Assortative Mating, the tendency for mate selection to occur on the basis of similar traits, plays an essential role in understanding the genetic variation on academic achievements and intelligence (IQ). It is an important mechanism explaining spousal concordance. We used principal component analysis (PCA) for spousal correlation. There is a significant positive correlation between spouses by the new variable PC1 (correlation coefficient=0.515, p<0.0001). We further research the genetic factor that affects IQ by using the same data. We performed a low density genome-wide association (GWA) analysis with a family-based association test to identify genetic variants that associated with intelligence as measured by WAIS full-score IQ (FSIQ). NTM at 11q25 (rs411280, p=0.000764) and NR3C2 at 4q31.23 (rs3846329, p=0.000675) were 2 novel genes that haven't been associated with IQ from other studies. This study may serve as a resource for replication in other populations and a foundation for future investigations.

No description available.

Game design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games. Achievements and narrative are two such components. They have been examined within gamified systems, but little research has studied them within the context of a serious game. The interactions between such elements and other game elements could produce results that diverge from the results of their use in isolation of a complete gaming framework. This dissertation selectively incorporates or excludes narrative and achievements within a two-dimensional platformer serious game to understand their impact on learning, flow, engagement, narrative transportation, and intrinsic motivation. Conditions are examined individually as well as in a combined condition. A control condition is maintained for comparison. Results indicate that narrative and achievements were not effective in improving the effectiveness of the game. Potential causes are discussed in tandem with the implications for the design and integration within a gaming framework. While the manipulations did not improve effectiveness, the game was responsible for substantially increased knowledge acquisition, as determined by pre and posttest results.

The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small learning communities. One way, non directional analysis of variances were calculated comparing each of the five themes, which are: Arts, Music & Entertainment, Business & Information Technology, Health, Human & Public Services, and Engineering & Industrial Technology, and Algebra I and English Language Arts tests of the California Standards Tests to determine if there was a statistically significant difference in the academic achievement of Hispanic high school students and enrollment in a specific Small Learning Community theme. Passing rates on the California High School Exit Exam were examined, analyzed, and compared, by grade level, for each of the small learning community themes. In addition, graduation and dropout rates were considered. Even though there was evidence to suggest that there was a difference in some of the data analyzed, none of the actual numbers showed much variation. Although smaller number of student groupings in high schools supports the success of Hispanic students, distinct themes do not seem to be a contributing factor.

The quality of education in South Africa has come increasingly under scrutiny for various reasons and learners ‘performance in mathematics is one of the main areas of concern. Learners in secondary schools in Nzhelele East Circuit in Limpopo Province, South Africa, are not performing well in mathematics. Learners who want to pursue careers such as civil engineering, medicine and other qualifications where mathematics is a prerequisite find it difficult to follow these careers. The study used focus group discussions with 20 Grade 12 learners, face-to-face semi-structured interviews with six teachers and four SMT to investigate factors affecting grade 12 learners performance in mathematics in two secondary schools. The study highlighted socio-cultural and psychological factors that are seen to be barriers in mathematics performance. The purpose of this study was to explore factors that affect Grade 12 learners’ performance in mathematics. As there are many factors, this study's main emphasis was on the influence of the home environment, teachers’ competence and attitudes in teaching mathematics, learners’ attitudes towards mathematics and strategies that can be used to improve learners’ performance in mathematics. The afore-said were named themes each of which related to questions contained in the semi-structured interview schedule. The study included literature review from Kenya, Ghana and South Africa. Qualitative research method was used. Interviews were conducted with SMT, teachers and learners. The researcher set out to answer the following question What are the dominant and most profound socio-cultural and psychological factors of the Grade 12 mathematics learners affecting performance in the Nzhelele East Circuit, Vhembe District of Limpopo Province? The following points will also be taken into consideration during this research. How do learner performance trends in mathematics education look like among Grade 12 mathematics learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa? What are the teacher-based factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? What are the School Management Team (SMTs) factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? THE AIMS AND OBJECTIVES Aim This study investigates the dominant and most profound socio-cultural and psychological factors affecting learner performance in mathematics among Grade 12 learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa. Objectives The objective of this study was to explore the socio-cultural and psychological factors in the home and school environment