<?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%">Ermenc, K. S.</style></author><author><style face="normal" font="default" size="100%">Damijan Štefanc</style></author><author><style face="normal" font="default" size="100%">Jasna Mažgon</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHALLENGES OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN VOCATIONAL EDUCATION: THE CASE OF SLOVENIA</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%">differentiated teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">individualized teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">school management</style></keyword><keyword><style  face="normal" font="default" size="100%">Slovenia</style></keyword><keyword><style  face="normal" font="default" size="100%">vocational education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1600952028.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">One of the main factors contributing to students’ optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">815-831</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%">Mzia Tsereteli</style></author><author><style face="normal" font="default" size="100%">Khatuna  Martskvishvili</style></author><author><style face="normal" font="default" size="100%">Ia  Aptarashvili</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT</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%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">school culture</style></keyword><keyword><style  face="normal" font="default" size="100%">school management</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406541769.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">32</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students' performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers' work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students' academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers' democratic approach to students. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">121-128</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%">Semiha  Şahin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INSTRUCTIONAL LEADERSHIP IN TURKEY AND THE UNITED STATES: TEACHERS’ PERSPECTIVES</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%">instructional leadership</style></keyword><keyword><style  face="normal" font="default" size="100%">school improvement</style></keyword><keyword><style  face="normal" font="default" size="100%">school management</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406612354.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">34</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this study was to better understand the instructional leadership styles adopted in Turkey and the USA. This is a quantitative study which used the “Instructional Leadership Inventory” for data collection. Study data was collected from a diverse sample of urban elementary school teachers: 157 in Turkey and 150 in the USA. The general statistical findings indicate that teachers tend to develop a positive perception towards instructional leadership styles adopted by school principals in Turkey and the USA. An analysis of study results in terms of the similarities and differences between the instructional leadership styles adopted in both countries indicated that American teachers scored higher than their Turkish counterparts in terms of subscales as well as the total score.  
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">122-137</style></section></record></records></xml>