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Šolsko Polje, Letnik XXIV, Številka 3–4, 2013, Od Otroštva Šolsko polje Guidelines to the authors Revija za teorijo in raziskave vzgoje in izobraževanja The submission of an article to the Šolsko polje journal should be between 7.000 to 10.000 words long. At the Letnik XXIV, številka 3–4, 2013 beginning it should include Šolsko polje je mednarodna revija za teorijo ter raziskave vzgoje in izobraževanja z mednarodnim uredniškim - the author’s name and address; odbor om. Objavlja znanstvene in strokovne članke s širšega področja vzgoje in izobraževanja ter edukacij- - a summary in both Slovene and English (each of up to 250 words); skih raziskav (filozofija vzgoje, sociologija izobraževanja, uporabna epistemologija, razvojna psihologija, -pe - 5 keywords in both Slovene and English; dagogika, andragogika, pedagoška metodologija itd.), pregledne članke z omenjenih področij ter recenzije - a short presentation of the author in both Slovene and English (each of up to 100 words) including his/ tako domačih kot tujih monografij s področja vzgoje in izobraževanja. Revija izhaja trikrat letno. Izdaja joSlo - her institutional affiliation. vensko društvo raziskovalcev šolskega polja. Poglavitni namen revije je prispevati k razvoju edukacijskih ved in in- terdisciplinarnemu pristopu k teoretičnim in praktičnim vprašanjem vzgoje in izobraževanja. V tem okviru The submission should be accompanied by a statement that the submission is not being considered for revija posebno pozornost namenja razvijanju slovenske znanstvene in strokovne terminologije ter konceptov publication in any other journal or book collection. na področju vzgoje in izobraževanja ter raziskovalnim paradigmam s področja edukacijskih raziskav v okvi- The spacing of the article should be double spaced, the font Times New Roman (size 12 in the main text and size ru družboslovno-humanističnih ved. 10 in the footnotes). Paragraphs should be indicated using an empty row. There are three types of hierarchical subheadings, which should be numbered as follows: Uredništvo: Valerija Vendramin, Zdenko Kodelja, Darko Štrajn, Alenka Gril in Igor Ž. Žagar 1. (vsi: Pedagoški inštitut, Ljubljana) 1.1 Glavni urednik: Marjan Šimenc (Pedagoški inštitut, Ljubljana) 1.1.1 Odgovorna urednica: Eva Klemenčič (Pedagoški inštitut, Ljubljana) For emphasis, use italics only. Words in a foreign language should also be italicized. Use self-numbered footnotes. Pomočnica odgovorne urednice: Mojca Rožman (Pedagoški inštitut, Ljubljana) Double quotations marks should be used for quotes in the text and single quotation marks for quotes within Uredniški odbor: Michael W. Apple (University of Wisconsin, Madison, USA), Eva D. Bahovec (Filozofska fa- quotes. Longer quotations (more than 5 lines) should be extracted in separate paragraphs and separated from kulteta, Univerza v Ljubljani), Andreja Barle-Lakota (Urad za šolstvo, Ministrstvo za šolstvo in šport RS), the rest of the text by omitting the rows and by having an indentation to the right. The source of the quotation Valentin Bucik (Filozofska fakulteta, Univerza v Ljubljani), Harry Brighouse (University of Wisconsin, should be in round brackets at the end of the quotation, e.g. (Benjamin, 1974: 42 - 44). Madison, USA), Randall Curren (University of Rochester, USA), Slavko Gaber (Pedagoška fakulteta, Uni- verza v Ljubljani), Milena Ivanuš-Grmek (Pedagoška fakulteta, Univerza v Mariboru), Russell Jacoby (Uni- Please mark in the text the place where a graphic product (tables, diagrams, charts, etc..) should be included, e.g. versity of California, Los Angeles), Janez Justin † (Pedagoški inštitut, Ljubljana), Stane Košir (Pedagoška [Table 1 about here]. These products should be attached in a separate file (in ‘eps’, ‘ai’, ‘tif ’ or ‘jpg’ format [300 fakulteta, Univerza v Ljubljani), Janez Kolenc † (Pedagoški inštitut, Ljubljana), Ljubica Marjanovič-Umek dpi resolution]). The table title should be above the relevant table or the graph. (Filozofska fakulteta, Univerza v Ljubljani), Rastko Močnik (Filozofska fakulteta, Univerza v Ljubljani), The source in the text should be referred to as follows: (Ducrot, 1988). Please quote the page for a: (Foucault, Zoran Pavlović (Svetovalni center za otroke, mladostnike in starše, Ljubljana), Drago B. Rotar (Fakulteta 1991: 57). If there are two authors, please refer as (Adorno and Horkheimer, 1990) or (Taylor et al., 1978) for za humanistične študije, Univerza na Primorskem), Harvey Siegel (University of Miami, USA), Marjan Še- three or more authors. tinc (Slovensko društvo raziskovalcev šolskega polja, Ljubljana), Pavel Zgaga (Pedagoška fakulteta, Univer- For the works of an author that were published in the same year, distinguish between them by adding small za v Ljubljani), Maja Zupančič (Filozofska fakulteta, Univerza v Ljub