that affect Grade 12 learners performance in mathematics at Nzhelele East Circuit, Vhembe District of Limpopo Province. Based on the above question the following were findings of the research. • Mathematics is believed to be a critical school subject in most regions of the world in general, and Sub-Saharan Africa in particular. • A plethora of governments – especially those in developing economies where governments are targeting industrialization and technological development believe mathematics is crucial for facilitating development and advancement of the general populace of their regions. • Mathematics is a compulsory subject in most education systems around the world. • There are a variety of complexities and constraints affecting the teaching and learning of mathematics in most regions of the world. • There is poor learner performance in mathematics. This is indicated by high failure rate in mathematics during end-of-year learner assessments. • The reasons for the poor performance of learners in mathematics in the selected schools were vast and intertwined. • Efforts have been made at international level to intervene with regard finding solutions to complexities and constraints affecting teaching-learning environment in mathematics. • The complexities and constraints affecting the teaching-learning environment of mathematics in South Africa stem from South Africa's past era of apartheid education. • Mathematics has been a major target of improvement and transformation by the post-apartheid government in South Africa. • Regardless of the efforts made by the post-apartheid government in South Africa to improve and transform teaching-learning environment in mathematics, there are perpetual complexities and constraints still hindering progress, and this affects learner output in mathematics. • Mathematics is one of the poorly performing subjects in the post-apartheid education system in South African schools – especially those schools which are based in formerly disadvantaged areas such as homelands and townships. • There is a growing body of literature investigating the complexities and constraints affecting the teaching-learning of mathematics in South Africa. Apart from the conclusions based on general observations, the study furthermore concluded that critical learner-based factors, teacher-based factors and SMT-base factors contributed to the state of affairs in the selected participant schools. This study therefore concluded thus: • Learner-based factors Mathematics learners were poorly prepared in the lower grades for senior grades. In other words, learners lacked proper foundation and background in mathematics. Learners were not well taught the basics of mathematics in previous grades. Furthermore, mathematics learners lacked assistance with homework for example because the majority of parents were illiterate and therefore not involved in supervision of learners beyond school environment. Learners showed negative attitude towards their teachers and the subject. Learners were not self-motivated in mathematics. • Teacher-based factors Teachers did not have enough workshops on how to teach mathematics, and also on content knowledge improvement. Less creative teachers were teaching mathematics. Teachers lacked support from their principals. The majority of teachers lacked passion in mathematics. • School Management Teams (SMTs) factors This study concludes that mathematics teachers were not receiving adequate support from the School management Teams (SMTs). Lack of teacher support by SMTs stems from poor organisation of supervisory roles expected from SMTs. Teachers' work is not being properly monitored and supervised. RECOMMENDATIONS Based on the conclusions drawn from the study, the following recommendations are crucial, and they have to be implemented: • Recommendations to the Department of Education This study recommends that the Department of Education should monitor or revisit the methods of teaching and learning of mathematics. Assessment should also be revisited to ensure that the mathematics paper is not too long for the learners during examinations. Enlisted service providers who facilitate teacher workshops for mathematics must be conversant with content requirements of mathematics. Considerations should be made to simplify the mathematics question paper. The Department of Education should also provide necessary resources such as textbooks timeously. Knowledgeable mathematics specialists and advisers could be enlisted to visit regular visits to schools to assist teachers and learners throughout the year. • Recommendations to the School Management Teams (SMTs) The SMT should ensure that their educators are adequately qualified to teach mathematics. as a subject as well as being able to teach their learners in a way that they understand the subject. In addition, teachers who are knowledgeable in teaching mathematics should be appointed to teach mathematics. The SMTs should also ensure that compulsory workshops are provided for mathematics teachers at school level. Furthermore, the SMTs should ensure that educators are able to identify learners that are under-performing, monitor the utilisation of study time and assist in resolving problems regarding the poor performance of such individual learners. School Management Teams shall facilitate additional after-hours lessons and sessions to assist learners identified as lacking in home environment assistance for example. Moreover, SMTs should also encourage all Grade 12 mathematics learners to participate in supervised extra mathematics lessons and extra-mural activities in order to develop and build their self-confidence and positive self-esteem. In addition, the SMT members should be more supportive to their mathematics teachers. Continuous moderation of teachers' work should be encouraged. School Management Teams (SMTs) should also develop motivational programmes and instruments to