The paper explores the strategic aim (purpose) as the main determinant of Croatian language teaching theory and practice. The research aimed to establish how strategic aims were embedded in high school curricula for the Croatian language from the 1970s to the 2020s and the extent to which they were related to teaching efficiency. Based on the literature and reflection on personal teaching practice, criteria for evaluating the strategic aim of the subject Croatian language were established. The high school curricula for the subject Croatian language from 1974, 1984, versions of the curriculum from 1990 to 1995, followed by the version from 2003 and finally the 2019 Croatian language Curriculum were analyzed, classified, compared and evaluated. The hypothesis that high school curricula for the subject Croatian language from the 1970s to the 2020s have not set the provision of purpose in a quality manner was confirmed. Not one of the mentioned documents met all of the criteria for defining purpose. During the socialist era, the essence of the subject was suppressed, whereas in democratic Croatia the curricula improved with respect to defining the purpose. This trend, however, was stopped with the Curriculum. Key words: communicative approach; curriculum; language literacy; mother tongue; purpose. --- Rad se bavi proučavanjem strateškoga cilja (svrhe) kao glavne odrednice nastavne teorije i prakse Hrvatskoga jezika. Cilj proučavanja bio je utvrditi kako su u srednjoškolskim planovima i programima Hrvatskoga jezika od 70-ih g. XX. st. do 2020. g. postavljeni strateški ciljevi i u kojoj su mjeri bili povezani s učinkovitošću nastave. Na temelju literature i refleksije osobne nastavne prakse utvrđeni su kriteriji vrednovanja strateškoga cilja Hrvatskoga jezika. Analizirani su, klasificirani, uspoređeni i vrednovani srednjoškolski planovi i programi Hrvatskoga jezika iz 1974., 1984., programske inačice od 1990. do 1995., potom ona iz 2003. g. i Kurikulum Hrvatskoga jezika iz 2019. godine. Potvrđena je hipoteza da u srednjoškolskim planovima i programima Hrvatskoga jezika od sedamdesetih godina XX. st. do 2020. g. odredba svrhe nije kvalitetno postavljena. Ni u jednom od njih nisu zadovoljeni svi kriteriji za definiranje svrhe. U socijalizmu se potiskivala bit predmeta, u demokratskoj Hrvatskoj programi se s obzirom na definiranje svrhe poboljšavaju, no ta se tendencija zaustavlja u Kurikulumu.Ključne riječi: jezična pismenost; komunikacijski pristup; materinski jezik; nastavni plan i program; svrha

The paper explores the strategic aim (purpose) as the main determinant of Croatian language teaching theory and practice. The research aimed to establish how strategic aims were embedded in high school curricula for the Croatian language from the 1970s to the 2020s and the extent to which they were related to teaching efficiency. Based on the literature and reflection on personal teaching practice, criteria for evaluating the strategic aim of the subject Croatian language were established. The high school curricula for the subject Croatian language from 1974, 1984, versions of the curriculum from 1990 to 1995, followed by the version from 2003 and, finally, the 2019 Croatian language Curriculum were analyzed, classified, compared and evaluated. The hypothesis that high school curricula for the subject Croatian language from the 1970s to the 2020s have not set the provision of purpose in a quality manner was confirmed. Not one of the mentioned documents met all of the criteria for defining purpose. During the socialist era, the essence of the subject was suppressed, whereas in democratic Croatia the curricula improved with respect to defining the purpose. This trend, however, was stopped with the Curriculum.

Along with spoken communication, reading is the most important means of indirectly mastering vocabulary. The primary goal of this study was to test the hypothesis that how much someone reads (reading volume) positively influences the richness of their vocabulary. The study's secondary goal was to determine some of the possible factors of influence on reading frequency or volume. Two hundred students enrolled in the third year of secondary school at three schools in Zagreb participated in the study. For the purposes of an empirical investigation, a research instrument (questionnaire) was designed to check the participants' knowledge of the meanings of lexemes excerpted from works of literature from the secondary-school curriculum. In addition, data on the reading habits of the participants were collected by means of a survey. At the primary level of investigation, the study investigated the relationship between the percentage of correctly identified meanings of lexemes and the average volume of reading literature and determined that the students who on average did more reading also recognized the meaning of more lexemes. At the secondary level of investigation, the study looked into the dependence of average reading volume on other variables: exposure to stories and fairy tales during childhood, love of reading (reading pleasure), reading comprehension, and the average reading volume of the participants' parents. The results indicated a statistically significant positive correlation between average reading volume and the first three of these four variables.

