Toward a Vygotskian theory of textbook

This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden”, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas

Unlocking value in EdTech: an equity research paper on Duolingo Inc. (DUOL)

This thesis investigates the target share price of Duolingo, employing the DCF method for intrinsic valuation and trading and transaction comparables for relative valuation. The findings indicate a target share price of $237.8, marking an 8% premium to the share price as of finalization of this report, which leads to a “buy” recommendation. Furthermore, the paper underscores the limitations of traditional valuation methods when applied to high-growth tech firms. It is enriched with a literature review that critiques their applicability in this context, highlighting the need for nuanced valuation methodologies suited to the unique dynamics of high-growth tech companies

Reframing Progress: The battle over the Lower Snake River dams

In December 2023, the Biden Administration signed the Resilient Columbia Basin Agreement, pausing more than 30 years of litigation over the decline of salmon in the Pacific Northwest’s Columbia and Snake Rivers. A huge win for the groups fighting for salmon recovery, the Resilient Columbia Basin Agreement intends to breach the Lower Snake River dams, the first large federal dams ever earnestly recommended for removal in the United States. The struggle over the Lower Snake River dams offers a case study that explores how groups who have historically been prevented from getting their concerns on the political agenda, including Tribes and environmental groups, can use formal institutions and discursive power to reframe the debate over progress versus the environment. Using historical research and qualitative coding, my research explores how a movement to breach the Lower Snake River dams has been able to win approval for the Resilient Columbia Basin Agreement despite private interests, politicians, and federal agencies working to preserve the dams

Slovenija i njezino prilagođavanje procesu održivog razvoja

Presented are basic characteristics and problems of adapting of Slovenia to contemporaray trends of environmental-developmental policy of the European Union (EU). Slovenia is marked with a moderate degree of enviromental pollution and exhausted natural resources. Even after the gained independence of 1990, the state of environment has not been significantly improved. A comparison of the indicators of enviromental quality between Slovenia and the EU states shows that the quality of environment in Slovenia is generally below the average of the EU. A sustainably planned economic development is necessary for Slovenia also forma the aspect of economy.U ovom su radu prikazana osnovna obilježja i problemi prilagođavanja Slovenije suvremenim trendovima u politici zaštite okoliša Europske Unije (EU). Sloveniju obilježava umjerena stopa onečišćenja okoliša i iscrpljeni prirodni izvori. Ni nakon osamostaljenja 1990. stanje se okoliša nije bitno poboljšalo. Primjeri pokazatelja kvaliteta okoliša Slovenije i država EU pokazuju da je kvaliteta okoliša u Sloveniji općenito ispod prosjeka EU. Gospodarski razvoj zasnovan na načelima održivog razvoja, dakle, nužan je za Sloveniju i sa ekonomskog stajališta

