to create further research on teachers’ attitudes, which would lead to a more comprehensive and detailed consideration of this important variable, on which the quality of application of inclusive education depends to a great extent. A basic conclusion of this research is that teachers’ attitudes towards inclusive education are moderately positive. The research has shown that there is a connection between teachers’ implicit pedagogies and their attitudes towards inclusion, that is, the closer teachers’ implicit pedagogies are to the contemporary education paradigm the more positive their attitudes towards inclusion are.Collection name : Library „PEDAGOŠKA TEORIJA I PRAKSA” 4

Attitude towards inclusion: an important factor in implementing inclusive education

In the paper Attitude towards inclusion: an important factor in implementing inclusive education, Vanja Riccarda Kiswarday and Tina Štemberger focused on preschool teachers’ inclusive competences. The research, in which 124 preschool teachers were included, aims to establish how they value and assess their competences for inclusion, whereby competences are understood on three levels: attitude, knowledge, and skills. The authors also checked whether preschool teachers with longer work experience and those who had attended in-service training for inclusive settings assessed their inclusive competences higher than others with less experience did. The survey results indicate that preschool teachers see themselves quite competent for work in inclusive settings – they rated themselves high in all three dimensions of inclusive competences. It turned out that there are differences in the assessment of skills and knowledge: teachers with 10 - 20 years of service rated these dimensions higher, but no difference could be noticed between teachers in relation to inservice training for inclusive settings.Collection name : Library „PEDAGOŠKA TEORIJA I PRAKSA” 4

Cohesion, commonality and creativity: youth work across borders

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Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education

In the paper Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education, Isidora Korać presented a segment of research whose goal was to examine teachers’ opinions about the contribution of professional development in developing competencies in the field of inclusive education. The research was based on a questionnaire answered by a sample of 150 preschool teachers employed at preschool institutions in several towns in Serbia. The findings of the research show that the current concept of professional development accentuates the adoption of ready-made decontextualized knowledge, development of preschool teachers’ competencies as individuals, without connecting individual and organizational changes that inclusion initiates. The author concludes that if we want for the system of professional development to contribute to obtaining preschool teachers’ professional competencies for application of the current model of inclusive education, it is necessary to enable their greater participation and reflective practice via programmes for professional development. Inclusion is a change and a challenge for organizations in which various protagonists participate, who are supposed to interconnect from their various positions, roles and responsibilities, aiming for horizontal learning and organized action. Future programmes for professional development in the field of inclusive education should be directed at the following areas: (a) working with gifted children (b) adapting work organization in preschool institutions in order to meet the needs of children who need additional support, (c) assessment and revision of individual education plans and (d) teamwork and cooperation in preschool institutions.Collection name : Library „PEDAGOŠKA TEORIJA I PRAKSA” 4

Labour market and skills in the Western Balkans

This book presents research into the role of the labour force skills in underpinning future economic growth in the Western Balkans. It sets out the most recent thinking on the relation between skills and the labour market and between education systems and skill formation. This book, written by members of the LSEE Research Network on Social Cohesion in collaboration with the Foundation for the Advancement of Economics in Belgrade has been conceived in response to a growing need for policy recommendations related to labour markets and skills mismatch in the region

Migration, Mobility and Human Rights at the Eastern Border of the European Union - Space of Freedom and Security

