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Abstract: The recent survey [3] nicknamed “Hitchhiker’s Guide” has raised the rating of quasi-copula problems in the dependence modeling community in spite of the lack of statistical interpretation of quasi-copulas. In our previous work we addressed the question of extreme values of the mass distribution associated with a mutidimensional quasi–copulas. Using linear programming approach we were able to settle [3, Open Problem 5] up to $d = 17$ and disprove a recent conjecture from [14] on solution to that problem. In this note we use an analytical approach to provide a complete answer to the original question.
Keywords: mass distribution, d-quasi-copula, volume, Lipschitz condition, bounds
Published in DiRROS: 01.12.2025; Views: 66; Downloads: 36
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Abstract: Vedno več raziskovalcev ugotavlja, da je lahko zgodnja navezanost pri otrocih z motnjo avtističnega spektra (MAS)1 podobna kot pri otrocih z značilnim razvojem, kljub temu pa je po raziskavah delež varno navezanih otrok z MAS manjši kot pri otrocih normativnega razvoja. Razlog za to so lahko številni dejavniki, izhajajoči iz družin otrok z MAS, ki ovirajo razvoj varne navezanosti otroka na starše. Opravili smo sistematični pregled raziskav, kjer so se avtorji osredotočali na zgodnjo navezanost otrok z MAS. Vključili smo raziskave zadnjih šestih let. Ugotovili smo, da se večina avtorjev usmerja v proučevanje specifičnih značilnosti staršev otrok z MAS oziroma družin kot dejavnikov zgodnje navezanosti otrok z MAS. S prepoznavanjem in razumevanjem značilnosti posamezne družine lahko pripravimo učinkovito podporo v zgodnji obravnavi družin otrok z MAS za izboljšanje kakovosti življenja celotne družine. Navezanosti otrok z MAS so opravljene na razmeroma majhnih vzorcih, z različno metodologijo in raznolikimi spremenljivkami ter občasno dajejo med seboj neskladne rezultate. Oblikovali smo priporočila za nadaljnje raziskovanje področja zgodnje navezanosti otrok z MAS in smernice za zgodnjo obravnavo družin otrok z MAS, ki spodbujajo navezanost otrok z MAS.
Keywords: motnja avtističnega spektra, MAS, zgodnja obravnava, starši
Published in DiRROS: 01.12.2025; Views: 99; Downloads: 38
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Abstract: 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.
Keywords: culturally responsive teaching, Fuzzy Delphi, language literacy, remedial education, teaching strategies
Published in DiRROS: 01.12.2025; Views: 86; Downloads: 38
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Abstract: This paper presents the results of a study aimed at examining Croatian primary education teachers’ conceptions of assessment and the correlation between these conceptions and the implementation of assessment in their teaching practice. The analysis of teachers’ conceptions includes considerations of the reliability and importance of assessment, its role in fostering students’ development, the perception of assessment as a tool for ensuring the quality of school and teacher performance, and its role in preparing students for examinations. The study also examines teachers’ assessment practices, analyzing whether they predominantly focus on formative assessment thus fostering student development, or on summative assessment by preparing students for test-related tasks. The research was conducted on a sample of 261 primary education teachers in Croatia. The findings reveal a statistically significant correlation between teachers’ perceptions of assessment and its implementation in teaching. Teachers who perceive assessment as important for students’ personal development are more likely to employ formative assessment in their teaching. Based on the results, the study discusses implications for practice and possibilities for improving the perception and implementation of assessment in primary education, emphasizing the potential of assessment to promote holistic student development.
Keywords: formative assessment, teacher's self assessment, fostering student development, summative assessment, purpose of assessment
Published in DiRROS: 30.11.2025; Views: 132; Downloads: 54
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Abstract: Digital writing assistants that deliver Automated Written Corrective Feedback (AWCF) have emerged as valuable tools for reducing teachers’ workload by lessening the time and effort required to provide feedback. When implemented effectively, these tools can enhance students’ writing quality, foster a more holistic understanding of the writing process, and enable learners to revise and correct their work independently. This systematic literature review, conducted in accordance with the PRISMA 2020 protocol, synthesises research on the role of digital writing assistants in providing AWCF. It reviews 22 peer-reviewed English-language papers published between 2018 and 2023, which examine these tools in the context of developing EFL students’ writing skills, in comparison with traditional teacher-generated feedback or in hybrid approaches combining both. The participants in the studies were undergraduates majoring in EFL, along with graduates from other disciplines. The writing tasks focused mainly on essay writing but also included paragraph and research paper writing. The findings highlight that students particularly value the immediacy and accuracy of feedback, which typically addresses areas such as grammar, sentence structure, idea development, word choice, style, cohesion, and coherence. Users receive error corrections and suggested improvements through various methods, including markers, highlighting, meta-linguistic comments, direct suggestions, and interactive lessons. Although occasional false positives occur, the tools are generally perceived as effective in improving students’ writing performance. Importantly, the results support hybrid approaches and underscore the teacher’s vital role in mediating the process. In sum, AWCF writing assistants should be systematically integrated into classroom instruction as supplementary tools, aligned with learning outcomes and supported by clear guidance on interpreting and applying feedback.
Keywords: automated written corrective feedback, English language, second/ foreign language, writing skills
Published in DiRROS: 30.11.2025; Views: 140; Downloads: 67
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