This paper presents the results of the research on exam papers for Croatian language in grades 3, 4, 5 and 6 of primary school that are used for checking the acquisition of different norms of the Croatian standard language. The aim of the research was to warn about the acceptability and non-acceptability of written examinations (tests), especially in terms of their age appropriateness and the cognitive abilities of students, as well as to try to contribute to the standardization of written examinations (tests) for assessing the level of mastery of language skills. The research confirmed the starting assumptions that the biggest drawbacks of the analysed examinations are their disconnectedness from the educational objectives set out in the Curriculum for Primary Schools (2006), their inappropriateness for the age of students, i.e. their cognitive abilities, incompatibility of task types with the educational objectives that are being examined, i.e. incompatibility of the structures of some task types with their methodological principles. It is recommended to include more content related to test tasks design into initial teacher training and to link that content to the subject matter of educational outcomes and psychometrics. At the same time, an appeal needs to be made to the competent institutions, primarily the Ministry of Science and Education and the Education and Teacher Training Agency, especially now that a full reform of the educational system is being implemented, to raise the importance of the mechanisms that control the quality of exam papers required for use in schools in the Republic of Croatia, in accordance with the prescribed standards.

Abstract The aim of this research was to determine the relationship between the four integral parts of the educational process: the documents (The National Curriculum Framework for Pre-School Education and General Compulsory and Secondary Education and The Syllabus for Primary School), Croatian language textbooks (with accompanying teacher’s books), teachers and students. The pilot study included 9 teachers and 73 students. The results indicate that textbooks are mainly in line with the educational outcomes stated in the strategic documents, but that there are also some departures from these outcomes. Sometimes teachers depart from the guidelines set in the documents, but their attitude to the teaching unit Word Stress Patterns is a reflection of their personal opinion, their perception of the educational outcomes, the time planned for this unit, students’ abilities, etc. The difference in the results achieved by students in the target group and those in the control group in the variable Test Achievement was not statistically significant. Statistical difference was not found in the variable The Parents’ Background either. Some answers provided by students indicate the areas in which students have most difficulties. More comprehensive future studies would further develop the new knowledge, which might result in a more efficient study of this particular teaching unit. Key words: Croatian language; primary school; word stress patterns. --- SažetakSvrha ovoga istraživanja bila je utvrditi međuodnos četiriju sastavnica odgojno-obrazovnoga procesa: dokumenata, odnosno Nacionalnoga okvirnoga kurikuluma za predškolski odgoj i obrazovanje, kao i opće obvezno i srednjoškolsko obrazovanje, Nastavnoga plan i programa za osnovnu školu, udžbenika hrvatskoga jezika (kojima su pridodani priručnici za učitelje), učitelja i učenika. U pilot-istraživanju sudjelovalo je 9 učiteljica i 73 učenika. Rezultati pokazuju da udžbenici u većoj mjeri slijede obrazovne zadaće istaknute u dokumentima, ali da postoje pojedina odstupanja. Nastavnici također ponekad odstupaju od dokumenata, a njihov je stav prema nastavnoj jedinici Naglasak odraz vlastita mišljenja, ali i razumijevanja obrazovnih zadaća, predviđena vremena, učeničkih sposobnosti i sl. Razlika u rezultatu između učenika ciljane i kontrolne skupine na varijabli Uspjeh na ispitu nije statistički značajna. Statističke značajnosti također nema na varijabli Podrijetlo roditelja. Pojedini odgovori učenika ukazuju na to što učenicima stvara najviše poteškoća. Sustavnijim istraživanjima u budućnosti bi se nadogradile navedene spoznaje, što bi moglo ishoditi učinkovitijim poučavanjem te nastavne jedinice.Ključne riječi: naglasak; hrvatski jezik; osnovna škola.