encourage and motivate learners in their respective schools. For example, performing learners could be awarded with prizes in public – especially during school organised functions which might include learners, teachers and parents. • Recommendations to the teachers The teachers should make it a point that they attended mathematics workshops as organised by various stakeholders. Teachers' interest in mathematics could be improved by improving their knowledge of subject content in mathematics, and personal recognition by authorities. Performing teachers could also be recognised and awarded with prizes publicly at school gatherings and meetings. Teachers should also be encouraged to obtain further qualifications and skills in mathematics. • Recommendations to the learners Efforts should be made to improve learners’ attitudes towards mathematics, and in addition to their mathematics teachers. Learners should be made aware of national target for mathematics education and the implications thereof. This could be achieved by utilizing educators – especially those who teach Guidance as a subject to learners to provide more convincing evidence of the spin-offs of obtaining good passes in mathematics in South Africa. SUGGESTION FOR AREAS NEEDING FURTHER STUDY There is a need to conduct follow-up research on: • applied strategies and instrument to improve learner attitude towards mathematics. • Establishing whether the complexities and constraints affecting learner performance in mathematics affect both girl and boy learners the same considering that their circumstances and conditions might materially differ. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

<p>У дисертацији су истраживани педагошки ефекти примене елемената Програма &bdquo;Корак по корак&ldquo; у основним школама у Републици Србији. Указано је на стратешке правце развоја образовања у Републици Србији дефинисаних документом, који је 25. октобра 2012. године усвојила Влада Републике Србије, &bdquo;Стратегија развоја образовања у Србији до 2020. године&ldquo;, чија је мисија да у XXI веку осигура систем образовања у Републици Србији као основни темељ живота и развоја сваког појединца, друштва и државе заснованог на знању.<br />Посебнo је сагледаван Програм &bdquo;Корак по корак&ldquo;, методологијa усмеренa на дете, који се у основним школама Републике Србије реализује у својим елементима од 2003/4. школске године. Основни циљ нашег истраживања је да на основу анкетирања ставовa и мишљењa наставника, родитеља и ученика, тестирања знања ученика и социометријског испитивања утврдимо педагошке ефекте примене елемената Програма &bdquo;Корак по корак&ldquo; у Републици Србији испитивањем когнитивних, социјалних и афективних ефеката. Конкретно, циљ нам је да утврдимо разлике у педагошким ефектима који се остварују у одељењима у којима се примењују елементи Програма &bdquo;Корак по корак&ldquo; у односу на одељења у којима се елементи овог програма не примењују. Поред тога, намера нам је и да испитамо какве су могућности примене Програма &bdquo;Корак по корак&ldquo; у Републици Србији и који су фактори који су подстицали, а који отежавали досадашњу примену овог програма у Републици Србији.<br />Истраживање је спроведено на узорку од 1617 испитаника, од којих је 43 наставника који предају у другом, трећем и четвртом разреду основне школе, 807 ученика из другог, трећег и четвртог разреда основне школе и 767 родитеља тих ученика у осам основних школа из Новог Сада, Селенче, Пивница, Ниша и Београда. Укупан узорак смо поделили у две групе &ndash; прву и другу групу. Прву групу су чинили наставници, родитељи ученика и ученици који су у одељењима у којима се примењују елементи Програма &bdquo;Корак по корак&ldquo;, а другу групу наставници, родитељи ученика и ученици који су у одељењима у којима се не примењују елементи овог програма.<br />vii<br />Истраживање ефеката Програма &bdquo;Корак по корак&ldquo; је емпиријског карактера и одговара корелационом, неексперименталном нацрту. Истраживање је сложено и састоји се из неколико фаза и одвојених студија, које су спровођене на различитим популацијама, односно узорцима, наставника, ученика основних школа и њихових родитеља. Прва студија се односи на анализу педагошких ефеката наставе на основу процене наставника, ученика и родитеља понуђених тврдњи из упитника, друга студија на постигнућа ученика на тесту знања из предмета Природа и друштво, трећа студија на интерперсоналне односе међу ученицима, а четврта на анализу могућности и факторе спровођења Програма &bdquo;Корак по корак&ldquo; у школама у Републици Србији. Да би се провериле хипотезе и реализовали истраживачки задаци, у истраживању су коришћене, како квантитивне, тако и квалитативне технике прикупљања података. Конкретно, коришћена је анализа садржаја, затим скале процене, тестови знања и социометријски поступак. Испитивање ефеката програма остварено је анкетирањем на основу скале процене, упоређивањем постигнућа ученика на националном тесту и социометријским испитивањем. У првој студији упитником је анкетирано свих 1617 испитаника из узорка. Израђена су три упитника &ndash; упитник за наставнике, упитник за ученике и упитник за родитеље. Сваки упитник садржао је двадесет седам тврдњи (девет за когнитивне, девет за социјалне и девет за афективне ефекте) на основу ИССА педагошких стандарда за шест области квалитета (Интеракција; Породица и заједница; Инклузија, различитости деморатске вредности; Праћење, Процењивање и планирање; Стратегије поучавања и Окружење за учење) и омогућио испитивање и упоређивање ставова и мишљења наставника, ученика и родитеља о ефектима овог програма. У оквиру друге студије, упоређивањем постигнућа на националном тесту ученика четвртог разреда који су у одељењима у којима се примењују елементи Програма &bdquo;Корак по корак&ldquo; (прва група) и ученика који су у одељењима у којима се не примењују елементи овог програма (друга група) остварен је увид у когнитивне ефекте на укупном узорку од 391 испитаника. У оквиру треће студије, испитивали смо интерперсоналне везе социометријским испитивањем на укупном узорку од 788 ученика прве и друге групе, а потом смо добијене податке груписали и ставили у функцију закључака о ефектима програма. За испитивање ставова о могућностима прилагођавања примене овог програма постојећим условима у Републици Србији и факторима који подстичу и<br />viii<br />отежавају примену ове методологије, што представља четврту студију, израдили смо два упитника и анкетирали 21 наставника, који су обучени за рад по овој методологији и који дужи низ година примењују елементе Програма &bdquo;Корак по корак&ldquo;.