International large-scale student assessments (ILSAs) in education represent a valuable source of information for policymakers, not only on student achievements, but also on their relationship with different contextual factors. The results are partly described in the official studies’ reports; more can be derived from the publicly released data sets. However, league tables are often the only evidence used in policy debates and decisions on education. Indeed, the comparison of student achievement across the participating educational systems is a legitimate proxy for estimating countries’ development and productivity, but the use of league tables more often turns into ‘horse-ranking’, ignoring the contexts of teaching and learning. This is often supported by the media, turning the use of results into their abuse. The purpose of this paper is to discuss the use and misuse of league tables in reporting ILSA results, vs. the use of data for in-depth analysis in order to make informed decisions. Impact of this achievement will be reflected in the citations of this work. The article is currently in the top 25% of all research outputs scored by Altmetric.
COBISS.SI-ID: 3097431
Findings on the relation of maternal verbal teaching strategies to children’s effortful control (EC; i.e., selfregulation) are limited in quantity and somewhat inconsistent. In this study, children’s EC was assessed at 18, 30, and 42 months (ns 255, 229, and 209, respectively) with adults’ reports and a behavioral measure. Mothers’ verbal teaching strategies were assessed while the mother and child worked on a task together. Children’s general vocabulary also was measured. In a structural panel model taking into account prior levels of constructs and correlations within time, as well as the relations of EC and teaching strategies to children’s vocabulary, socioeconomic status, age, and sex of the child, 18month EC positively predicted mothers’ 30month cognitive assistance and questioning strategies and negatively predicted 30month maternal directive strategies. In addition, high 30month EC predicted greater 42 month maternal cognitive assistance and fewer directive strategies. Thus, mothers’ teaching strategies were predicted by individual differences in selfregulatory skills, supporting potential evocative child effects on mothers’ teaching strategies. The article has almost 90 citations in Scopus and WoS.
COBISS.SI-ID: 2092119
The article presents the findings of research on the efficiency of the social and emotional learning programme to reduce pupils’ anxiety. The findings of a multi-directional analysis for repeated measurements point to a significant decrease in anxiety levels among pupils that participated in the programme (the intervention group) compared to the pupils who did not. The article therefore presents important findings for planning intervention and preventative programmes in Slovenia and abroad.
COBISS.SI-ID: 3304279
Research on anxiety in terms of development and time (cohort effects) are relevant in assessing anxiety levels that deviate from those expected at a specific level of development and require intervention. The results of a multi-directional variance analysis have shown important cohort effects on gender and age in children aged 10 and 14. In this regard, we note that time trends show a statistically significant increase in anxiety, which raises questions about developing preventative and intervention programmes in education. The findings of the article have been used in further studies in Slovenia and abroad.
COBISS.SI-ID: 2614615
Zdenko Kodelja's purpose in this essay is not to give a comprehensive explanation of the impact of neoliberal ideas and politics on authority (in all of its forms) of universities and their professors. His aims are much moremodest: to sketch a theoretical framework for better understanding what the essence of authority is; to show that the relation between authority and trust is the key to explaining the effect of neoliberal politics on the authority of the university and university professors; to discuss professors' autonomy as deriving primarily from epistemic authority and to point out that what makes professors epistemic authorities is not the truth of what they say,but rather the students' belief that it is true; and to disclose some problems related to authority, university autonomy, and neoliberal politics.
COBISS.SI-ID: 2559063
The text addresses the issue of academic freedom (the freedom of university professors to teach, conduct and publish their research) against the autonomy of the university (the university’s freedom in relation to the state and powerful corporations), but also against the authority and neoliberal notion of responsibility. It also points to the relationship between authority and trust, which plays a key role in understanding the impact of neoliberal policies on the authority of both universities and university professors. The article is relevant because the discussion on the issue constitutes a chapter in a book comprising the works of internationally renowned authors. The article appeared in a publication that enjoys a strong worldwide reputation, which clearly points to its excellence. Unfortunately, publications in books have low scores according to the current quality assessment methodologies due to the prevalence of bibliographic measures favouring publications in journals.
COBISS.SI-ID: 3229271
The article, which critically discusses the use of topos in critical discourse analysis, is one of the most widely read works in the fields of language pragmatics, rhetoric and argumentation in the last ten years (the statistics on Academia.edu and ResearchGate show several thousand downloads). This article contributed decisively to improving the use of rhetorical and argumentative concepts in discourse analysis in all fields, from education and economy to politics and political science.
COBISS.SI-ID: 2035287
This paper (published in one of the three leading British journals in the area of film studies) examines the historical and social context of Filip Robar-Dorin’s film Ovni in mamuti (Rams and Mammoths, 1985), which revealed ethnic tensions in Slovenia at a critical time before the demise of communism and the looming break-up of multi-ethnic Yugoslavia. Robar-Dorin’s film subversively reveals the ideology of national identity, and therefore does not represent a mirror for Slovenians to see themselves as they would prefer to. Instead, it is a film in which they are compelled not to miss the gaze of the other. Education in a multi-cultural context is discussed in view of the film's presentation of the vocational school in the socialist Slovenia. The article makes part of the bibliography for doctoral students at the Graduate School for Humanities AMEU – ISH.
COBISS.SI-ID: 2301015
How to Do Things with Tense and Aspect Performativity before Austin was the first monograph in the English language, which deals with the origins, definitions of problems and performativity in the work of the monk Stanislav Škrabec. The discovery of performativity, the basic impulse in 20th century most influential pragmatic theories, the theory of speech acts, is usually attributed to the English philosopher J. L. Austin (How to Do Things with Words, Oxford University Press, 1962). The book 'How to Do Things with Tense and Aspect Before Austin Performativity' shows in the detailed analysis that the definition of the problem of performativity, through discussion on the use of verbal aspect in Slovenian, had been already developed by Stanislav Škrabec, in the late 19th or in the early 20th century.The monograph is representative for this part of the research programme in which the research of basic disciplines is carried out with the intersections with educational practices. The monograph is also a part of the bibliography for students in the field of linguistics and philosophy.
COBISS.SI-ID: 2276695
The article deals with different roles of identity in teaching philosophy. The first part of the discussion focuses on identity as a subject to be taught,i.e. identity as the content of philosophical theories that are taught at school. The second deals with identity as a subject of investigation, which pertains foremost to the students' everyday lives and the identities they take on or are ascribed to them. The third part concerns an identity that is not there - an identity that is absent, leaving a void that is yet to be filled. All these different aspects highlight the multi-faceted nature of the concept of identity, so one of the aims of this discussion is to provide an answer to the question whether identity can nowadays still be considered one of the key concepts of philosophy or has it been reduced to a marginal aspect in understanding the human condition today.
COBISS.SI-ID: 2271575