Abstract  The aim of this research was to determine the relationship between the four integral parts of the educational process: the documents (The National Curriculum Framework for Pre-School Education and General Compulsory and Secondary Education and The Syllabus for Primary School), Croatian language textbooks (with accompanying teacher’s books), teachers and students. The pilot study included 9 teachers and 73 students. The results indicate that textbooks are mainly in line with the educational outcomes stated in the strategic documents, but that there are also some departures from these outcomes. Sometimes teachers depart from the guidelines set in the documents, but their attitude to the teaching unit Word Stress Patterns is a reflection of their personal opinion, their perception of the educational outcomes, the time planned for this unit, students’ abilities, etc. The difference in the results achieved by students in the target group and those in the control group in the variable Test Achievement was not statistically significant. Statistical difference was not found in the variable The Parents’ Background either. Some answers provided by students indicate the areas in which students have most difficulties. More comprehensive future studies would further develop the new knowledge, which might result in a more efficient study of this particular teaching unit.   Key words: Croatian language; primary school; word stress patterns. --- Sažetak Svrha ovoga istraživanja bila je utvrditi međuodnos cetiriju sastavnica odgojno-obrazovnoga procesa: dokumenata, odnosno Nacionalnoga okvirnoga kurikuluma za predskolski odgoj i obrazovanje, kao i opce obvezno i srednjoskolsko obrazovanje, Nastavnoga plan i programa za osnovnu skolu, udžbenika hrvatskoga jezika (kojima su pridodani prirucnici za ucitelje), ucitelja i ucenika. U pilot-istraživanju sudjelovalo je 9 uciteljica i 73 ucenika. Rezultati pokazuju da udžbenici u vecoj mjeri slijede obrazovne zadace istaknute u dokumentima, ali da postoje pojedina odstupanja. Nastavnici također ponekad odstupaju od dokumenata, a njihov je stav prema nastavnoj jedinici Naglasak odraz vlastita misljenja, ali i razumijevanja obrazovnih zadaca, predviđena vremena, ucenickih sposobnosti i sl. Razlika u rezultatu između ucenika ciljane i kontrolne skupine na varijabli Uspjeh na ispitu nije statisticki znacajna. Statisticke znacajnosti također nema na varijabli Podrijetlo roditelja. Pojedini odgovori ucenika ukazuju na to sto ucenicima stvara najvise poteskoca. Sustavnijim istraživanjima u buducnosti bi se nadogradile navedene spoznaje, sto bi moglo ishoditi ucinkovitijim poucavanjem te nastavne jedinice. Kljucne rijeci: naglasak; hrvatski jezik; osnovna skola. Normal 0 21 false false false EN-US X-NONE X-NONE

The aim of this research was to determine the relationship between the four integral parts of the educational process: the documents (The National Curriculum Framework for Pre-School Education and General Compulsory and Secondary Education and The Syllabus for Primary School), Croatian language textbooks (with accompanying teacher's books), teachers and students. The pilot study included 9 teachers and 73 students. The results indicate that textbooks are mainly in line with the educational outcomes stated in the strategic documents, but that there are also some departures from these outcomes. Sometimes teachers depart from the guidelines set in the documents, but their attitude to the teaching unit Word Stress Patterns is a reflection of their personal opinion, their perception of the educational outcomes, the time planned for this unit, students' abilities, etc. The difference in the results achieved by students in the target group and those in the control group in the variable Test Achievement was not statistically significant. Statistical difference was not found in the variable The Parents' Background either. Some answers provided by students indicate the areas in which students have most difficulties. More comprehensive future studies would further develop the new knowledge, which might result in a more efficient study of this particular teaching unit.

This paper presents the results of the research on exam papers for Croatian language in grades 3, 4, 5 and 6 of primary school that are used for checking the acquisition of different norms of the Croatian standard language. The aim of the research was to warn about the acceptability and non-acceptability of written examinations (tests), especially in terms of their age appropriateness and the cognitive abilities of students, as well as to try to contribute to the standardization of written examinations (tests) for assessing the level of mastery of language skills. The research confirmed the starting assumptions that the biggest drawbacks of the analysed examinations are their disconnectedness from the educational objectives set out in the Curriculum for Primary Schools (2006), their inappropriateness for the age of students, i.e. their cognitive abilities, incompatibility of task types with the educational objectives that are being examined, i.e. incompatibility of the structures of some task types with their methodological principles.It is recommended to include more content related to test tasks design into initial teacher training and to link that content to the subject matter of educational outcomes and psychometrics. At the same time, an appeal needs to be made to the competent institutions, primarily the Ministry of Science and Education and the Education and Teacher Training Agency, especially now that a full reform of the educational system is being implemented, to raise the importance of the mechanisms that control the quality of exam papers required for use in schools in the Republic of Croatia, in accordance with the prescribed standards.Key words: cognitive levels of knowledge; educational outcomes; exam papers.---SažetakU ovom se radu iznose rezultati istraživanja ispita znanja iz predmeta Hrvatski jezik za 3., 4., 5. i 6. razred osnovne škole koji služe za provjeru usvojenosti različitih normā hrvatskoga standardnoga jezika. Cilj istraživanja bio je upozoriti na prihvatljivost, ali i na neprihvatljivost pismenih ispita (testova), osobito u pogledu njihove primjerenosti dobi i spoznajnim mogućnostima učenika, kao i pokušati pridonijeti usustavljivanju i standardizaciji pismenih ispita (testova) za provjeru stupnja ovladavanja jezičnim znanjima. Istraživanje je potvrdilo polazne pretpostavke kako su najveći nedostatci istraženih ispita znanja njihova nepovezanost s obrazovnim postignućima postavljenima u Nastavnome planu i programu za OŠ (2006), njihova neprimjerenost dobi učenika, odnosno njihovim kognitivnim sposobnostima, neusklađenost tipova zadataka s obrazovnim postignućima koja se ispituju, kao i neusklađenost konstrukcija nekih tipova zadataka s metodičkim načelima.Preporuka je da se u inicijalnome obrazovanju učitelja i nastavnika pojačaju sadržaji vezani uz izradu ispitnih zadataka te da se oni povežu s temom obrazovnih ishoda i psihometrijom. Ujedno se apelira na mjerodavne institucije, ponajprije na resorno Ministarstvo znanosti i obrazovanja, kao i na Agenciju za odgoj i obrazovanje, da osobito sada, u vrijeme cjelovite reforme obrazovnoga sustava, naglase važnost mehanizama kontrole kvalitete ispita znanja koji se upotrebljavaju u školama RH, a u skladu s propisanim standardima. Ključne riječi: ispiti znanja; kognitivne razine znanja; odgojno-obrazovni ishodi.

