{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-05A1XNNZ/236a01aa-62e8-4137-8f58-551c543b45d4/PDF","dcterms:extent":"1043 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-05A1XNNZ/cfe74f11-59c5-4b40-af69-0d31338dd84b/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-05A1XNNZ","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2025","dc:creator":["Anuas, Salehuddin Al As","Nasri, Nurfaradilla Mohamed","Nordin, Mohd Norazmi"],"dc:format":[{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"letnik:76 = 142"},{"@xml:lang":"sl","#text":"str. 132-154"}],"dc:identifier":["ISSN:0038-0474","COBISSID_HOST:245245187","URN:URN:NBN:SI:doc-05A1XNNZ"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"bralna pismenost"},{"@xml:lang":"en","#text":"culturally responsive teaching"},{"@xml:lang":"sl","#text":"dopolnilno izobraževanje"},{"@xml:lang":"en","#text":"Fuzzy Delphi"},{"@xml:lang":"sl","#text":"kulturno odzivno poučevanje"},{"@xml:lang":"en","#text":"language literacy"},{"@xml:lang":"sl","#text":"metoda Delfi"},{"@xml:lang":"en","#text":"remedial education"},{"@xml:lang":"en","#text":"teaching strategies"},{"@xml:lang":"sl","#text":"učne strategije"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Experts’ Points of View on Culturally Responsive Teaching for Remedial Education|"},"dc:description":[{"@xml:lang":"sl","#text":"Incorporating cultural elements into pedagogy is perceived to enhance the language literacy proficiency of underachieving students. This research aims to determine the components required for developing a culturally responsive teaching strategy for remedial education in primary schools. The study utilized a quantitative research design by employing the Fuzzy Delphi method, in which data were collected via questionnaires received from a cross-disciplinary panel of 30 experts The data analysis results indicated that the experts approved all the components based on the consensus value exceeding 75%, the threshold value (d) being less than or equal to 0.2, and the fuzzy score (A) being greater than or equal to 0.5. The experts agreed to establish a culturally responsive teaching model for remedial education, which consists of six central components and 27 elements. The components include teachers’ professional competence, interaction, the classroom ecosystem, teaching planning and implementation, assessment, and social support involvement. This study offers culturally responsive teaching strategies for remedial teachers to help underachieving students with inadequate language literacy skills"},{"@xml:lang":"sl","#text":"Vključevanje elementov učenčevih kultur v učno prakso naj bi izboljšalo bralno pismenost učencev z nižjimi dosežki. Ta raziskava se osredotoča na opredelitev komponent, potrebnih za razvoj kulturno odzivnih didaktičnih strategij pri dopolnilnem pouku v osnovni šoli. V raziskavi je bil uporabljen kvantitativni raziskovalni model z uporabo mehke metode Delfi. Podatki so bili zbrani prek vprašalnikov, ki jih je izpolnilo 30 različnih strokovnjakov. Rezultati analize podatkov so pokazali, da so v raziskavo vključeni strokovnjaki potrdili vse komponente, saj je konsenzualna vrednost presegla 75 %, mejna vrednost (d) je bila manjša ali enaka 0,2, vrednosti Delfi (A) pa je bila večja ali enaka 0,5. Strokovnjaki so se strinjali s potrebo po uvedbi modela kulturno odzivnega poučevanja v dopolnilni pouk, ki obsega šest osrednjih komponent in 27 elementov. Komponente modela so strokovna usposobljenost učiteljev, sodelovanje, razredni ekosistem, načrtovanje in izvajanje poučevanja, preverjanje in ocenjevanje znanja ter vključevanje socialne podpore. Raziskava predstavlja nekaj kulturno odzivnih didaktičnih strategij poučevanja za dopolnilni pouk, s katerimi lahko učitelji pomagajo učencem s nižjimi učnimi dosežki in manj razvitimi jezikovnimi zmožnostmi"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-05A1XNNZ","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-05A1XNNZ"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-05A1XNNZ/236a01aa-62e8-4137-8f58-551c543b45d4/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-05A1XNNZ/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-05A1XNNZ"}}}}