1. Factors affecting students’ performance on national assessments of mathematics in Italy : a random forest approachDaniel Doz, Bor Bregant, 2024, izvirni znanstveni članek Opis: This paper investigates the impact of teacher-assigned grades in Mathematics and Italian, students’ gender, and geographical macroregion on students’ performance in the Italian INVALSI mathematics assessment, using Random Forest analysis across grades 2, 5, 8, 10, and 13. Findings revealed that the two most influential factors are mathematics and Italian teacher-assigned grades, followed by gender. Boys consistently achieve higher INVALSI scores, while girls receive higher teacher-assigned grades. Performance disparities are observed among the five Italian geographic macroregions, with students from northern and central Italy performing better. Linguistic abilities and gender show varying significance across grades. The role of geographic macroregion is more pronounced in high school. Results were confirmed using Boosting Regression, validating the findings. This study highlights the significance of teacher-assigned grades, linguistic skills, gender, and geographic disparities in predicting students’ performance on the INVALSI mathematics test, showcasing the value of machine learning modelsin addressing educational equity.
Ključne besede: INVALSI, mathematics, national assessment, random forest, grades
Objavljeno v RUP: 22.01.2026; Ogledov: 55; Prenosov: 1
 Celotno besedilo (2,27 MB)
Gradivo ima več datotek! Več... |
2. Predicting Italian students’ mathematics outcomes : a decision tree regression analysisDaniel Doz, Darjo Felda, Mara Cotič, 2025, izvirni znanstveni članek Opis: The present paper aims to investigate the factors that influence the achievements of Italian students on the National Mathematics Assessment INVALSI. The study is a quantitative non-experimental research and utilizes the Decision Tree Method (DTM), a data mining and machine learning approach, to analyze the relationships and interactions among the variables and their influence on students’ mathematics performance. The sample for the study consists of 15,344 grade-10 students who took the INVALSI test in the school year 2021/22. Findings show that school typology had the highest relative importance, followed by students’ school grades in mathematics, socioeconomic status, geographic macroregion, gender, age, and, finally, origin. Based on these results, policymakers and educators should prioritize interventions that enhance educational environments and individual academic proficiency, particularly focusing on school type, mathematics grades, and students’ ESCS, to improve student achievements and promote deeper learning.
Ključne besede: INVALSI, decision tree, cross-validation, mathematics
Objavljeno v RUP: 19.01.2026; Ogledov: 108; Prenosov: 9
Celotno besedilo (1,12 MB)
Gradivo ima več datotek! Več... |
3. |
4. Razvoj inkluzije najmlajših : pomen vzpostavljanja oddelkov s prilagojenim programom pod okriljem rednih vrtcevVanja Riccarda Kiswarday, Kristina Mars, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: Zagotavljanje čim zgodnejše, strokovnejše in celostnejše obravnave otrok s posebnimi potrebami in njihovih družin v njihovi lokalni skupnosti ter ob prisotnosti njihovih vrstnikov je temeljna vrednota inkluzivne družbe, ki jo izpostavlja tudi Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami (ZOPOPP) (2017). V tem duhu sta smiselna spodbujanje vzpostavljanja oddelkov s prilagojenim programom za predšolske otroke (v preteklosti poimenovani kot razvojni oddelki) pod okriljem rednih vrtcev in omogočanje otrokom ter družinam, da ostajajo povezani s svojim okoljem in vrstniki. V prispevku predstavljamo nekatere pogoje za vzpostavitev oddelkov s prilagojenim programom ter rezultate empirične raziskave, s katero smo želeli s sodelovanjem strokovnih delavcev, ki so zaposleni v oddelkih s prilagojenim programom v rednih vrtcih, dobiti vpogled v njihovo doživljanje delovanja teh oddelkov. S pomočjo ankete, ki jo je rešilo 60 strokovnih delavk, in poglobljenih intervjujev s štirimi izmed njih smo ugotovili njihovo naklonjenost tovrstnemu vključevanju, hkrati pa tudi deloma nezadovoljive pogoje. To nas zavezuje k povečanju skrbi za ekosistemski razvoj pogojev za uspešno inkluzijo najmlajših.
Ključne besede: inkluzija, predšolski otroci s posebnimi potrebami, razvojni oddelek, prilagojen program predšolske vzgoje, pogoji
Objavljeno v RUP: 13.01.2026; Ogledov: 160; Prenosov: 2
Celotno besedilo (136,71 KB)
Gradivo ima več datotek! Več... |
5. |
6. |
7. A study of motivational strategies in arts activities for preschool children in special education unitsBarbara Kopačin, Ana Kovačič, Eda Birsa, 2026, izvirni znanstveni članek Opis: Among preschool children with special educational needs, art can open additional pathways to expression, safe exploration and experimentation, and it can foster motivation for creation. The purpose of the study was to determine which strategies educators in developmental departments use to encourage the active participation of preschool children in artistic activities (RQ1), and how motivation is expressed among these children during artistic creation (RQ2). A qualitative methodology was employed, using semi-structured interviews and observations of preschool children during interdisciplinary artistic activities. The results showed that educators use diverse and tailored strategies, such as linking art with play, taking children’s interests into account, and creating a supportive and safe environment. Musical activities proved particularly effective, as they stimulated intrinsic motivation and acted as a bridge to visual/artistic expression. Children’s motivation manifested itself in active engagement, curiosity and persistence, especially in activities that allowed for choice and sensory-adapted approaches. The findings emphasise the importance of individualisation, a process-oriented approach and interdisciplinarity for fostering intrinsic motivation in children with special needs.The study originally examines the integration of musical and visual activities as a strategy for promoting the motivation of preschool children with special needs in developmental departments. In doing so, it opens up a new research and pedagogical area and offers practical guidelines for encouraging motivation through the effective incorporation of interdisciplinary approaches into special-educational practice.
Ključne besede: artistic activities, visual arts, music education, interdisciplinary integration, motivation, developmental department, preschool children
Objavljeno v RUP: 09.01.2026; Ogledov: 166; Prenosov: 6
Celotno besedilo (469,39 KB)
Gradivo ima več datotek! Več... |
8. |
9. |
10. Predictors of sustainable development outcomes in learning spaces of early childhood : Slovenian teachers' perspectivesJurka Lepičnik-Vodopivec, Adrijana Višnjić-Jevtić, Aleksandra Šindić, 2026, izvirni znanstveni članek Opis: This research examined factors associated with sustainable development outcomes (O-SD) in early childhood learning settings, as perceived by preschool teachers, considering environmental, social, and economic aspects along with contextual elements (child age, eco-program affiliation, teacher experience). Data were gathered through an online survey targeting 114 Slovenian preschool teachers in 2024. The reliability of the instrument was high (α = .942), and principal component analysis confirmed its validity. Correlation and stepwise regression analyses identified the key predictors of O-SD. Education focused on economic sustainability and child age emerged as the primary predictors, accounting for approximately 55% of the variance. While social sustainability was frequently observed in practice, it did not prove to be a significant predictor. The findings highlight the importance of developmentally appropriate and age-sensitive strategies, alongside the intentional inclusion of economic considerations. Limitations include a convenience sample and reliance on self-reported data. Future research should aim to replicate these results in diverse settings and consider mixed-method approaches that incorporate children’s perspectives.
Ključne besede: quality education, early childhood education for sustainability, sustainable development outcomes, early childhood learning settings
Objavljeno v RUP: 07.01.2026; Ogledov: 164; Prenosov: 2
Celotno besedilo (365,89 KB)
Gradivo ima več datotek! Več... |