ljani), Robi Kroflič (Filozofska fakulte- letters (a, b, c, etc.), e.g. (Bourdieu, 1996a). Repeatedly cited works should use the following: (ibid.). Please, use ta, Univerza v Ljubljani), Marie-Hélene Estéoule Exel (Universite Stendhal Grenoble III) the following style for each of publication: Lektor, tehnični urednik, oblikovanje in prelom: Jonatan Vinkler Books: Garber, M. (1999). , Harmondsworth: Penguin. Izdajatelja: Slovensko društvo raziskovalcev šolskega polja in Pedagoški inštitut Symptoms of Culture © Slovensko društvo raziskovalcev šolskega polja in Pedagoški inštitut Journal Articles: Tisk: Grafika 3000 d.o.o., Dob Kerr, D. (1999b). Changing the political culture: the advisory group on education for citizenship and the teaching of democracy in schools. XXV/1–2, 25–35. Naklada: 400 izvodov Oxford Review of Education, Book chapters: Revija je vključena v naslednje indekse in baze podatkov: Šolsko polje Contents Pages in Education; EBSCO; Edu- Walzer, M. (1992). The Civil Society Argument. In: Mouffe, Ch. (ed.). Dimensions of Radical Democracy: cation Research Abstracts; International Bibliography of the Social Sciences (IBSS); Linguistics and Language Beha- Pluralism, Citizenship and Community. London: Routledge, 89–107. vior Abstracts (LLBA); Multicultural Education Abstracts; Pais International; ProQuest Social Sciences Journal, Re- search into Higher Education Abstracts; Social Services Abstracts; Sociological Abstracts; Worldwide Political Science Websites: Abstracts http://www.cahiers-pedagogiques.com/article.php3?id_article=881 (5. 5. 2008). Šolsko polje izhaja s finančno podporo Pedagoškega inštituta in Javne agencije za raziskovalno dejavnost Re- Šolsko polje, Mestni trg 17, 1000 Ljubljana; tel.: 01 4201 240, fax: 01 4201 266, publike Slovenije. e-pošta: [email protected]; [email protected] Šolsko polje, Slovensko društvo raziskovalcev šolskega polja, Mestni trg 17, 1000 Tiskana izdaja: ISSN 1581–6036 Ljubljana, e-pošta: [email protected]; tel.: 01 420 12 53, fax: 01 420 12 66 Izdaja na zgoščenki: ISSN 1581–6052 Spletna izdaja: ISSN 1581–6044 Letnik XXIV, številka 3–4, 2013 Revija za teorijo in raziskave vzgoje in izobraževanja Šolsko polje Od otroštva do novejših strategij šole in znanosti IV ur. Eva Klemenčič in Mojca Rožman Vsebina I UVODNIK/EDITORIAL 5 Eva Klemenčič, Od otrok in predšolske vzgoje, učencev/dijakov in pedagoških procesov do pristopov k študiju/učenju in znanju 7 II OTROCI IN PREDŠOLSKA VZGOJA 9 Jerneja Jager, Vloga kakovostnih predšolskih programov pri zagotavljanju socialne vključenosti ogroženih otrok 11 Janja Batič in Dragica Haramija, Zbirka slikanic Kje rastejo bonboni? Ide Mlakar in Ane Razpotnik Donati 41 III PEDAGOŠKI PROCES, UČENCI/DIJAKI 67 Tanja Pirih in Jaro Berce, Uporabnost izobraževalnih e-iger v pedagoškem procesu 69 Florina Erbeli in Karmen Pižorn, Metoda ponavljajočega branja pri pouku angleščine kot tujega jezika pri slovenskih sedmošolcih 81 Irena Lesar and Helena Smrtnik Vitulić, Personality traits of deaf and hard of hearing students from regular and special schools in Slovenia 97 Mojca Kukanja Gabrijelčič, Nadarjeni učenci v Sloveniji, Italiji, Angliji in na Danskem – primerjava zakonodajnih in programskih izhodišč 119 IV UNIVERZITETNA RAVEN, EPISTEMOLOGIJE 149 Marija Javornik Krečič, Eva Konečnik Kotnik in Simona Sternad Zabukovšek, Pojmovanja univerzitetnih profesorjev o študentovih pristopih k študiju in lastnem učenju 151 3 šolsko polje, letnik xxiv, številka 3–4 Eva Klemenčič, Protirealistične teorije znanja 167 Valerija Vendramin, »Globalna« znanost in konceptualni manko: hegemonizacija znanstvenih prostorov skozi prizmo feministične teorije 183 V POVZETKI/ABSTRACTS 197 VI RECENZIJE/REVIEWS 211 Jessica Ringrose, Postfeminist Education? Girls and the Sexual Politics of Schooling (Valerija Vendramin) 213 Tatjana Vonta (ur.), Začnimo na začetku: prispevek predšolskih programov k socialni vključenosti Romov (Albina Nećak Lük) 216 Tina Rutar Leban, Ana Mlekuž, Karmen Pižorn in Tina Vršnik Perše, Tuji jeziki v slovenskih osnovnih šolah: rezultati Evropske raziskave o jezikovnih kompetencah ESLC 2011 (Milena Ivanuš Grmek) 218 Zlatko Jančič, Vesna Žabkar (ur.), Oglaševanje (Alojzija Židan) 220 VII AVTORJI/AUTHORS 223 4 I Uvodnik/Editorial Od otrok in predšolske vzgoje, učencev/dijakov in pedagoških procesov do pristopov k študiju/učenju in znanju Eva Klemenčič etošnja druga tematska številka z naslovom Od otroštva do novejših stra- tegij šole in znanosti IV je prav tako snovno raznolika, kot so bile pre- Ltekle številke z istim naslovom. Nekaj tematskih sklopov ostaja v vse- binskem smislu enakih, ker pa zajemajo nekoliko drugačne vidike kot članki preteklih let, smo jim dali tudi nekoliko primernejše poimenovanje za vsebi- no, ki jo predstavljamo v tej številki. Tudi epistemski
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