Toward a Vygotskian theory of textbook

U ovom radu razmatramo elemente i procedure za zasnivanje jedne moguće teorije udžbenika. Osnovne postavke teorije Vigotskog vidimo kao temelje teorije udžbenika. Razmatramo heurističku moć teorijskih ideja Vigotskog kao i moguće pravce elaboracije i operacionalizacije njenih osnovnih postavki. U radovima Vigotskog razvijena je osnovna sociokonstruktivistička ideja, ali on nije stigao da razvije tu ideju do nivoa koji bi bio dovoljno operativan za razne upotrebe. To tretiramo kao izazov. Ovaj rad je pokušaj da se skiciraju mogući pravci operacionalizacije osnovnih postavki Vigotskog. Početna postavka Vigotskog je shvatanje razvoja kao procesa posredovanog kulturom. Više psihičke funkcije su konstrukcija koja se odvija prvo na interpsihičkom planu, u susretu deteta i kulture (najčešće odrasli pripadnici kulture posreduju u tom susretu). Kultura pruža oslonce i osnovnu simboličku građu za konstrukciju na interpsihičkom planu. Ove oslonce Vigotski naziva kulturno-potpornim sredstvima (KPS). Koncept KPS u radu pokušavamo da operacionalizujemo određujući mu tri distinktivne karakteristike: 1. oni su kulturno prepoznatljivi, 2. imaju simboličku prirodu što im omogućuje da budu internalizovani i 3. imaju specifičnu razvojnu misiju koja ih određuje. Primere KPS možemo naći svuda u kulturnom okruženju. Udžbenici su kao žanr određeni da budu nosioci kulturno-potpornih sredstava. Kako je moguće sačiniti iscrpnu listu mogućih KPSova u udžbenicima? Induktivni put je samo jedna mogućnost. Druga mogućnost je deduktivni put, odnosno izvođenje KPSova iz fundamentalnih teorijskih istraživanja relevantnih za udžbenike. Relevantnim disciplinama smatramo razvojnu psihologiju, kognitivnu psihologiju, pedagošku psihologiju i savremene analize diskursa. U radu kratko specifikujemo po čemu su te discipline relevantne za moguću teoriju udžbenika. Iz svih tih bazičnih disciplina moguće je izvesti implikacije za konstrukciju udžbenika i strukturne elemente koji čine dobro oblikovan udžbenik. Strukturne elemente je moguće po formi koju imaju razvrstati u 9 kategorija (u radu navodimo koje su to kategorije). Kakva je, dalje, veza između strukturnih elemenata udžbenika i kulturno-potpornih sredstava? Strukturni elementi udžbenika su, u stvari, KPSovi ugrađeni u udžbenike. Kako to možemo znati? Po njihovoj osnovnoj funkciji! U radu definišemo te osnovne funkcije i strukturnih elemenata udžbenika i KPSova uopšte. Kroz razmatranje tih funkcija vraćamo se i osnovnim individualno psihološkim i kulturnim funkcijama udžbenika. Na kraju razmatramo kritički potencijal koncepta KPS. Ovaj koncept iz svog marksističkog porekla vuče ideju o pozitivnom uticaju sredine na razvoj. Da li je moguće držeći se koncepta KPS razlikovati dobar od lošeg udžbenika. U radu navodimo nekoliko ideja kako je to moguće učiniti.This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden”, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas

Teachers' attitudes towards school violence and their assessment of their own and collective power to act efficiently

Prevencija školskog nasilja, i kod nas i u svetu, sve više postaje jedan od prioritetnih zadataka u ostvarivanju obrazovno-vaspitnog rada u školama, a glavni oslonac vidi se u nastavnicima. Nastavnici će u obavljanju tog zadatka biti efikasni u onoj meri u kojoj prepoznaju nasilje kao dovoljno ozbiljan problem, veruju da angažovanje škole doprinosi smanjenju nasilja, i veruju u vlastitu kompetentnost. Upitnikom je ispitan 9.141 nastavnik iz 188 škola sa teritorije cele Srbije. Većina nastavnika (73%) je zabrinuta zbog porasta školskog nasilja, ali samo manji deo (29%) taj problem prepoznaje u svojoj sredini. Nastavnici vide u porodici glavni uzrok za nasilno ponašanje učenika (66%) i, konsekventno, u saradnji škole i roditelja vide i najefikasniju meru za borbu protiv nasilja (70%). Nastavnici prilično visoko ocenjuju sopstvene kompetencije za borbu protiv nasilja, ali ne vide veliki preventivni značaj metoda koje su u njihovoj direktnoj nadležnosti. Praktične implikacije ovih nalaza su da treba nastaviti proces senzitizacije nastavnika za probleme koje njihovi učenici imaju sa vršnjačkim nasiljem, kao i za veliki preventivni značaj koji ima kvalitetna nastava.Prevention of school violence is increasingly becoming one of priorities of educational work in schools both in our and other countries and teachers are seen as the main support in this prevention. Yet, teachers will be efficient in performing this task according to how much they are convinced that school violence is a serious problem and they believe in their own competence and that their engagement will contribute to the reduction of violence. The questionnaire was filled up by 9 141 teachers from 188 schools in Serbia. The majority of teachers (73%) are worried by the increase of school violence, but in considerably smaller numbers (23%) testify about violence in their environment. The main causes of violence are seen in family (66%) and, consequently, teachers see cooperation between school and parents as the most efficient measure in violence prevention. The teachers assessed their personal competencies for violence prevention rather high, but report that they are authorized to use scarce measures for preventing violence in school. Some practical implications of these findings point to the need for the continuation of sensitizing teachers of the problem their students have with peer violence and the significance of high quality teaching of violence prevention