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Nadarjeni učenci pri pouku angleščine v osnovni šoli
Get PDFGifted students in primary school constitute an extremely heterogeneous group, so it is important that teachers pay close attention to students who stand out in terms of their abilities. This Master\u27s thesis consists of two parts. The theoretical part, based on literature, defines who gifted students are and explains how they are identified in elementary schools. Moreover, the differences between individualization, differentiation and personalization of lessons are described and possible approaches to working with gifted students in English language classes presented. The empirical part is divided into two sections. First, a survey among English language teachers in primary schools was carried out, followed by a semi-structured interview with teachers at Podravje primary schools. This led us to draw conclusions that supported our hypotheses. We found that excellent grades are not the primary criterion for identifying giftednessrather, teachers pay attention to student’s rich and extended vocabulary and their ability to acquire certain language elements more quickly. For gifted students, vocabulary development is not solely the result of watching English-language films or playing computer games. Similarly, teachers do not notice significant differences between genders but recognise the importance of adapting the work for gifted students. Teaching in schools is not the responsibility of a single teacher, but a collaborative effort, something that also proves important when working with gifted students.Nadarjeni učenci v osnovni šoli predstavljajo izjemno heterogeno skupino, zato je pomembno, da učitelji veliko pozornosti namenijo učencem, ki po svojih sposobnostih izstopajo. Magistrsko delo je sestavljeno iz dveh delov. V teoretičnem delu je na podlagi literature opredeljeno, kdo so nadarjeni učenci in pojasnjeno, kako jih prepoznavamo v osnovnih šolah. Poleg tega so opisane razlike med individualizacijo, diferenciacijo in personalizacijo pouka ter predstavljeni možni pristopi k delu z nadarjenimi učenci pri pouku angleškega jezika. Empirični del je razdeljen na dva dela. Najprej je bila izvedena anketa med učitelji angleškega jezika v osnovnih šolah, nato pa še polstrukturirani intervju z učitelji na podravskih osnovnih šolah. To nas je vodilo do zaključkov, ki so podprli naše hipoteze. Ugotovili smo, da odlične ocene niso primarni kriterij za prepoznavanje nadarjenostiučitelji so bolj pozorni na učenčev bogat in razširjen besedni zaklad in njihovo sposobnost hitrejšega usvajanja določenih jezikovnih prvin. Pri nadarjenih učencih razvoj besedišča ni le rezultat gledanja angleških filmov ali igranja računalniških igric. Prav tako učitelji ne opazijo bistvenih razlik med spoloma, vendar se zavedajo pomena prilagajanja dela nadarjenim učencem. Poučevanje v šolah ni odgovornost enega samega učitelja, temveč sodelovanje, kar se izkaže za pomembno tudi pri delu z nadarjenimi učenci
Special needs students during history classes
Get PDFUčitelji se v osnovni šoli, tudi pri pouku zgodovine, srečujejo z različno skupino učencev, tudi z učenci s posebnimi potrebami. Delo načrtujejo tako, da lahko vsi učenci pri pouku napredujejo. Pričujoče magistrsko delo obravnava učence s posebnimi potrebami pri pouku zgodovine. Razdeljeno je na teoretični in empirični del, kar je omogočilo, da smo na koncu lahko potrdili ali zavrgli hipoteze. Učitelji zgodovine se pri pouku najpogosteje srečujejo z učenci, ki imajo bralno-napisovalne težave in s tujci. Ugotovili smo, da se učitelji zavedajo, da so za učence s posebnimi potrebami pri pouku potrebne prilagoditve, da pa kljub temu pri delu naletijo na težave. Izkazalo se je, da bi potrebovali dodatna vedenja, kako učencem s posebnimi potrebami prilagajati gradiva, teste, preverjanja znanja ter kako načrtovati pouk, da bodo vsi učenci čim bolj vključeni. Učitelji pri pouku uporabljajo ustrezen sedežni red, poskrbijo za fotokopije zapiskov, povečana besedila in razmike, napovedano ocenjevanje ipd., manj pa denimo možnost ustnega ocenjevanja namesto pisnega. Prav tako smo ugotovili, da se učitelji na omenjenem področju veliko samoizobražujejo ter da se zavedajo, da je timsko delo pri delu z učenci s posebnimi potrebami pomembno.In primary school, even in history lessons, teachers meet a diverse group of students, including students with special needs. They plan the work in such a way that all students can equally progress in the lessons. The current master\u27s thesis deals with students with special needs in history lessons. It is divided into a theoretical and an empirical part, which allowed us to finally confirm or reject the hypotheses. During lessons, history teachers most often encounter students who have reading and writing problems and foreigners. We found that teachers are aware that adaptations are necessary for students with special needs in class, but they still encounter problems in their work. It turned out that they would need additional skills, how to adapt materials, tests, knowledge tests to students with special needs, and how to plan lessons to include them as much as possible. Teachers use an appropriate seating arrangement during classes, take care of photocopies of notes, enlarged texts and spacing, predicted assessment, etc., and less, for example, the possibility of oral assessment instead of written. We have also found that teachers in the mentioned field do a lot of self-education and are aware that teamwork is important when working with students with special need
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
Get PDFWe 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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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