Center for Educational Policy Studies Journal <p>The Center for Educational Policy Studies Journal is an open-access, peer-reviewed journal devoted to publishing research papers in different fields of education, including scientific.</p> University of Ljubljana, Faculty of Education, Slovenia en-US Center for Educational Policy Studies Journal 1855-9719 <p>In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.</p> Editorial - VARIA Issue Iztok Devetak Copyright (c) 2023 Center for Educational Policy Studies Journal 2023-06-20 2023-06-20 13 2 5 8 10.26529/cepsj.1678 The Policy Efforts to Address Racism and Discrimination in Higher Education Institutions: The Case of Canada <p>This paper reviews existing policies related to anti-racism and anti-discrimination at five major universities in Canada and assesses the equity initiatives undertaken by university authorities to promote greater access and inclusion of different ethnic minority groups. The study is based on secondary data sources. Therefore, policy papers, documents, study reports available in those universities, government policy and legislation, journals, and similar were consulted to construct the piece. Findings reveal that although the universities have some sort of anti-racism and anti-discrimination policies to combat racism and discrimination in their educational setting, they face challenges or limitations in adopting holistic and inclusive measures for the different ethnic and diverse minority groups studying there. The study argued for promoting discussions and responses to specific policies, programmes, and practices, including behaviours and attitudes in the institutional and professional contexts, for combating racism and discrimination. The findings may be helpful for academics, policymakers, and administrators to develop their understanding of institutional racism, identify challenges, and adopt policy measures to address it.</p> <p>&nbsp;</p> Muhammed Muazzam Hussain Copyright (c) 2022 Center for Educational Policy Studies Journal 2022-05-31 2022-05-31 13 2 9 29 10.26529/cepsj.965 Science Teachers’ Practices During the Pandemic in Portugal <p>This paper aims to examine how science teachers adapted their practices to the context of the Covid-19 pandemic and what they learned during the period of confinement.</p> <p>The participants are fifteen science teachers who currently collaborate on a STEM research project. To collect the data, we used two techniques (individual interviews and teachers’ individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers’ role in crisis management, such as during the Covid-19 pandemic.</p> Mónica Baptista Estela Costa Iva Martins Copyright (c) 2022 Center for Educational Policy Studies Journal 2022-05-31 2022-05-31 13 2 31 56 10.26529/cepsj.1143 Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal <p>Future teachers first come into contact with diversified teaching strategies, such as Project-Based Learning, in initial teacher education programmes. &nbsp;Such strategies contrast with the type of methods that they experienced throughout their own schooling, which are essentially teacher centred. The present research aims to understand how Project-Based Learning is being integrated into the curriculum of primary school teachers’ initial teacher education programmes. The participants were three higher education institutions located in different regions of Portugal, all of which offer initial teacher education programmes for primary school teachers that include Project-Based Learning at some point. The data were collected through document analysis of the programmes’ curricula, as well as through semi-structured interviews with the programme coordinators in each institution. The results show that the institutions value Project-Based Learning and make an effort to include it in their programmes, whether in theoretical, didactical or practical terms. However, they encounter some difficulties in promoting more significant experiences that would enable the students to feel confident to use this strategy in their Supervised Teaching Practice internships.</p> Tiago Tempera Luís Tinoca Copyright (c) 2022 Center for Educational Policy Studies Journal 2022-05-31 2022-05-31 13 2 57 77 10.26529/cepsj.1141 Literacy Policy in Southeast Asia: A Comparative Study between Singapore, Malaysia, and Indonesia <p>This study starts with two questions: why is the literacy of 15-year-old Indonesian students low, and how does this compare with other countries? This study aimed to examine the literacy policies in Singapore, Malaysia, and Indonesia and discuss the strategic policies to improve literacy in each country. The qualitative comparative research method was employed to acquire a comprehensive understanding of the literacy policies in these three countries. According to the findings, Singapore, Malaysia, and Indonesia each have distinct literacy policy trends. The context of each country’s education system and language affects the government’s literacy policies: Singapore emphasises industrialisation; Malaysia refers to its multi-ethnic life; Indonesia reflects the 2013 curriculum. Meanwhile, the National Library Board (NLB; Singapore), the Malaysian National Literacy Agency (Malaysia), the Language and Book Development Agency, as well as the Archive and Library Agency (Indonesia) contribute to the implementation and commitment of these literacy policies. As part of their programme implementation, each institution has a literacy activity.