4 found
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  1.  15
    Social Skills of Slovenian Primary School Students with Learning Disabilities.Majda Schmidt, Alenka Prah & Branka Čagran - 2014 - Educational Studies 40 (4):407-422.
  2.  26
    Attitudes of Slovene Teachers Towards the Inclusion of Pupils with Different Types of Special Needs in Primary School.Branka Čagran & Majda Schmidt - 2011 - Educational Studies 37 (2):171-195.
    Numerous studies show that a successful implementation of inclusion of children with special needs largely depends on the teachers’ positive attitude towards it. The empirical research that is presented in the main part of the article analyses attitudes of a representative sample of Slovene teachers regarding four domains of impact . In this, we controlled the role of the following two relevant characteristics of the sample: the category of SN and the category of professional expertise of teachers in working with (...)
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  3.  16
    Comparative Assessment of Young Learners’ Foreign Language Competence in Three Eastern European Countries.Mihaela Brumen, Branka Cagran & Shelagh Rixon - 2009 - Educational Studies 35 (3):269-295.
    This paper concerns teacher practices in, and beliefs about, the assessment of young learners’ progress in English in three Eastern European countries . The central part of the paper focuses on an international project involving empirical research into assessment of young learners’ foreign language competence in Slovenia, Croatia and the Czech Republic. With the help of an adapted questionnaire, we collected data from a non‐random sample of primary and foreign language teachers who teach foreign languages at the primary level in (...)
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  4.  17
    Classroom Climate in Regular Primary School Settings with Children with Special Needs.Majda Schmidt & Branka Čagran - 2006 - Educational Studies 32 (4):361-372.
    This study investigates the classroom climate in two settings of the 6th?grade class (a setting of children with special needs and a setting without children with special needs), focusing on aspects of satisfaction and cohesiveness on one side and friction, competitiveness and difficulties on the other. The study results indicate the existence of both positive and negative consequences of the integration of hearing?impaired pupils. Heterogeneity achieved by the presence of children with special needs included positive benefits for all pupils in (...)
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