The aim of this study was to discover possible relationships between self-regulated learning dimensions and students’ success in a distance-learning programme. The sample consisted of 319 students: 83 males and 236 females. They completed the ‘Motivated Strategies for Learning Questionnaire’ (Pintrich, Smith, Garcia & McKeachie 1991), which was compared to their number of exams written, frequency of exam repetition and average course grade. The results showed the importance of motivational factors, such as intrinsic goal orientation, task value and self-efficacy on the one hand, and effort regulation strategies on the other.
COBISS.SI-ID: 44481122
Contemporary concern in intercultural education is strongly connected with some issues of postmodern pedagogy, like the importance of recognition of otherness of every individual and value of differences among cultures which leads toward respect as the core value and developing respectful mind (Gardner) as one of the most important aims of education. I would like to stress out the importance of inductive educational approach which confirms importance of recognition of other as different and leads to acceptance of respect as the most important (pre)ethical principle. Second important theoretical idea is thesis about aesthetics experience as educational tool for both deconstruction of exclusive cultural practices and promoting acceptance of otherness as the bridge to more proper moral responses among people. I will also present some practical examples of pedagogical work that we have established in testing phase in To-Gather: European Multiple Choice Identity project and became a basis for teacher training course Inductive Educational Approach as the Basis for Intercultural Education and Identity Development (2009-2011).
COBISS.SI-ID: 47266402
In the first part of this paper we deal with factors of successful or unsuccessful co-operation between the school and the home, while in the second part, which is preceded by an empirical research, experiences of parents, teachers and counsellors with mutual co-operation are highlighted, pointing out aspects which can contribute to more successful and quality mutual co-operation. The empirical research was carried out on a representative sample of primary school teachers together with primary and secondary school counsellors in Slovenia and parents of children who attended the third, fifth or sixth and ninth grade of primary school. The obtained results show that parents, teachers and counsellors have relatively good experiences with mutual co-operation. Nevertheless, awareness of the fact that parents differ among themselves and that as a result, their contributions will also differ, should also be encouraged. This fact requires from teachers and counsellors a respectful and ethical attitude and mastering of interpersonal communicational, counselling, participatory and organizational skills together with constant (self)reflection, which enables them to analyse their own experiences with individual parents. This is the basis for improving the quality of relationships between school and parents and for developing more effective methods of mutual co-operation.
COBISS.SI-ID: 45757794