This edited collection of migration papers would like to emphasise the acute need for migration related study and research in Romania. At this time, migration and mobility are studied as minor subjects in Economics, Sociology, Political Sciences and European Studies only (mostly at post-graduate level). We consider that Romanian universities need more ‘migration studies’, while research should cover migration as a whole, migration and mobility being analysed from different points of view – social, economical, legal etc. Romania is part of the European Migration Space not only as a source of labourers for the European labour market, but also as source of quality research for the European scientific arena. Even a country located at the eastern border of the European Union, we consider Romania as part of the European area of freedom, security and justice, and therefore interested in solving correctly all challenges incurred by the complex phenomena of migration and workers’ mobility at the European level. The waves of illegal immigrants arriving continuously on the Spanish, Italian and Maltese shores, and the workers’ flows from the new Member States from Central and Eastern Europe following the 2004 accession, forced the EU officials and the whole Europe to open the debate on the economical and mostly social consequences of labour mobility. This study volume is our contribution to this important scientific debate. Starting with the spring of 2005, the Jean Monnet European Centre of Excellence and the School of High Comparative European Studies (SISEC), both within the West University of Timisoara, have proposed a series of events in order to raise the awareness of the Romanian scientific environment on this very sensitive issues: migration and mobility in the widen European Space. An annual international event to celebrate 9 May - The Europe Day was already a tradition for SISEC (an academic formula launched back in 1995 in order to prepare national experts in European affairs, offering academic post-graduate degrees in High European Studies). With the financial support from the Jean Monnet Programme (DG Education and Culture, European Commission), a first migration panel was organised in the framework of the international colloquium ‘Romania and the European Union in 2007’ held in Timisoara between 6 and 7 of May 2005 (panel Migration, Asylum and Human Rights at the Eastern Border of the European Union). Having in mind the positive welcoming of the migration related subjects during the 2005 colloquium, a second event was organised on 5 May 2006 in the framework of the European Year of Workers’ Mobility: the international colloquium Migration and Mobility: Assets and Challenges for the Enlargement of the European Union. In the same period, the Jean Monnet European Centre of Excellence, SISEC and The British Council in Bucharest have jointly edited two special issues of The Romanian Journal of European Studies, no.4/2005 and 5-6/2006, both dedicated to migration and mobility. Preliminary versions of many of the chapters of this volume were presented at the above mentioned international events. The papers were chosen according to their scientific quality, after an anonymously peer-review selection. The authors debate both theoretical issues and practical results of their research. They are renowned experts at international level, members of the academia, PhD students or experienced practitioners involved in the management of the migration flows at the governmental level. This volume was financed by the Jean Monnet Programme of the Directorate General Education and Culture, European Commission, throughout the Jean Monnet European Centre of Excellence (C03/0110) within the West University of Timisoara, Romania, and is dedicated to the European Year of Workers’ Mobility 2006. Timisoara, December 200

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality

Bullying and strategies for confronting the phenomenon in Italian schools

In the paper Bullying and strategies for confronting the phenomenon in Italian schools, Ignazia Bartholini starts with a review of literature about bullying, published since the 1970s to date. On the bases of the outcomes of some studies previously conducted, she aims to explain how the phenomenon of bullying has accompanied the raising of the period of mandatory school. Through the research of eminent scholars, she argues that the crisis of values and the loss of perspective for the future of teenagers increase the possibility of violent relationships among peers in school, where they spend much of their time. An interpretative model on bullying is therefore highlighted, using the "dramaturgic metaphor" of Goffman and focusing the role of viewer/witness (often the same classmates) in breaking the violent triangle where the perpetrator and victim are similarly victims of the same cruel play. Finally she describes the strategies devised by the Ministry of Education which are currently applied in schools in the Italian peninsula from the perspective of preventive and rehabilitative education, on potential protagonists ‒ victim and bully ‒ on spectators viewers ‒ on all those adolescents who just look at the "violent drama" for fun or for weakness, without interrupting it and preventing a recurrence. In the light of empirical evidences, it is suggested that such programs accompanied by informal practices should be encouraged. The author suggests that after Italy another of the European nations that has invested very much in terms of support for inclusion and prevention for confronting the problem of bullying at school can be considered.Collection name : Library „PEDAGOŠKA TEORIJA I PRAKSA” 4

10th International Conference on Business, Technology and Innovation 2021

Welcome to IC – UBT 2021 UBT Annual International Conference is the 10th international interdisciplinary peer reviewed conference which publishes works of the scientists as well as practitioners in the area where UBT is active in Education, Research and Development. The UBT aims to implement an integrated strategy to establish itself as an internationally competitive, research-intensive university, committed to the transfer of knowledge and the provision of a world-class education to the most talented students from all background. The main perspective of the conference is to connect the scientists and practitioners from different disciplines in the same place and make them be aware of the recent advancements in different research fields, and provide them with a unique forum to share their experiences. It is also the place to support the new academic staff for doing research and publish their work in international standard level. This conference consists of sub conferences in different fields like: Security Studies Sport, Health and Society Psychology Political Science Pharmaceutical and Natural Sciences Mechatronics, System Engineering and Robotics Medicine and Nursing Modern Music, Digital Production and Management Management, Business and Economics Language and Culture Law Journalism, Media and Communication Information Systems and Security Integrated Design Energy Efficiency Engineering Education and Development Dental Sciences Computer Science and Communication Engineering Civil Engineering, Infrastructure and Environment Architecture and Spatial Planning Agriculture, Food Science and Technology Art and Digital Media This conference is the major scientific event of the UBT. It is organizing annually and always in cooperation with the partner universities from the region and Europe. We have to thank all Authors, partners, sponsors and also the conference organizing team making this event a real international scientific event. Edmond Hajrizi, President of UBT UBT – Higher Education Institutio