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The role of assistants in teaching, perspective of teachers and assistants
No full textMnogi dokumenti poput Opće deklaracije o ljudskim pravima i Konvencije o pravima djece ističu kako svako dijete ima pravo na pristup redovnom školovanju. Inkluzija u obrazovanju označava uključivanje učenika s teškoćama u razvoju u redovni sustav školovanja i omogućuje im da napreduju u skladu s njihovim mogućnostima, ali ne izdvojeni, već okruženi svojim vršnjacima. Inkluzivno obrazovanje omogućuje svakom učeniku najviši nivo obrazovanja koji može postići.
Ključni čimbenici koji utječu na kvalitetu inkluzije učenika s teškoćama u razredu su učitelji, stručni suradnici, ravnatelj, roditelji učenika s teškoćama te pomoćnici u nastavi. Međusobnom suradnjom, poštovanjem i trudom čimbenici pomažu djetetu da se dobro osjeća u svom okruženju, a njihova usklađenost dovodi do kvalitetnije inkluzije.
Pomoćnik u nastavi učeniku s teškoćama pruža podršku u odgojno-obrazovnom procesu u mjeri u kojoj je učeniku to potrebno. Implementacija pomoćnika u nastavi potiče učenika s teškoćom u razvoju da ostvari svoj najveći potencijal, da se što više osamostali i da stječe svoja iskustva uz vršnjake tipičnog razvoja.
Cilj ovoga rada je ispitati ulogu pomoćnika u nastavi u obrazovnom sustavu Republike Hrvatske iz perspektive pomoćnika i učitelja. Također, cilj je bio ispitati njihova mišljenja o zadovoljstvu međusobnom suradnjom, kao i o pružanju podrške učenicima s teškoćama u razvoju.Many documents, such as the Universal Declaration of Human Rights and the Convention on the Rights of the Child, emphasize that every child has the right to access regular schooling. Inclusion refers to the integration of students with developmental disabilities into the regular education system, allowing them to progress according to their abilities whil being surrounded by their peers, rather than being segregated. Inclusive education enables every student to achieve the highest level of education they can.
Key factors that affect the quality of inclusion for students with disabilities in the classroom include teachers, professional associates, the principal, the parents of students with disabilities, and teaching assistants. Through mutual cooperation, respect, and effort, these factors help the child feel comfortable in their environment, and their alignment leads to higher-quality inclusion.
A teaching assistant provides support to a student with disabilities in the educational process to the extent that the student needs it. The implementation of a teaching assistant encourages the student to reach their fullest potential, become more independent and to gain experiences alongside peers with typical development.
The goal of this paper is to examine the role of the teaching assistant in the educational system of the Republic of Croatia from the perspective of both teaching assistants and teachers. Additionally, the aim was to explore their opinions on the satisfaction with mutual cooperation and the support provided to students with developmental disabilities
The role of assistants in teaching, perspective of teachers and assistants
No full textMnogi dokumenti poput Opće deklaracije o ljudskim pravima i Konvencije o pravima djece ističu kako svako dijete ima pravo na pristup redovnom školovanju. Inkluzija u obrazovanju označava uključivanje učenika s teškoćama u razvoju u redovni sustav školovanja i omogućuje im da napreduju u skladu s njihovim mogućnostima, ali ne izdvojeni, već okruženi svojim vršnjacima. Inkluzivno obrazovanje omogućuje svakom učeniku najviši nivo obrazovanja koji može postići.
Ključni čimbenici koji utječu na kvalitetu inkluzije učenika s teškoćama u razredu su učitelji, stručni suradnici, ravnatelj, roditelji učenika s teškoćama te pomoćnici u nastavi. Međusobnom suradnjom, poštovanjem i trudom čimbenici pomažu djetetu da se dobro osjeća u svom okruženju, a njihova usklađenost dovodi do kvalitetnije inkluzije.
Pomoćnik u nastavi učeniku s teškoćama pruža podršku u odgojno-obrazovnom procesu u mjeri u kojoj je učeniku to potrebno. Implementacija pomoćnika u nastavi potiče učenika s teškoćom u razvoju da ostvari svoj najveći potencijal, da se što više osamostali i da stječe svoja iskustva uz vršnjake tipičnog razvoja.
