Contemporary Educational Researches Journal https://sproc.org/ojs/index.php/cerj <p><strong>Contemporary Educational Researches Journal (CERJ</strong>) is an international peer-refereed journal that promotes the researches in the field of contemporary and innovative education practices and research involving “educational administration”, “assessments and evaluations”, “guidance and counseling in schools”, “educational technology”, “curriculum”, “learning environments”, “social and psychological issues of education”, “subject areas of teaching and learning”, “special education” and “teaching and learning approaches and theories”.</p> <p>&nbsp;</p> <p align="justify">No publication charge or article processing charge is required. All accepted manuscripts will be published free of cost.</p> <p align="justify"><em>The journal is under the review of Scopus and Web of Science. If the journal is accepted to be indexed, your article will also be included in these indexes.</em></p> en-US Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol> cerj.editorial@gmail.com (Assoc. Prof. Dr. Deniz OZCAN) cerj.editorial@gmail.com (Ahmet Yılmaz) Fri, 31 May 2019 00:00:00 +0100 OJS 3.1.1.4 http://blogs.law.harvard.edu/tech/rss 60 Higher education as factor for economic development: Lithuanian case https://sproc.org/ojs/index.php/cerj/article/view/3820 <p>Authors of the article aim to show what role higher education play in economic development. They argue that modernization and transformation of the economy mostly depend on knowledge-based economy. Smart, sustainable, and inclusive economic growth are based and strongly related to higher education. When analyzing higher education, the share of the population with tertiary education (in the total population aged 15–64 years) was chosen to study. For the evaluation of these relations in Lithuania and the EU-28 the period of 2005–2013 was analyzed, and the year 2005 was chosen as the base year. The research results and calculated Pearson correlation coefficient revealed that the share of the population with tertiary education (in the total population aged 15–64 years) has a significant impact on the share of human resources in science and technology, research and development expenditure and real adjusted gross disposable income of households per capita in Lithuania and most other countries of the EU-28..</p> <p>Keywords: Economic development, economic modernization, higher education, research and development expenditure;</p> Jadvyga Ciburiene, Dalia Bernatonyte, Zaneta Simanaviciene, Grazina Startiene ##submission.copyrightStatement## https://sproc.org/ojs/index.php/cerj/article/view/3820 Fri, 31 May 2019 00:00:00 +0100 Influencing factors on further development of bilingual education in Macedonia https://sproc.org/ojs/index.php/cerj/article/view/3938 <p>Macedonia has implemented bilingualism in schools for more than a decade. However, this bilingualism has been realized in a step-by-step program in the Macedonian schools by introducing minorities to bilingual programs first starting from primary, then secondary and lately tertiary education in mother language of minorities. This approach was originally thought to help minority students learn the majority language and in that way find their way in the market economy. In practice, bilingual programs in Macedonian schools as well as teacher training programs in the state universities have limited view of what it means to have bilingual education, professional bilingual teachers, and how these teachers should teach bilingual students. This paper explores how political, social, and economic developments in one country influences by further developing or limiting bilingual education in all levels in Macedonia and how bilingualism in schools can be misused for the government to keep the minorities oppressed. This paper will overview the major political and educational events that took place in Macedonia that concern and seriously affected further development of bilingual education in the country.</p> <p>Keywords: bilingual education, bilingualism;&nbsp; Macedonia, political events</p> Hajrulla Hajrullai ##submission.copyrightStatement## https://sproc.org/ojs/index.php/cerj/article/view/3938 Fri, 31 May 2019 00:00:00 +0100 The An evaluation of school directors’ and teachers’ views about supervisors’ communication skills https://sproc.org/ojs/index.php/cerj/article/view/3970 <p>Effective supervision is strongly related to the communication between the supervisor and the staff in an institution. The indication that shows the attainment of supervision is directly linked with how the staff of the supervised school understands the supervisor. Therefore, supervisors should be effective communicators and have the ability to apply it. The aim of this study was to examine and compare personal views of supervisors working for the Ministry of Education in Turkish Republic of North Cyprus (TRNC) about their communication skills and how they are perceived by the directors and teachers in primary education. A qualitative research design was used in this study. It was carried out in five primary schools in Güzelyurt in TRNC and a sampling method was followed. The data were collected in the 2015–2016 academic year through a semi-structured personal view form answered by the teachers, directors, and the supervisors supervising these schools. It was noted that communication among teachers, directors and supervisors, and verbal and non-verbal communication of the supervisors were similar, whereas during the communication procedure; conceptions to do with problems in supervising problems seemed to be different among the involved.</p> <p>Keywords: Communication skills, communication, educational supervision, pervision,</p> <p><strong>&nbsp;</strong></p> Fatma Taspinar ##submission.copyrightStatement## https://sproc.org/ojs/index.php/cerj/article/view/3970 Fri, 31 May 2019 00:00:00 +0100