Radovi Zavoda za znanstvenoistraživački i umjetnički rad u Bjelovaru

IX-XII

Authors: Vladimir Strugar

Ovaj broj časopisa Radovi Zavoda za znanstvenoistraživački i umjetnički rad u Bjelovaru posvećujemo s osobitim poštovanjem akademiku Dragutinu Feletaru, voditelju Akademijina Zavoda u Bjelovaru (5. 11. 2020. – 21. 6. 2023.) U ovome broju Radova objavljujemo osamnaest članaka sa znanstvenog skupa koji je održan 28. rujna 2022. godine pod nazivom „Škola – odgoj – obrazovanje: odabrane teme“. Osim toga, objavljujemo dva članka u rubrici Prikazi i osvrti. U prvom je prikazan život i rad akademika Dragutina Feletara (1941. – 2023.), a u drugom život i rad primarijusa Josipa Jagodića (1897. – 1973.), uglednoga liječnika bjelovarske bolnice, koji je zbog svoje hrabrosti i humanosti zaslužio i Priznanje pravednika među narodima.

17-54

Authors: Vladimir Strugar

The subject of this research is the structure of the school system in Croatia and some European countries with special reference to the duration of general compulsory schooling. In doing so, a descriptive method with a historical-comparative approach is applied. In this article, the author presents the efforts of some European countries, especially the countries of the European Union, to reform the structure of the school system with the aim of extending compulsory schooling. In this context, the author presents the efforts of the Republic of Croatia known as the europeanization of Croatian education after the 1990s, with special reference to the follow-up of those reform proposals that prevised changing the structure of the school system and extending the duration of compulsory schooling. The research confirmed that structural changes in the school system were carried out in most European countries between the 1970s and 1980s, but already in the first years after the Second World War. Changing the school system is a continuous process, and extending the duration of general compulsory schooling is an effort that continues even in modern conditions. Such efforts were not consistently followed in Croatia. In the same way, not all reform documents after the 1990s, which provided for a longer duration of compulsory schooling (nine and ten years), were implemented. Thus, attempts at europeanization failed in one of the important changes in the school system. There are four groups of reasons for the longer duration of compulsory schooling in Croatia: to join the development of a common society (the European Union), to achieve a common European educational orientation, to respect the specifics of the psychophysical development of children and young people, and to meet the specific needs of Croatian society.

105-118

Authors: Siniša Opić

The aim of this paper is to show the specifics of use, but also the limitations of factorial designs in quantitative differential designs in the field of social sciences. The specifics of two-way and multi-way (n-way) factorial designs in the Analysis of Variance (ANOVA) are presented with regard to the specifics of the types of sum of squares (type one SS, type two SS, type three sum of squares). An unbalanced 2*4 two-way ANOVA model was tested using Type three sum of squares (type three SS) in which the main effect was absent. Due to the principle of marginality, the main effects cannot be interpreted using the Type 3 sum of squares (type three SS), but for the main effects the need for a particular approach, one-way ANOVA and two-way analysis of variance (factorial design) is imposed, but not with using Type 3 sum of squares.

141-150

Authors: Igor Čatić

In the second decade of the twenty-first century, a model of education was offered that became known as the acronym STEM. This model was accepted as the basis for education reforms, including Croatia. More detailed analyzes pointed to the shortcomings of that model. Therefore, the basis of education, denoted by the acronym STEAL - science, informatics, technology, art and languages: formal (eg, mathematics, logic and computing) and human: visual and auditory, is proposed.