<br />На основу података добијених упитницима за наставнике, родитеље и ученике, на основу статистички значајних разлика у постигнућу ученика на тесту знања из предмата Природа и друштво, као и на основу статистички значајних разлика на социометријском испитивању по питању бројности избора ученика закључили смо да је наша општа хипотеза &ndash; Педагошки (когнитивни, социјални и афективни) ефекти образовно-васпитног рада су боље процењени од стране наставника, родитеља и ученика, постигнућа ученика на тесту знања су већа и интерперсонални односи имају више позитивних и мање негативних избора међу ученицима у одељењима у којима се примењују елементи Програма &bdquo;Корак по корак&rdquo; у односу на наставике, родитеље и ученике у одељењима у којима се елементи овог програма не примењују &ndash; делимично потврђена. Када је реч о когнитивним и социјалним доменима, помоћу т-теста на независним узорцима, добијене су статистички значајне разлике, док код афективног домена разлике нису добијене. Такође, ученици који похађају одељења у којима се Програм &bdquo;Корак по корак&ldquo; примењује, имају значајно боље постигнуће на тесту знања из Природе и друштва, као и више међусобних позитивних, а мање негативних избора у оквиру социометријског поступка. На основу свих резултата, може се закључити да су когнитивни и социјални педагошки ефекти квалитетнији у одељењима у којима се примењују елементи Програма &bdquo;Корак по корак&ldquo;.<br />Упитницима за наставнике који примењују елементе Програма &bdquo;Корак по корак&ldquo; дошли смо до значајних података о могућностима прилагођавања овог програма условима у Републици Србији, као и о факторима који подстичу и факторима који отежавају примену овог програма. На основу свих резултатa нашег истраживања потврђујемо научну оправданост примене методологија усмерених на дете и процесе учења, као што је то Програм &bdquo;Корак по корак&ldquo;, у функцији унапређивања квалитета образовања и васпитања у Републици Србији.</p> / <p>U disertaciji su istraživani pedagoški efekti primene elemenata Programa &bdquo;Korak po korak&ldquo; u osnovnim školama u Republici Srbiji. Ukazano je na strateške pravce razvoja obrazovanja u Republici Srbiji definisanih dokumentom, koji je 25. oktobra 2012. godine usvojila Vlada Republike Srbije, &bdquo;Strategija razvoja obrazovanja u Srbiji do 2020. godine&ldquo;, čija je misija da u XXI veku osigura sistem obrazovanja u Republici Srbiji kao osnovni temelj života i razvoja svakog pojedinca, društva i države zasnovanog na znanju.<br />Posebno je sagledavan Program &bdquo;Korak po korak&ldquo;, metodologija usmerena na dete, koji se u osnovnim školama Republike Srbije realizuje u svojim elementima od 2003/4. školske godine. Osnovni cilj našeg istraživanja je da na osnovu anketiranja stavova i mišljenja nastavnika, roditelja i učenika, testiranja znanja učenika i sociometrijskog ispitivanja utvrdimo pedagoške efekte primene elemenata Programa &bdquo;Korak po korak&ldquo; u Republici Srbiji ispitivanjem kognitivnih, socijalnih i afektivnih efekata. Konkretno, cilj nam je da utvrdimo razlike u pedagoškim efektima koji se ostvaruju u odeljenjima u kojima se primenjuju elementi Programa &bdquo;Korak po korak&ldquo; u odnosu na odeljenja u kojima se elementi ovog programa ne primenjuju. Pored toga, namera nam je i da ispitamo kakve su mogućnosti primene Programa &bdquo;Korak po korak&ldquo; u Republici Srbiji i koji su faktori koji su podsticali, a koji otežavali dosadašnju primenu ovog programa u Republici Srbiji.<br />Istraživanje je sprovedeno na uzorku od 1617 ispitanika, od kojih je 43 nastavnika koji predaju u drugom, trećem i četvrtom razredu osnovne škole, 807 učenika iz drugog, trećeg i četvrtog razreda osnovne škole i 767 roditelja tih učenika u osam osnovnih škola iz Novog Sada, Selenče, Pivnica, Niša i Beograda. Ukupan uzorak smo podelili u dve grupe &ndash; prvu i drugu grupu. Prvu grupu su činili nastavnici, roditelji učenika i učenici koji su u odeljenjima u kojima se primenjuju elementi Programa &bdquo;Korak po korak&ldquo;, a drugu grupu nastavnici, roditelji učenika i učenici koji su u odeljenjima u kojima se ne primenjuju elementi ovog programa.<br />vii<br />Istraživanje efekata Programa &bdquo;Korak po korak&ldquo; je empirijskog karaktera i odgovara korelacionom, neeksperimentalnom nacrtu. Istraživanje je složeno i sastoji se iz nekoliko faza i odvojenih studija, koje su sprovođene na različitim populacijama, odnosno uzorcima, nastavnika, učenika osnovnih škola i njihovih roditelja. Prva studija se odnosi na analizu pedagoških efekata nastave na osnovu procene nastavnika, učenika i roditelja ponuđenih tvrdnji iz upitnika, druga studija na postignuća učenika na testu znanja iz predmeta Priroda i društvo, treća studija na interpersonalne odnose među učenicima, a četvrta na analizu mogućnosti i faktore sprovođenja Programa &bdquo;Korak po korak&ldquo; u školama u Republici Srbiji. Da bi se proverile hipoteze i realizovali istraživački zadaci, u istraživanju su korišćene, kako kvantitivne, tako i kvalitativne tehnike prikupljanja podataka. Konkretno, korišćena je analiza sadržaja, zatim skale procene, testovi znanja i sociometrijski postupak. Ispitivanje efekata programa ostvareno je anketiranjem na osnovu skale