Воспитание / Vospitanie - Journal of Educational Sciences, Theory and Practice

Table of content

2025-09-10T07:49:08+00:00

Table of content

AN ATTEMPT TO INTRODUCE SOUND IMPROVISATION IN PRE-SERVICE TEACHERS’ MUSIC EDUCATION

2025-09-09T11:20:06+00:00

It is widely recognized that the sound of vibrational percussive instruments could contribute to relaxation, mindfulness, and stress reduction. We attempted to introduce these instruments in the pre-service teacher music education. Workshops were designed to include listening instruments, improvisation, sound production and expression of the experience through drawing. A total sample of 130 students from two universities Faculty of Educational Sciences Sarajevo, the Academy of Fine Arts Sarajevo, and the Faculty of Education at the University of Ljubljana, were enrolled in the study. The study aims to explore how students perceived our attempt and if their perceptions are related to the use of music in everyday life. Before the workshop students reported how they regulated mood through music (The Brief Music in Mood Regulation scale (B-MMR). Students’ experiences of the workshops were measured through three-dimensional (affective, cognitive, and conative) Connotative differential scales (CD-9). Results reveal that student’s workshop experiences have a positive meaning in the semantic space. The differences between students from different universities were not statistically significant. Positive affective- evaluative adjectives (pleasant, attractive, and good) have the most important role in describing experiences. Also, highly engaged music users who regulate different moods through music had a stronger tendency to describe workshops’ experiences with positive affective adjectives. The implications of the results for the future use of the introduction sound play and improvisation in teachers’ music education will be discussed.

THE NEED FOR MUSIC THERAPY IN CORRECTIONAL FACILITIES

2025-09-09T11:20:06+00:00

This paper aims to enrich the resocialization process in the prison of the Republic of Macedonia through the application of music therapy and the opportunities it offers to achieve positive results in the personality of the prisoners. Music therapy offers very useful methods and work that can be applied in working with this category of people serving a prison sentence. A large part of the time prisoners spend in prison is insufficiently used. The organization of time by employees in the resocialization sector and the regular general and specific programs intended for their resocialization while serving a prison sentence should also be filled with other useful activities. This primarily refers to the organization of free time, which is also of great importance and is an integral part of the socialization of prisoners.

ASSESSMENT OF STUDENTS FOLLOWING THE LOWER EDUCATIONAL STANDARD IN THE 3RD GRADE OF PRIMARY SCHOOL

2025-09-09T11:20:08+00:00

The article discusses the assessment of knowledge in students enrolled in the program with a lower educational standard (NIS), with a focus on the third grade of primary school. It presents the specific features required for differentiated and developmentally appropriate assessment in accordance with the individual needs of children. Assessment in NIS programs must be designed to be multidimensional and inclusive, where formative assessment, clear performance criteria, and the use of various learning aids and approaches adapted to the cognitive and social abilities of students play a significant role.

This study is theoretically grounded in the formative assessment literature, emphasizing feedback, self-assessment, and clear success criteria as levers for learning (Black & Wiliam, 1998; Hattie & Timperley, 2007; Shute, 2008). Alignment with Bloom’s revised taxonomy ensures that tasks address multiple cognitive processes from remembering to creating (Anderson & Krathwohl, 2001). The use of visual rubrics and multimodal supports is consistent with evidence that explicit criteria and well-designed artifacts improve students’ understanding of quality and support equitable participation (Brookhart, 2013; Mayer, 2009).

The article emphasizes the importance of understanding assessment as a pedagogical tool to support learning and encourages the establishment of an inclusive and supportive learning environment for students with special needs.

SUPPORT FOR CHILDREN WITH DOWN SYNDROME IN PRIMARY SCHOOL

2025-09-09T11:20:08+00:00

Inclusion in the educational process is a concept focused on providing equal opportunities for all students, regardless of their individual abilities, background, or needs. The primary goal of inclusive education is to create a school environment in which every student can develop and thrive, regardless of their specific needs or challenges. In order to ensure equal access to the educational process and to improve the academic and social outcomes of these children, it is important to implement specialized strategies and support methods in primary education. The application of these strategies and resources not only enhances the academic success of children with Down syndrome but also promotes their inclusion and social integration within the school environment. To achieve the best results, effective communication and collaboration between teachers, parents, and specialists are of crucial importance.