Expresní Astronomické Informace
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On the modern Greek origin of the Albanian KACA-prefixoids
Get PDFThis article argues that, contrary to current views, the Albanian prefixoid kaca- (e.g. kacadre \u27stag beetle\u27 < dre \u27stag; deer\u27), as well as its occasional variants kaça-, kaci-, kaçi- and kacu- (e.g. kaçadredhë \u27curled object; curl; curl of hair\u27 < dredhë \u27twist, curve, curl\u27; kacimare \u27water chestnut\u27 < mare \u27strawberry tree and its fruit\u27; kaçirubë \u27crest; rooster\u27s comb; forelock; mane\u27 < rubë \u27(black) kerchief; head kerchief; handkerchief\u27; kacubri \u27beetle\u27 < bri \u27horn; antenna\u27) are neither just expressive, nor borrowed from the Greek prefix kata- [κατα- ], but rather from identical Modern Greek prefixoids, all of which may ultimately go back to the Greek word άκανθα \u27thorn; spine\u27, which is most probably also the source of Modern Greek katsarós [κατσαρός] \u27curly\u27 and possibly variously connected with other Albanian and Modern Greek words denoting pointedness, sharpness, scaliness, protrusion, roughness and the like. Such conclusions are reached through a close diachronic and synchronic examination and comparison of phonological, morphological and semantic properties of those affixes and lexemes
(Key) competences in Czech education: why don\u27t we understand each other?
Get PDFV českém prostředí jsou klíčové kompetence jedním z hlavních cílů vzdělávání již od roku 2007, stále se však ukazuje, že tento konstrukt není pro učitele srozumitelný, považují jej za vágní a v běžné výuce těžko uchopitelný. Cílem této studie je analyzovat teoretická východiska (klíčových) kompetencí v základním vzdělávání a poukázat na to, že jejich chápání se v čase proměňuje, a od kurikulárního vymezení se tak postupně odchyluje. Nejprve je popsán vývoj kompetencí a to, jak se do českého kurikula vlastně dostaly. Následně jsou vymezena dvě (resp. tři) základní pojetí kompetencí – ve smyslu normativním, holistickém (angl. competence) a ve smyslu funkčním, měřitelném (angl. competency) – a dále je popsáno, jak se tato pojetí projevují v české vzdělávací realitě. Prezentovaná studie ukazuje také na rozdíly mezi deklarovaným vymezením kompetencí v kurikulárních dokumentech a tím, kam se zřejmě vlivem potřeb decizní sféry posouvá. Popsaná konceptuální i terminologická roz polcenost a nekonzistentnost může být jednou z příčin chybějícího hlubšího teoreticky fundovaného a empiricky ukotveného zkoumání, jehož důsledkem může být nedostatečné pochopení, a tedy i přijetí konceptu odbornou veřejností, včetně samotných učitelů.In the Czech Republic, key competences have been one of the main goals of education since 2007. However, this construct is still not comprehensible for teachers. They consider it vague and difficult to grasp in everyday teaching. This study aims to analyze the theoretical basis of (key) competences in primary education and point out that their understanding changes over time and gradually deviates from the Czech curricular definition. First, the article describes the development of competences and how they got into the Czech curriculum. Two basic concepts of competences are then defined – the normative, holistic competence, and the functional, measurable competence, and how both manifest themselves in the Czech educational reality is described. The presented study also shows differences between the declared definition of competences in curricular documents and where they are probably moving due to the needs of the decision-making sphere. The described conceptual and terminological rift and inconsistency may be one reason for the lack of deeper theoretically and empirically grounded research, which may result in insufficient understanding and acceptance of the concept by the community and teachers themselves
The influence of the classroom age arrangement on preschool education
Get PDFPřehledová studie si klade za cíl zmapovat výzkumy zaměřené na problematiku věkově heterogenních a homogenních tříd v mateřských školách. Této oblasti není v českém předškolním vzdělávání věnován žádný relevantní výzkum, přestože se s povinnou předškolní docházkou (od roku 2017) zvýšila četnost diskusí o vhodnosti heterogenního uspořádání tříd. Studie využívá 14 časopiseckých studií a dvou kapitol v monografiích ze šesti zemí, aby odpověděla na následující otázky: (1) Jaké cíle byly ve studiích sledovány? (2) Jaká podstatná z jištění a závěry z těchto studií vyplynuly? Shrnutí nálezů z vybraných studií naznačují směr, jakým by se mohl ubírat výzkum předškolního vzdělávání v českém prostředí mateřských škol.The main aim of this review study is to map research that was conducted on mixed-age and same-age preschool classrooms. In the Czech Republic, very little attention has been dedicated to these settings, although after the 2017 implementation of the compulsory preschool year, more attention and discussion is being paid to this research field. A total of 14 studies and 2 chapters from 6 countries were selected and analyzed to answer following questions: (1) What aims are pursued in these studies? and (2) What are the main results of the analyzed studies? A summary of the research findings indicates the orientation of possible preschool school level research in the Czech Republic
Exploring the role of positive leadership for mobilizing innovative practices : a social network approach
