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How do University Students Learn: Learning Styles and Approaches in the Context of Subjective Quality of Higher Education Teaching and Learning Effectiveness

100%
Juklová K.
The New Educational Review
|
2013
|
vol. 33
155-164
EN
This paper examines the styles and approaches to learning in contemporary higher education students. These individual characteristics are seen as results of the interaction between student individuality and the learning environment stimuli. The presented research is based on the assumption of existing interactions among the nature of study environment, the student’s approach to learning and his/her study effectiveness. Research results confirm this assumption and enable to analyze findings in the context of a specific learning environment.
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When Parents and Teachers Assess Intellectual Giftedness of Preschool Children

51%
Havigerová J. M., Juklová K., Haviger J.
The New Educational Review
|
2013
|
vol. 34
188-197
EN
The paper deals with the possibility of using a screening method for the assessment of intellectual giftedness at preschool age by two groups of persons – nursery teachers and parents. It presents The Characteristics of Giftedness Scale (CGS) for preschool children from Linda Silverman and its Czech translation that was verified from the aspect of parallel validity with a standardized IQ test. The CGS was filled in by experienced nursery teachers and by parents of preschool children and their assessments were analysed from the aspect of similarity and diversity. The results show that teacher assessment is closer to the IQ test results compared with parents who tend to overestimate their children. Eight items with low agreement between the two groups of respondents were identified and their expected sources discussed.
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