171-189

Authors: Mara Plaza Leutar

Civic education in the Republic of Croatia is (re)actualized and recognized as a necessary support for the development of the individual and society in a world permeated by the degradation of fundamental human values, uncertainty, existential frustration and the challenges of technological society. In this paper, the Curriculum for the cross-curricular theme Civic education for primary and secondary schools (Official Gazette 10/2019) is analyzed in order to gain some insight into the extent to which civic education is directed towards the preservation and development of the fundamental values necessary for the growth of responsible citizens in the social community. In doing so, its values are compared with the values of the three basic curricular documents. The values presented in the analyzed Croatian curricula are connected in this paper with the anthropological-value categories of Frankl’s logotherapy as a psychotherapeutic direction and the basic human message that each of us should take responsibility for finding the right answer to life’s challenges and tasks that life constantly puts before the individual because thus one can discover the uniqueness and meaning of one’s own life. Being responsible as an individual and a member of the social community - this is what (civic) upbringing and education aims to achieve in children and young people. In this way, it is possible to prevent their existential confusion, but at the same time to guide them on the path of a meaningful life. Responsibility as a value is the only constant in all the analyzed curricula, as indicated by the results of the analysis, and education for responsibility is the fundamental message of logotherapy, which also finds its application in the field of education as logopedagogy.

211-230

Authors: Renata Burai; Rona Bušljeta Kardum; Ksenija Klasnić

Croatian teaching abroad is identified with nurturing the Croatian language and cultural heritage, but also as an important link for children and young people of Croatian emigrants with the homeland. Given the many specifics of Croatian teaching abroad, teachers often face many challenges that affect their successful design, organization and implementation. Therefore, the aim of this paper focused on researching what content should be improved in teacher education programs for work in Croatian teaching abroad, i.e. what competencies do teachers think they should acquire in order to be prepared for all the specifics of such way of working. Teachers’ attitudes were surveyed using the survey method using the Google Forms tool. The survey was completed by 61 teachers, which is 63% of the total number of teachers teaching Croatian abroad in 17 countries in the world. The results obtained from the qualitative analysis suggest that Croatian teachers abroad face administrative, communication, organizational and professional-pedagogical problems, as well as problems in knowing the language and the educational system of the receiving countries. In addition, the results of the research point to the need for additional training of Croatian teachers abroad and additional guidelines for their training outside the homeland.

247-276

Authors: Marija Čatipović; Zrinka Puharić; Ksenija Eljuga; Goranka Rafaj; Paula Čatipović

The aim of this paper is to confirm the effectiveness of the education program for high school students on healthy nutrition for newborns, infants, and young children. A structured education program of four lessons on early child nutrition was created for high school students. The education program was presented to the Commission for the Protection and Promotion of Breastfeeding of the Ministry of Health of the Republic of Croatia and was corrected according to the Commission’s instructions. In accordance with the approval of the Ministry of Science and Education, non-institutional teaching according to the mentioned program was carried out on a trial basis in the final grades in three high schools of the Bjelovar-Bilogora County: Čazma High School, Bartol Kašić Grubišno Polje High School and August Šenoa Garešnica High School. Adult students personally gave informed consent to participate in the research, and for underage students parents gave consent. The supervisors of the supervised peer education were students of the first and second year of the professional study of Nursing at the Technical College in Bjelovar. They were prepared for such an activity with the help of the education program organized at the Techical College. Classes were supervised by supervisors who followed the work of student educators. The effects of the education were measured by a validated Questionnaire of the intentions, attitudes and knowledge of pupils and students about breastfeeding (BIAKQ questionnaire). The intentions, attitudes and knowledge of high school students about the natural nutrition of newborns and young children were measured immediately before and after the end of the education, and the difference in the results confirmed the effectiveness of the education.