Get PDFAn emerging body of literature suggests the importance of positive leadership for school and district improvement (e.g., Cherkowski, 2018; Louis & Murphy, 2018). A number of lines of evidence have converged upon how positive leadership principles can influence behavioral outcomes (e.g., collaboration among school staff), attitudinal outcomes (e.g., job satisfaction), leader-related outcomes (e.g., trust for leadership), and performance outcomes (e.g., collective efficacy), as well as a wide variety of moderating and mediating variables for these outcomes (Murphy & Louis, 2018). At present, there is little evidence about the role of positive leadership in relation to the mobilization of innovative teaching and learning practices, particularly practices that advance well-being and positive mental health for students and teachers. This article reports on a study that examined the associations between school staff perceptions of positive school leadership, their behaviors related to innovative practices, and their connections to other staff within a multi-school network. The question guiding our work was, "How do school staff perceptions of positive leadership alongside information about their school roles and social connections influence the potential for mobilizing innovative practices?" A cross-sectional survey methodolog y combining traditional and social network data collection methods (Carolan, 2014; Groves et al., 2009) was employed to generate an understanding of the interconnectedness of relational patterns within schools, perceptions of positive leadership, and individual efforts toward innovation. The case for this study was a federation comprising three infant schools in Hampshire, England. In total, 31 teaching staff completed the survey: a response rate of 84%. Our analysis suggests that well-being and positive mental health leadership roles are important not only for mobilizing advice about teaching practices and classroom management, but also in galvanizing the expressive social networks that promote self-governance in school staff. Furthermore, expert uses of innovative practices related to well-being appear to be concentrated on the staff holding well-being leadership positions. Although it is intuitively beneficial to have this concentration of expertise in individuals explicitly charged to promote and support well-being, comparisons between the instrumental and expressive networks suggest that some school staff were not strongly influenced by these leaders. We view this finding as reflecting the importance of paying attention to how practices are mobilized throughout school networks. Against the backdrop of positive leadership, mobilizing practices requires that leaders have an authentic understanding of their staff, an attentiveness to their needs, and an ability to attune their behaviors to those needs
"I\u27m telling!" : exploring sources of peer authority during a K-2 collaborative mathematics activity
No full textThis article draws from a study on the construction of authority relations among K-2 students across 20 videos of collaborative mathematics partnerships, from three classrooms in one elementary school. Drawing on positioning theory, we explore how authority relations between children affected collaborative dynamics. In particular, we trace how children drew on both adult and peer sources of authority and the effects on peer interactions during collaboration. Through three vignettes, we show how students\u27 deployment of adult authority through the perceived threat of getting in trouble can overpower peer resistance and shut down possibilities for shared work. We also show how peer resistance was productively sustained when the threat of getting in trouble was less directly connected to the teacher, and instead students positioned themselves and one another with intellectual authority
Classroom space and student positions in peer social networks : an exploratory study
Get PDFThe aim of this explorative research study was to identify the relationship between the positions of individual students in their peer social networks and their classroom seating arrangement through sociometry and social network analysis. We examined the social networks of 17 classrooms comprising 363 students (183 boys, 180 girls) attending lower secondary schools (ISCED 2A). We found that positions in social networks could not be connected with single specific seating positions. Nonetheless, certain tendencies can be observed. Students who are perceived as more likeable sit in the middle column of the classroom and are seated close to each other. Locations inhabited by dominant students are positioned further from teachers and further apart from each other. The increase of the values of degree centrality, closeness centrality, and eigenvector centrality is noticeable in desks positioned further away from the teacher. By comparing these results with studies examining seating arrangements as a means of distributing learning opportunities through student participation, specific zones can be observed in the classroom that could benefit the children seated there in their roles as students and at the same time in their roles as classmates
Blessed be the surgeon? : the Lubavitcher Rebbe, the Emuna u-mada\u27 controversy and its legacy
Get PDFThis article analyzes the intellectual controversy sparked by the remarks of the last Rebbe of the Lubavitcher dynasty, Menachem Mendel Schneerson (1902-1994), concerning the alleged Divine role in the horrors of the Shoah in the 1970s. The ensuing dispute took place in the form of essays, newspaper articles and op-eds, as well as private and open letters, and its echoes have occasionally resonated well into the 2000s. Closer inspection of the controversy, offered in this article, reveals not only the conflicting paradigms between traditional Jewish theodicy on the one hand and secular ethics on the other, but also the differences between Ḥaṣidic hagiographic narration and scientific positivism. This article analyzes the entire debate by using original Hebrew sources, some of which have never been published in English. The Rebbe\u27s controversial words are analyzed in their full, original context, and the ensuing controversy is explored with a focus on the incompatible patterns of reasoning that may have hindered the dialogue. By further exploring the legacy of this controversy, the article also serves as a case study on how apocrypha are construed in contemporary religious movements