procene, upoređivanjem postignuća učenika na nacionalnom testu i sociometrijskim ispitivanjem. U prvoj studiji upitnikom je anketirano svih 1617 ispitanika iz uzorka. Izrađena su tri upitnika &ndash; upitnik za nastavnike, upitnik za učenike i upitnik za roditelje. Svaki upitnik sadržao je dvadeset sedam tvrdnji (devet za kognitivne, devet za socijalne i devet za afektivne efekte) na osnovu ISSA pedagoških standarda za šest oblasti kvaliteta (Interakcija; Porodica i zajednica; Inkluzija, različitosti demoratske vrednosti; Praćenje, Procenjivanje i planiranje; Strategije poučavanja i Okruženje za učenje) i omogućio ispitivanje i upoređivanje stavova i mišljenja nastavnika, učenika i roditelja o efektima ovog programa. U okviru druge studije, upoređivanjem postignuća na nacionalnom testu učenika četvrtog razreda koji su u odeljenjima u kojima se primenjuju elementi Programa &bdquo;Korak po korak&ldquo; (prva grupa) i učenika koji su u odeljenjima u kojima se ne primenjuju elementi ovog programa (druga grupa) ostvaren je uvid u kognitivne efekte na ukupnom uzorku od 391 ispitanika. U okviru treće studije, ispitivali smo interpersonalne veze sociometrijskim ispitivanjem na ukupnom uzorku od 788 učenika prve i druge grupe, a potom smo dobijene podatke grupisali i stavili u funkciju zaključaka o efektima programa. Za ispitivanje stavova o mogućnostima prilagođavanja primene ovog programa postojećim uslovima u Republici Srbiji i faktorima koji podstiču i<br />viii<br />otežavaju primenu ove metodologije, što predstavlja četvrtu studiju, izradili smo dva upitnika i anketirali 21 nastavnika, koji su obučeni za rad po ovoj metodologiji i koji duži niz godina primenjuju elemente Programa &bdquo;Korak po korak&ldquo;.<br />Na osnovu podataka dobijenih upitnicima za nastavnike, roditelje i učenike, na osnovu statistički značajnih razlika u postignuću učenika na testu znanja iz predmata Priroda i društvo, kao i na osnovu statistički značajnih razlika na sociometrijskom ispitivanju po pitanju brojnosti izbora učenika zaključili smo da je naša opšta hipoteza &ndash; Pedagoški (kognitivni, socijalni i afektivni) efekti obrazovno-vaspitnog rada su bolje procenjeni od strane nastavnika, roditelja i učenika, postignuća učenika na testu znanja su veća i interpersonalni odnosi imaju više pozitivnih i manje negativnih izbora među učenicima u odeljenjima u kojima se primenjuju elementi Programa &bdquo;Korak po korak&rdquo; u odnosu na nastavike, roditelje i učenike u odeljenjima u kojima se elementi ovog programa ne primenjuju &ndash; delimično potvrđena. Kada je reč o kognitivnim i socijalnim domenima, pomoću t-testa na nezavisnim uzorcima, dobijene su statistički značajne razlike, dok kod afektivnog domena razlike nisu dobijene. Takođe, učenici koji pohađaju odeljenja u kojima se Program &bdquo;Korak po korak&ldquo; primenjuje, imaju značajno bolje postignuće na testu znanja iz Prirode i društva, kao i više međusobnih pozitivnih, a manje negativnih izbora u okviru sociometrijskog postupka. Na osnovu svih rezultata, može se zaključiti da su kognitivni i socijalni pedagoški efekti kvalitetniji u odeljenjima u kojima se primenjuju elementi Programa &bdquo;Korak po korak&ldquo;.<br />Upitnicima za nastavnike koji primenjuju elemente Programa &bdquo;Korak po korak&ldquo; došli smo do značajnih podataka o mogućnostima prilagođavanja ovog programa uslovima u Republici Srbiji, kao i o faktorima koji podstiču i faktorima koji otežavaju primenu ovog programa. Na osnovu svih rezultata našeg istraživanja potvrđujemo naučnu opravdanost primene metodologija usmerenih na dete i procese učenja, kao što je to Program &bdquo;Korak po korak&ldquo;, u funkciji unapređivanja kvaliteta obrazovanja i vaspitanja u Republici Srbiji.</p> / <p>In this dissertation are researched pedagogical effects of implementing new elements of &ldquo;Step by Step&rdquo; program in primary schools of the Republic of Serbia. The focus was on strategies and methods in education development in the Republic of Serbia that were defined by the document and carried on by the Government of Serbia on October 25, 2012. The mission of &ldquo; Strategy of education development in the Republic of Serbia until 2020.&rdquo; is to ensure that education system in the Republic of Serbia in 21st century is set as the main foundation based on knowledge in life and growth of each individual, society and state in general.<br />The main focus was primarily on the program &ldquo; Step by Step&rdquo;, a student-centered methodology, which has been carrying on in primary schools of the Republic of Serbia in its core elements since 2003/4. The main goal of our research study is to define pedagogical effects of the new program &ldquo; Step by Step&rdquo; on the basis of surveyed points of views and opinions of teachers, parents and students, testing their knowledge level and doing socio-metric research. In addition, some cognitive, social and affective elements were incorporated in the study as well. Actually, the goal is to determine the differences in pedagogical effects that are realized in &ldquo;Step by Step&rdquo; classes in comparison to those classes that do not have elements of this program. Besides, our idea was to explore the options of implementing &ldquo;Step by Step&rdquo; program in the Republic of Serbia, which were its most influential factors, and also which factors made the implementation of this program more difficult.