301-320

Authors: Maja Drvodelić; Monika Pažur; Vlatka Domović

The basic European principles for teacher competences and qualifications (European Commission, 2005) recommends teacher education at the higher education level. Accordingly, in the Republic of Croatia, two-year professional studies were extended to three years, and then undergraduate and graduate university studies in early and preschool education (EPE) were established. In this way, vertical mobility is ensured, which enables educators to continue their education at specialist post-graduate and doctoral studies (Domović et al., 2022). The aim of this research was to examine student self-assessment of the level of mastery of specific, systemic and generic competencies at the end of the EPE graduate study. An effort was made to additionally examine whether there are differences in the level of development of each of the three levels of competence in relation to the way of studying and the intention of employment in the profession, and the connection between the level of development of each of the three levels of competence and the components of student involvement in the study. The examined sample included 191 students from five Croatian universities in the 2020/2021 academic year. were participants in the final year of the graduate study of early and preschool education (EPE). The research was conducted through an online survey, and participation was voluntary and anonymous. The results show that students estimate the highest level of development of generic competences related to general knowledge, skills and attitudes that contribute to the quality of pedagogical practice, specific competences that educators need to plan and implement daily educational work, and they consider that they have partially developed system competencies on harmonizing the professional work of educators with the requirements of educational policy and the educational context in which they operate. Part-time students have a statistically significantly higher assessment of the development of specific and systemic competencies than full-time students, while no statistically significant differences were found between the assessments of part-time and full-time students in the level of generic competencies. Students who express the intention of employment in the profession have a statistically significantly higher assessment of the development of specific, systemic and generic competencies than those students who do not intend to be employed in the profession after obtaining the master’s degree in RPOO. The results of this research indicate that it is necessary to introduce changes in the curricula and in the teaching of educational graduate studies in order to ensure a better possibility of knowledge transfer and the application of theoretical concepts in practice.

345-364

Authors: Irena Mljković Krečar; Stana Odak Krasić

VERN’ University has normalized the monitoring of students' satisfaction since its establishment. VERN' qual quality system, in accordance with ISO 9001:2015 and standards and guidelines for quality assurance in the European higher Education area, among other things, prescribes a semester survey of students on satisfaction with individual courses and teachers, as well as periodic surveys on satisfaction with other services. This information is an important resource for improving the system, which is particularly important for private educational institutions operating under conditions of very competitive market. In 2019 VERN’ introduces the so-called exit survey of students at the end of undergraduate and graduate studies. The results of exit questionnaires on a sample of 663 students from 14 different studies were analysed in this paper. The results generally show very high satisfaction with studies and studying on VERN’, especially with the quality of teachers and other employees, their expertise, and the open and respectable approach. They are also highly satisfied with extracurricular activities, premises, internal communication, organization and logistics, and most of them would repeat their VERN’ studies experience and recommend it to others. Although no systematic deficiencies of VERN’ were identified through quantitative analysis, the content analysis on open-type questions, done separately by studies, pointed to potential areas for improvement.

395-422

Authors: Tomislav Cerinski; Dubravka Miljković

To begin with, it is necessary to explain what stress is and how it arises. Stress is a term used to connect the relationship between an individual and his environment, as well as an assessment of the successful resolution of many demands, the resolution of which exceeds our capabilities. This means that stress arises at the moment when the demands from our environment are so great that we cannot successfully face them and solve them. In this research, the authors studied stress and predictors of teacher stress in secondary schools in the Republic of Croatia. Vocational schools and grammar schools mostly employ teachers who have completed similar or the same studies, i.e. their input variables are similar, so the research wanted to examine whether there are similarities and/or differences between them after they are employed in the education system. The following instruments were used: Scale for measuring the sources of teacher stress, Psychological Flourishing Scale, Oldenburg Burnout Questionnaire, Teacher Job Satisfaction Scale, Teacher Self-Efficacy Scale and Modified Work Orientation Questionnaire. The research results (N = 515) indicate that teachers in vocational schools experience a higher level of stress due to inappropriate student behavior, while teachers in grammar schools feel more exhausted due to the demands of their work. Possible explanations of the obtained differences were the subject of discussion in this paper, and guidelines and recommendations were given in order to reduce the level of experienced teacher stress.

441-443

Authors: Vjenceslav Herout

Surveys and Reviews - Željko Karaula, Dubravko Habek, Prim. dr. Josip Jagodić (1897. – 1973.). Pravednik među narodima, Družba Braće Hrvatskoga Zmaja; Opća bolnica Bjelovar Dr. Anđelko Višić, Bjelovar, 2023., 102 str. (Prim. dr. Josip Jagodić - Surgeon, Gynecologist and Ostetrician, Director of Bjelovar Hospital, Righteous Among the Nations)

445-445

Authors: Vladimir Strugar

Index of Keywords