Cilj ovoga rada je ispitati ulogu pomoćnika u nastavi u obrazovnom sustavu Republike Hrvatske iz perspektive pomoćnika i učitelja. Također, cilj je bio ispitati njihova mišljenja o zadovoljstvu međusobnom suradnjom, kao i o pružanju podrške učenicima s teškoćama u razvoju.Many documents, such as the Universal Declaration of Human Rights and the Convention on the Rights of the Child, emphasize that every child has the right to access regular schooling. Inclusion refers to the integration of students with developmental disabilities into the regular education system, allowing them to progress according to their abilities whil being surrounded by their peers, rather than being segregated. Inclusive education enables every student to achieve the highest level of education they can.
Key factors that affect the quality of inclusion for students with disabilities in the classroom include teachers, professional associates, the principal, the parents of students with disabilities, and teaching assistants. Through mutual cooperation, respect, and effort, these factors help the child feel comfortable in their environment, and their alignment leads to higher-quality inclusion.
A teaching assistant provides support to a student with disabilities in the educational process to the extent that the student needs it. The implementation of a teaching assistant encourages the student to reach their fullest potential, become more independent and to gain experiences alongside peers with typical development.
The goal of this paper is to examine the role of the teaching assistant in the educational system of the Republic of Croatia from the perspective of both teaching assistants and teachers. Additionally, the aim was to explore their opinions on the satisfaction with mutual cooperation and the support provided to students with developmental disabilities
The role of assistants in teaching, perspective of teachers and assistants
No full textMnogi dokumenti poput Opće deklaracije o ljudskim pravima i Konvencije o pravima djece ističu kako svako dijete ima pravo na pristup redovnom školovanju. Inkluzija u obrazovanju označava uključivanje učenika s teškoćama u razvoju u redovni sustav školovanja i omogućuje im da napreduju u skladu s njihovim mogućnostima, ali ne izdvojeni, već okruženi svojim vršnjacima. Inkluzivno obrazovanje omogućuje svakom učeniku najviši nivo obrazovanja koji može postići.
Ključni čimbenici koji utječu na kvalitetu inkluzije učenika s teškoćama u razredu su učitelji, stručni suradnici, ravnatelj, roditelji učenika s teškoćama te pomoćnici u nastavi. Međusobnom suradnjom, poštovanjem i trudom čimbenici pomažu djetetu da se dobro osjeća u svom okruženju, a njihova usklađenost dovodi do kvalitetnije inkluzije.
Pomoćnik u nastavi učeniku s teškoćama pruža podršku u odgojno-obrazovnom procesu u mjeri u kojoj je učeniku to potrebno. Implementacija pomoćnika u nastavi potiče učenika s teškoćom u razvoju da ostvari svoj najveći potencijal, da se što više osamostali i da stječe svoja iskustva uz vršnjake tipičnog razvoja.
Cilj ovoga rada je ispitati ulogu pomoćnika u nastavi u obrazovnom sustavu Republike Hrvatske iz perspektive pomoćnika i učitelja. Također, cilj je bio ispitati njihova mišljenja o zadovoljstvu međusobnom suradnjom, kao i o pružanju podrške učenicima s teškoćama u razvoju.Many documents, such as the Universal Declaration of Human Rights and the Convention on the Rights of the Child, emphasize that every child has the right to access regular schooling. Inclusion refers to the integration of students with developmental disabilities into the regular education system, allowing them to progress according to their abilities whil being surrounded by their peers, rather than being segregated. Inclusive education enables every student to achieve the highest level of education they can.
Key factors that affect the quality of inclusion for students with disabilities in the classroom include teachers, professional associates, the principal, the parents of students with disabilities, and teaching assistants. Through mutual cooperation, respect, and effort, these factors help the child feel comfortable in their environment, and their alignment leads to higher-quality inclusion.
A teaching assistant provides support to a student with disabilities in the educational process to the extent that the student needs it. The implementation of a teaching assistant encourages the student to reach their fullest potential, become more independent and to gain experiences alongside peers with typical development.
The goal of this paper is to examine the role of the teaching assistant in the educational system of the Republic of Croatia from the perspective of both teaching assistants and teachers. Additionally, the aim was to explore their opinions on the satisfaction with mutual cooperation and the support provided to students with developmental disabilities
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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