<br />The research has been done on the sample of 1617 examinees, 43 of those were teachers of Grades 2, 3 and 4 in primary schools, 807 primary school students of Grades 2,3 and 4 and 767 parents of the students in 8 primary schools from Novi Sad, Selenca, Pivnica , Nis and Belgrade. The overall score was divided into two groups &ndash; first and second. First group was made of teachers, parents and students of classes with &ldquo;Step by Step&rdquo; program, and the second group was made of parents and students of classes without the elements of this program. The research of effects of &ldquo;Step by Step&rdquo; program is of empirical nature and corresponds to correlative, non-experimental scale drawing. It is complex and consists of several phases and separate studies, being done on various populations, that is, samples of teachers, primary school students and their parents. The first study represents the analysis of pedagogical effects of teaching method based on estimate of teachers, students and parents answering multiple choice questions in the survey; second study covers the results of students being tested in Science; third study covers interpersonal relations among students; fourth study covers the analysis of possibilities and implementation factors of &ldquo;Step by Step&rdquo; program in schools of the Republic of Serbia.</p><p>To verify theories and realize research projects, there were certain quantitative and qualitative techniques of collecting data that had been applied. In particular, content analysis, scales of estimate, knowledge tests and socio-metric method were used at this point. Examining the program effects was realized using surveys and scales of estimate as well as comparing students&rsquo; results in national testing and socio-metric examination. First study covered the total of 1617 examinees being tested by questionnaire sample. There are three questionnaires &ndash; questionnaire for teachers, questionnaire for students and questionnaire for parents. Each questionnaire had 27 statements (nine for cognitive, nine for social and nine for affective effects) according to ISSA pedagogical standards for six quality domains (Interaction, Family and Environment, Inclusion, Differences of Democratic Values, Tracking, Reviewing and Planning, Teaching strategies and Studying surroundings). It enforced the examination and comparison of attitudes and opinions of teachers, students and parents regarding this program. The focus of the second study was comparing results in national testing of Grade four students in classes with elements of&ldquo; Step by Step&rdquo; program (first group) to those students in classes without the elements of this program (second group) thus giving an insight into cognitive effects on the total sample of 391 examinees. The focus of third study was to examine interpersonal relations using socio-metric method on the total sample of 788 students of first and second group. Then, we organized the obtained results and grouped them as conclusions relating to effects of this program. Finally, for the purpose of examining opinions about options of adjusting the implementation of this program to the existing conditions in the Republic of Serbia and presenting factors that make its usage difficult, the fourth study had been introduced that consists of two questionnaires in which 21 teachers were&nbsp;examined who had been trained to use this method and who have been implementing elements of &ldquo;Step by Step&rdquo; program in their teaching for many years.</p><p>Using the data from surveys for teachers, parents and students as well as statistical discrepancies in terms of students&rsquo; results on knowledge test from Science and those done based on socio-metric method in terms of number of choices of students, we came to conclusion that our general hypothesis is partially confirmed. It means that pedagogical (cognitive, social and affective) effects of educative and pedagogical work had been estimated better by teachers, parents and students; students&rsquo; achievements on knowledge tests are higher and interpersonal relations are more numerous among students in those classes with elements of &ldquo;Step by Step&rdquo; program when compared to those teachers, parents and students of classes where elements of this program were not implemented.<br />When it comes to cognitive and social domains, using T-test on independent samples, there are some statistically important differences, whereas those differences were not present with affective domain. Also, those students attending classes where &ldquo;Step by Step&rdquo; program has been used achieve considerably better results on knowledge test in Science as well as more interpersonal positive and fewer negative choices within socio-metric method. Based on these results, it can be summarized that cognitive and social pedagogical effects are of better quality in those classes with elements of &ldquo;Step by Step&rdquo; program.<br />Using surveys for the teachers who are implementing elements of &ldquo;Step by Step&rdquo; program we found out some sort of significant data about possibilities of adjusting this program to the conditions in the Republic of Serbia, as well as those stimulating factors and also factors that make this implementation difficult. The results of this research confirm scientific justification of implementation of methodologies focused on child and teaching processes, such as &ldquo;Step by Step&rdquo; program, the function of which is to improve the quality of education and instruction in the Republic of Serbia.</p>

The study focuses on problems which appear to be fundamental in primary school education. The work si centred on reading and readerś literacy in primary school. The work is also focused on issues that seem to be fundamental in European school education and current development of Czech primary school. Subject of this study is to present educational policy and educational system of Germany, Sweden and the United Kingdom, which represent three different types of school structure. It provides a more comprehensive view of the current issues of educational policy - fairness in school education, language training, integration of troubled students, integration of immigrants and the position of teacher. The final section contains an analysis of the results of PIRLS in Germany, Sweden, Great Britain and the Czech Republic.

