<?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%">Maria  Dolores Calero</style></author><author><style face="normal" font="default" size="100%">Sara   Mata</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MIGRATION AT SCHOOLS: MAKING EDUCATION OF PRESCHOOL CHILDREN FLEXIBLE THROUGH DYNAMIC ASSESSMENT</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%">cognitive function</style></keyword><keyword><style  face="normal" font="default" size="100%">language proficiency</style></keyword><keyword><style  face="normal" font="default" size="100%">learning potential</style></keyword><keyword><style  face="normal" font="default" size="100%">multicultural education</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%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419344935.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">49</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Migration processes are part of the globalized world in which we live. Although much of the migration experience is enriching for both the immigrant and the receiving environment, its difficulties remain. One area where difficulties are visible is the educational environment. Education policies, typically based on structured curricula, are not adapted to the peculiarities of immigrant children, who often produce lower academic outcomes. The main trouble with this situation is that performance and social problems do not appear until the child has spent several years at school. Dynamic assessment methodology has come to light as an alternative for immigrant children, making it possible to distinguish their poor academic performance from their learning potential. This study presents the line of research we have pursued in southern Spain with preschool immigrants from diverse cultural and linguistic backgrounds. Data shows that preschool students’ learning potential is independent of their cultural background. This study also discusses the advantages of including dynamic assessment in a multicultural educational context.
 Key words: learning potential, multicultural education, language proficiency, childhood, cognitive function.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-14</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%">Nikleia  Eteokleous</style></author><author><style face="normal" font="default" size="100%">Nikoletta  Christodoulou</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PROCESS OF MULTICULTURAL EDUCATION IN A CENTRALIZED AND HOMOGENEOUS EDUCATIONAL SYSTEM</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%">homogeneous educational system</style></keyword><keyword><style  face="normal" font="default" size="100%">multicultural education</style></keyword><keyword><style  face="normal" font="default" size="100%">multiculturalism</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/2014/457-1400135650.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%">Cyprus educational system which as of now could be described as homogeneous, centralized, and bureaucratic is going through a totally new experience since “foreign language speaking” students are enrolled in public school classrooms. The high degree of homogeneity that existed so far has been dramatically decreasing the last few years. Individuals with different cultures, nationalities, languages, and religions enter the country for various reasons. The above changes are reflected in the country’s school system as well. The study examines the current situation within the Cyprus educational system regarding the issue of multiculturalism. The formal, theoretical, and institutional framework of the multicultural education in Cyprus as it is included in the wider educational policy, and the implementation of the official philosophical outline are examined, interpreted and discussed. On the other hand, the informal theoretical framework of the multicultural education in Cyprus is examined, which includes things done based on teachers’ own will, effort, stimulus, and initiative, as well as based on their assumptions and beliefs. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">47-63</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%">Mateja  Psunder</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COLLABORATIVE CULTURE AS A CHALLENGE OF CONTEMPORARY SCHOOLS</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%">collaborative culture</style></keyword><keyword><style  face="normal" font="default" size="100%">democratic school</style></keyword><keyword><style  face="normal" font="default" size="100%">multicultural education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393668766.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Different authors stress that traditional culture is still the most common culture in schools. This culture prefers high educational goals, high expectations and productivity. Under such circumstances, there is no room for cooperation and helping each other. On the contrary, these stimulate competitiveness that causes tension between the participants.
 One of the fundamental aims of today's and future education is also to stimulate cooperation that provides each individual with the strength to come to known him or herself and to behave in accordance with his or her tradition and beliefs, while at the same time staying open to other and different people. This can be achieved only in a culture of good relationships that includes the values of tolerance, solidarity, critical thinking and independence. Research has shown that collaborative culture also has many other benefits over traditional culture reflecting itself in the well-being and effectiveness of teachers and students and also in the development of the institution as a whole.
 Nowadays, it is impossible to imagine effective schools without cooperation at all school levels. Since school culture is a relatively stable phenomenon, it takes a long time to change and such a change cannot be achieved with external orders. The most important initial step towards changing school culture is that all school staff realise its importance, influence and extent in creating an effective school. This can be a starting point and encouragement to think about the existing school climate, make plans for the future and find ways to change it.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">84-93</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%">Blandina  Šramova</style></author><author><style face="normal" font="default" size="100%">Eva  Poliakova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIVERSION IN SEMANTIC SPACE OF FUTURE TEACHERS AND ASSISTANT TEACHERS FOR ROMA COMMUNITY</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%">multicultural education</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395387356.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The contribution is devoted to presenting multicultural education, which reflects influence of increasing diversity at schools. Competences of a teacher in given area are considered incredibly important, especially in attitude towards Roma ethnic. Negative attitudes, difficulties in bonding within social space under the influence of globalisation trend can unfavourably affect educational process of a pedagogue, as well as an assistant for Roma community. Therefore we focused our research study to findings of semantic space of identity forming notions, and also notions, which shows bonding of observed dimensions. Participants consisting of future teachers (N=215) and future assistant teachers for Roma community (N=164) expressed to notions, namely by choosing and assigning pictures by using the method the Test of semantic selection (Doležal). Final findings showed certain similarities as well as differences in semantic space, which was attributed to observed notions by future teachers and assistant teachers for Roma community. Particularly stereotypes represented by higher rate were shown with both observed groups. Higher rate of fear from the notion Roma was shown by future teachers on contrary to future assistants of Roma community. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">155-162</style></section></record></records></xml>