<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mare  Müürsepp</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AGE-APPROPRIATENESS OF THE SCIENTIFIC VOCABULARY FOR BEGINNING READERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">beginning reading</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">reading material</style></keyword><keyword><style  face="normal" font="default" size="100%">vocabulary</style></keyword><keyword><style  face="normal" font="default" size="100%">zone of proximal development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056782.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study concerning an experimental learning material was carried out in the primary school. A specific feature of the innovative material is topic based on notions related to physics. Seven years old pupils' pre-knowledge of scientific notions have been analysed in the current study. A sample of the vocabulary suggested by the physicists was tested with different groups of respondents: pupils of the first grade, pupils additionally involved in extracurricular activities in the club &quot;Friend of Science&quot; and the students of a teacher training department. The notions selected by the physicists denote the phenomena of energy, space science, atomic and digital study area that up till now were not included in the actual primary school curriculum. As a result of this study, the fact has to be reported that the pupils – not having had any previous lessons on these themes – have given 72% right answers altogether, but the pupils involved in the special club, know nearly all presented notions. There are conclusions drawn from the current study for compiling of texts for beginning reader and for introducing the scientific themes in primary school lessons. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">78-89</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Natalja   Malceva-Zamkovaja</style></author><author><style face="normal" font="default" size="100%">Mare  Müürsepp</style></author><author><style face="normal" font="default" size="100%">Maia Muldma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIALOG OF CULTURES IN TEXTBOOKS OF PRIMARY SCHOOL: COMPARATIVE ANALYSIS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">dialogue of cultures</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-cultural identity</style></keyword><keyword><style  face="normal" font="default" size="100%">textbooks for primary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413727067.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Cultural identity appears to be one of the highest values of contemporary society, accepted as the priority of contemporary and sustainable education. As a result of general globalization the school changes into the multicultural institution. Inasmuch as the topic of textbooks could support the formation of children's socio-cultural identity, the focus of the study would be the analysis of texts in primary school textbooks. The authors of the article studied the textbooks in Estonia and textbooks of neighbourhood countries Finland, Latvia and Czech Republic. The material of textbooks is analyzed on the axis 'your own – another' (supporting the belonging to your own culture vs opened to the international influences). 
 There the analysis is carried out, how much the folklore of one's own nation and other nations is presented in language and music textbooks. The methodology of the study includes content analysis and source analysis. Remarkable differences in the choice of texts in textbooks of different countries will be pointed out as a result. There are countries which textbooks include the texts tending to support the formation of national identity only. Besides with these are the countries which textbooks from the early school years pay attention on the values of cultural diversity and formation of empathy towards other cultures. Comparative analysis of the text choice in textbooks of different countries and publishers leads to unexpected paradoxes of logic of formation of socio-cultural identity in primary school age. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><orig-pub><style face="normal" font="default" size="100%">ДИАЛОГ КУЛЬТУР В УЧЕБНИКАХ ДЛЯ НАЧАЛЬНОЙ ШКОЛЫ: КОМПАРАТИВНОЕ ИССЛЕДОВАНИЕ </style></orig-pub><section><style face="normal" font="default" size="100%">113-122</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mare  Müürsepp</style></author><author><style face="normal" font="default" size="100%">Anne Uusen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FAILING IN BASIC SCHOOL: DISCOURSES OF EXPLANATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">essentialist vs. sociocultural approach</style></keyword><keyword><style  face="normal" font="default" size="100%">lifestyle</style></keyword><keyword><style  face="normal" font="default" size="100%">multiple masculinity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1415392626.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">48</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Discourse study was aimed to analyse the methodolody of educational research concerning problems of failing in basic school. There the gender discourse appeared as a substantial issue, while remarkable differences between boys and girls are revealed by official statistics and educational studies. 
 The sustainability of a society with such a gender imbalance in education is at risk, since the educational choices will influence choices in the labor market and in lifestyle in broader terms. It is therefore important to look for explanations for gender differences in education (coping strategies, achievement, etc.). In line with the theories of multiple masculinities can be argued that looking at the so-called failing boys as a homogenous group will not take us very far in understanding the underlying reasons for the causes of failing. If the coping at school is related to the gender, then the solution of the problem has to be derived from the gender differences too, but this kind of thinking would connote to the gender stereotypes. 
 Thus, a historical overview of educational research carried out in Estonia in the last century is provided, focusing on the discourse of gender in the educational science. There are different periods pointed out in relation to the focus in studies of academic success: there have been years, when the boys' results in academic skills were higher than girls' results; problems of health and social relations have been treated in different way during different periods. Content analysis of the studies concerning gender issues will be the basis for the discussion, and special attention will be given to the research of pupils' lifestyle.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">117-126</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anne Uusen</style></author><author><style face="normal" font="default" size="100%">Mare  Müürsepp</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ORTHOGRAPHIC SKILLS AND TEACHING ORTHOGRAPHY IN LIGHT OF THE RENEWED ESTONIAN LANGUAGE SYLLABUS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">native language pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">writing skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400136237.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The National Curriculum is a document that prescribes the bases of teaching. All the issues in the National Curriculum are compulsory for each teacher. The issue of spelling skills in the curriculum has always had an active feedback, either positive or negative, among mother tongue teaching specialists in Estonia. Therefore, before starting the next curriculum reform, it is reasonable to analyze former versions and to research what is actually fulfilled or not in the real school life. 
The modern viewpoint of teaching spelling, described by keywords such as the usage of language and focusing on the text, is the basis of renewing the syllabus of mother tongue in Estonia. It means that orthography is taught and evaluated from the basis of informal teaching approach or in other words, by taking into account the language using situation and/or the language using purposes in teaching orthography. It has a clear and convincing scientific basis and ground, which is described also in the current article. 
Strong scientific ground and the results of studying the writing skills in students` independent pieces of writing gave a foundation to claim that the curriculum reform team in Estonia is on the right path. The results of the study also confirmed that orthographical skills and knowledge are acquired more effectively and consciously, when they are learned in the environment, where they are really needed or in other words, connected with the process of writing texts. The fact that the most frequently used words are written correctly even at the end of the first stage of compulsory school, makes it possible to draw more attention to teaching syntax, punctuation and writing different texts in different purposes at the 2nd stage of compulsory school. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">170-184</style></section></record></records></xml>