本研究旨在以回溯方式瞭解兒童過去的幼兒園經驗、家庭背景因素與兒童教育成就及其幼兒就學準備度之相關情形，並更進一步探討就學準備度對於目前學童在教育成就表現上的影響 本研究以問卷調查法進行研究，問卷調查樣本以立意取樣的方式選取臺北市文山區、萬華區與信義區之公立小學三年級兒童為研究對象，共387位，樣本回收162份，回收率為42%，可用樣本為133份，可用率為34%。研究工具主要分為三大部分，第一部分為瞭解兒童教育成就現況，分別使用兒童小三上學業成績與生活適應能力表現（自評問卷）做為替代指標；第二部份則以家長問卷的方式瞭解兒童個人與家庭背景現況；第三部份為蒐集兒童過去幼兒就學準備度的表現，使用兒童在小一上學期五個學習領域之成績做為替代指標。本研究所使用的統計方法包含描述性統計分析、交叉表（Crosstabs）與卡方檢定（Chi-square test）、皮爾森積差相關(Pearson’s product -moment correlation)、斯皮爾曼等級相關（Spearman's rank correlation）、t考驗（t- test）與多元階層迴歸分析(Multiple hierarchical regression analysis)方法進行分析。 根據分析結果歸納之結論如下： 一、過去就讀公私立幼兒園的兒童在教育成就表現上無顯著差異；二、就讀幼兒園年數與兒童教育成就無顯著相關；三、家庭社經地位與兒童學業成績有顯著正相關，與兒童生活適應能力則無顯著相關；四、小學時期家長參與與兒童教育無顯著相關情形，幼兒時期家長參與與兒童學業成績有顯著正相關，與兒童生活適應能力則無顯著相關；五、兒童教育成就與幼兒就學準備度有顯著正相關；六、「母親教育程度」、「幼兒就學準備度」與「生活適應能力」對兒童學業成績有顯著預測力，「學業成績」對兒童生活適應能力有顯著預測力；七、過去就讀公、私立幼兒園的兒童在幼兒就學準備度上無顯著差異；八、就讀幼兒園年數與幼兒就學準備度無顯著相關；九、家庭每月總收入與幼兒就學準備度有顯著正相關；十、幼兒時期家長參與與幼兒就學準備度有顯著正相關。 最後，本研究根據分析結果，俾供相關建議給家長、教育工作者、教育單位及未來欲從事相同主題之研究者。 / The main purpose of this study is to investigate children’s experience in kindergarten, their family’s background, educational achievements and school readiness by ex-post-factor research. This study tries to explore the relationship between children’s educational achievements and school readiness. By questionnaires investigation, researcher collects data from the third grade students in Wenshan, Wanhua, and Xinyi district in Taipei City. Out of 387 questionnaires handed out, 162 were returned, of which 29 were invalid or partially answered, resulting in a total of 133 effective surveys. There are three questionnaires in this study, including children’s educational achievements, parents’ socioeconomic background, and school readiness. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product -moment correlation, Spearman's rank correlation, t- test, and multiple hierarchical regression analysis. Based on the statistics analysis of the questionnaire, the results of this study are as follow: A. There is no significant difference towards children’s educational achievements between public and private kindergarten. B. There is no significant correlation between children’s school year in kindergarten and children’s educational achievements. C. There is a significant and positive correlation between parent’s socioeconomic status and children’s academic achievement. D. There is a significant and positive correlation between parents’ participation in early childhood and children’s academic achievement. E. There is a significant and positive correlation between children’s educational achievements and school readiness. F. Mother’s education level, school readiness, and the ability of life adaptation are appropriate indicators in predicting children’s academic achievement. G. Children’s academic achievement is an appropriate indicator in predicting children’s ability of life adaptation. H. There is no significant difference towards school readiness between public and private kindergarten. I. There is no significant correlation between children’s school year in kindergarten and school readiness. J. There is a significant and positive correlation between family’s income and school readiness. K. There is a significant and positive correlation between parents’ participation in early childhood and school readiness.

