The paper explores the connection between leadership for learning and the characteristics of instructional practice in primary schools. The introduction presents an overview of research on the characteristics of contemporary instructional practice and leadership for learning.In the second part we present the results of a complex empirical study conducted on a sample of primary schools in Slovenia. The results of the research show that the high degree of teacher agreement on the importance of leadership for learning and the teachers' confirmation of their headteachers' leadership for learning do not significantly correlate with the existing practice of updating instruction.
COBISS.SI-ID: 40643845
The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents. Using both self-reports and peer nominations for victimization and bullying assessment, potential differential predictors for self- vs. peer-reported victimization and bullying were examined. Students-gender was found to be the most consistent predictor for both self- and peer-reported victimization and bullying. Other shared predictors of victimization and bullying were higher internalization and externalization of anger and perceived peer support for self-reported measures and younger age, lower academic achievement, higher anger internalizing and externalizing, perceived teacher support, and fewer peer-reported friendships for peer-reported measures. In addition, the same classroom characteristics - higher pro-bully class-room norms - represented a risk factor for both self-reported bullying and victimization.
COBISS.SI-ID: 24665608
In the theoretical part of the scientific monograph we present the broader perspective on didactics of mathematics with an emphasis on problem-based lessons and including ICT in teaching and learning. We present the model of problem-based geometry lessons including ICT, which puts forth the visualisation of geometry concepts via different representations and developing the ability to transfer between them, which is the key element in developing problem knowledge. The model of problem-based geometry lessons including ICT which was tested in educational practice (grade 7, primary school) was designed with an aim of enabling learners to master basic geometry concepts through ICT and also to direct learners towards problem-based approach in geometry and consequently develop knowledge and strategies for successful problem-solving in mathematics and geometry. The monograph significantly adds to the development of teaching and learning methods of mathematics and is a high-quality contribution in a field of general didactics and didactics of mathematics.
COBISS.SI-ID: 298384640