</p> Evi Fatimatur Rusydiyah Zaini Tamin AR Moh. Rifqi Rahman Copyright (c) 2022 Center for Educational Policy Studies Journal 2022-07-11 2022-07-11 13 2 79 96 10.26529/cepsj.1214 Geometry Teaching in Transition: An Investigation on the Importance of School Geometry in Primary Education <p>Mathematics instruction in primary school has been influenced by many policy changes and empirical findings in the previous two decades. Geometry lessons, in particular, were re-evaluated due to a paradigm change and, consequently, were attributed a new meaning within the mathematics curriculum worldwide. The present paper focuses on this paradigm shift in the sense of the evaluation to what extent both the didactical potential and the practical value of geometry instruction in elementary education are currently recognised and utilised by primary grade teachers. In total, 120 primary grade teachers participated in the study. The results showed that there had been positive recognition of the didactical potential of school geometry by the teachers over the previous two decades; however, it lacked actual implementation in school practice for different reasons. The results are discussed not only with regard to the latter of these but also with regard to their theoretical and practical implications.</p> Ana Kuzle Copyright (c) 2022 Center for Educational Policy Studies Journal 2022-06-29 2022-06-29 13 2 97 123 10.26529/cepsj.1267 Retrospective and Concurrent Victimisation as Predictors of Social Self-Concept and Loneliness in First-Year University Students <p>Peer victimisation during school years has been found to significantly shape the way students perceive themselves and how they enter into relationships with peers, thus impacting students’ current and long-term wellbeing. However, victimisation has seldom been examined in university students. The present study aimed to investigate students’ current level of self-reported peer victimisation and perceived peer support and their retrospectively reported victimisation as predictors of their social self-concept and loneliness in their first year of university. First-year university students (N = 200; 26% male) participated in the study. The results indicated that retrospectively reported victimisation experiences during their years of schooling explained additional variance in social self-concept and loneliness beyond their concurrent peer experiences. These findings indicate that experiencing victimisation during school years could have consequences for students’ wellbeing that are not limited to the period of primary and secondary schooling, but can persist after their transition to university. Practical implications for the promotion of mental health in the higher education context are discussed.</p> Katja Košir Urška Žugelj Copyright (c) 2022 Center for Educational Policy Studies Journal 2022-06-24 2022-06-24 13 2 125 141 10.26529/cepsj.1314 Teachers’ Attitudes towards the Rights of Students with Special Education Needs During the Covid-19 Pandemic <p>This study aims to assess teachers’ attitudes toward the rights of students with special needs during the Covid-19 pandemic. The study focuses on the attitudes of the special education teachers regarding their self-efficacy and beliefs about using e-learning with their students during the Covid-19 lockdowns. It was undertaken using a quantitative research approach by which teachers working with children with special needs in Amman were interviewed virtually. The findings indicate that the teachers have positive attitudes and perceptions regarding the rights of children with disabilities, although they report having low self-esteem. They report the need to find ways of integrating e-learning for special needs children during the lockdowns. The findings indicate that teachers in Jordan have relatively negative perceptions of using e-learning platforms for teaching children with disabilities. There is a need for policies to train and support teachers in these settings to equip them with the skills to work with students with special needs using e-learning tools.</p> <p>Key Words: Covid-19, Rights, Students with Special Needs, Teachers' Attitudes.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> Mohammad Sakarneh Copyright (c) 2022 Center for Educational Policy Studies Journal 2022-08-31 2022-08-31 13 2 143 162 10.26529/cepsj.1155 Difficulties in the Close Social Relationships of Slovenian Students during the Covid-19 pandemic <p>This study examined the difficulties experienced by Slovenian upper-secondary school and university students aged 18 to 25 in their close social relationships during the Covid-19 pandemic. We examined the extent of social difficulties in six domains (relationships with friends, establishing a new relationship with an intimate partner, sexuality, relationship with a current intimate partner, parental control and living with parents, and family conflict) in the pre-pandemic period and in the first two waves of the pandemic. We were also interested in whether demographic variables were related to the students’ perceived social difficulties. The results showed that the severity of reported difficulties increased in all six domains during the government-imposed quarantine periods, with relationships with friends and the opportunity to establish new intimate relationships being the most affected. In addition, we found differences in the extent of perceived difficulties related to educational status, gender, intimate relationship, and change in living situations. The study offers insight into the socio-emotional life of students during a non-normative life event that educators should acknowledge.</p> Melita Puklek Levpušček Mojca Poredoš Copyright (c) 2022 Center for Educational Policy Studies Journal 2022-08-31 2022-08-31 13 2 163 187 10.26529/cepsj.1400 Tina Štemberger, Še ena knjiga o statistiki: Univariatne in bivariatne statistične metode v edukaciji, Založba Univerze na Primorskem, 2021: ISBN 978-961-293-101-8 Žan Korošec Copyright (c) 2023 Center for Educational Policy Studies Journal 2023-06-20 2023-06-20 13 2 189 192 10.26529/cepsj.1679