Enligt PISAs undersökning (Skolverket, 20I3) uppvisar svenska elever idag sämre prestationer i läsförståelse och matematik. Många påverkansfaktorer är omdiskuterade men varken lässvårigheter eller matematiksvårigheter har berörts. I relation till detta upprättas en litteraturstudie med syftet att undersöka huruvida lässvårigheter samverkar med matematiksvårigheter och hur det påverkar matematikprestationer. Resultatet av studien visar att lässvårigheter inte alltid påverkar matematiskprestationer. Somliga elever uppvisar svårigheter medan andra inte gör det, dock synliggörs kombinationen läs- och matematiksvårigheter oftare än svårigheterna var för sig. Slutsatser som dragits är att det behövs mer forskning på området för att undersöka hur det kommer sig att en bråkdel av elever i lässvårigheter inte uppvisar svårigheter i matematik, medan andra elever gör det och varför läs- och matematiksvårigheter uppvisas oftare i en kombinerad form. / According to the PISA research (Skolverket, 2013), Swedish students today show weaker presentations in reading comprehension and mathematics. Many factors have been discussed but neither of reading difficulties or mathematic difficulties has been concerned. According to this, a literature review will be established with the purpose to examine how reading difficulties co-operate with mathematic difficulties and how it may impact on mathematic achievements. The result shows that reading difficulties not always have an impact on mathematic achievements. Some students tend to show weaknesses while others do not; however the combined reading- and mathematic difficulties are shown more often compared to the difficulties on their own. Conclusions that have been made are that more research needs to investigate why only a minority of students with reading difficulties show weaknesses in mathematics, while other do not and why the combined reading- and mathematic difficulties are shown more often.

本研究旨在了解家庭作業與學習成就的關係。為達研究目的，本研究以階層線性模式分析「國際數學與科學教育成就趨勢調查」2007年4年級學生資料；2007年8年級學生資料；以及2011年8年級學生資料，接著，本研究再以結構方程模式的長期追蹤交叉延宕模式，分析「臺灣教育長期追蹤資料庫」2001年、2003年及2005年追蹤樣本學生資料，本研究主要發現： 一、臺灣4年級學生的學生層次數學家庭作業時間對數學學習成就有顯著負向地影響效果；學生層次科學家庭作業時間對科學學習成就也有顯著負向地影響效果。 二、臺灣4年級學生的班級層次數學家庭作業頻率對數學學習成就沒有顯著地影響效果；班級層次科學家庭作業頻率對科學學習成就也沒有顯著地影響效果。 三、臺灣8年級學生的學生層次數學家庭作業時間對數學學習成就有顯著正向地影響效果；學生層次科學家庭作業時間對科學學習成就也有顯著正向地影響效果。 四、臺灣8年級學生的班級層次數學家庭作業頻率對數學學習成就有顯著正向地影響效果；班級層次科學家庭作業頻率對科學學習成就也有顯著正向地影響效果。 五、臺灣2001年7年級陸續追蹤至2005年11年級的學生，其家庭作業時間與學習成就有顯著正向地相互影響效果。 / This study aimed analyze the relationship between homework and learning achievements. Hierarchical linear modeling was used to analyze the 4th grade of elementary school students from Trends in International Mathematics and Science Study (TIMSS) 2007, 8th grade of junior high school students from TIMSS 2007, and 8th grade of junior high school students from TIMSS 2011. Moreover, structural equation modeling with cross-lagged panel modeling was used to analyze the core panel sample data from Taiwan Education Panel Survey (TEPS) in 2001, 2003, and 2005. The major findings were as follows: 1. Taiwan 4th grade of elementary school students’ student-level mathematic homework time could negative predict the mathematic learning achievements significantly, and student-level science homework time could also negative predict the science learning achievements significantly. 2. Taiwan 4th grade of elementary school students’ class-level mathematic homework frequency could not predict the mathematic learning achievements significantly, and class-level science homework frequency could also not predict the science learning achievements significantly. 3. Taiwan 8th grade of junior high school students’ student-level mathematic homework time could positive predict the mathematic learning achievements significantly, and student-level science homework time could also positive predict the science learning achievements significantly. 4. Taiwan 8th grade of junior high school students’ class-level mathematic homework frequency could positive predict the mathematic learning achievements significantly, and class-level science homework frequency could also positive predict the science learning achievements significantly. 5. Taiwan 7th grade of junior high school students to 11th grade of senior high school students’ homework time could positive predict the subsequent learning achievements significantly, and learning achievements could also positive predict the subsequent homework time significantly.