U radu su prikazani rezultati istraživanja provedenog među studentima 4. i 5. godine Filozofskog fakulteta u Zagrebu, Uciteljskog fakulteta u Zagrebu te Uciteljskog fakulteta u Zagrebu, Odsjek u Petrinji, kojemu je cilj bio utvrditi stav buducih ucitelja i buducih profesora hrvatskoga jezika prema hrvatskome standardnom jeziku i stupanj njihova poznavanja i uspjesne primjene morfoloske standardnojezicne norme. Rezultati istraživanja pokazuju da u sve tri skupine studenti imaju relativno visok stupanj pozitivnoga stava prema hrvatskome standardnom jeziku, ali niži stupanj poznavanja morfoloske norme i njezine uspjesne primjene. Rezultati istraživanja pokazuju potrebu za dodatnim poucavanjem studenata morfoloskoj normi, osobito u podrucjima u kojima su odstupanja najcesca, te na, zbog utjecaja nastavnika na ucenike, potrebu razvoja svijesti studenata o važnosti ovladavanja morfoloskom standardnojezicnim normom i uvježbavanja njezine pravilne primjene.

The paper presents the results of a research conducted among the fourth and fifth-year students at the Faculty of Humanities and Social Sciences in Zagreb, the Faculty of Teacher Education in Zagreb and at the Faculty of Teacher Education, local branch in Petrinja. Research aim was to determine the attitudes of future class teachers and future primary and secondary school Croatian language teachers towards the standard Croatian language, as well as their level of knowledge of the morphological norm of the standard Croatian language and its successful application. Research results show that in all three groups, students possess a fairly high level of positive attitudes towards the standard Croatian language, but a fairly low level of knowledge of the morphological norm of the standard Croatian language and its successful application. Research results further indicate that there is a need for additional teaching of the morphological norm, especially in relation to the categories where the deviations are the most frequent, and, due to its effect on their future pupils, to the need for the development of the awareness among the students about the importance of acquiring the morphological norm of the standard Croatian language and its successful application.

ABSTRACT The paper presents the results of a research conducted among the fourth and fifth-year students at the Faculty of Humanities and Social Sciences in Zagreb, the Faculty of Teacher Education in Zagreb and at the Faculty of Teacher Education, local branch in Petrinja. Research aim was to determine the attitudes of future class teachers and future primary and secondary school Croatian language teachers towards the standard Croatian language, as well as their level of knowledge of the morphological norm of the standard Croatian language and its successful application. Research results show that in all three groups, students possess a fairly high level of positive attitudes towards the standard Croatian language, but a fairly low level of knowledge of the morphological norm of the standard Croatian language and its successful application. Research results further indicate that there is a need for additional teaching of the morphological norm, especially in relation to the categories where the deviations are the most frequent, and, due to its effect on their future pupils, to the need for the development of the awareness among the students about the importance of acquiring the morphological norm of the standard Croatian language and its successful application. Key words: morphological norm of the standard Croatian language, knowledge of the morphological norm of the standard Croatian language, attitudes towards the standard Croatian language.-----SAŽETAKU radu su prikazani rezultati istraživanja provedenog među studentima 4. i 5. godine Filozofskog fakulteta u Zagrebu, Učiteljskog fakulteta u Zagrebu te Učiteljskog fakulteta u Zagrebu, Odsjek u Petrinji, kojemu je cilj bio utvrditi stav budućih učitelja i budućih profesora hrvatskoga jezika prema hrvatskome standardnom jeziku i stupanj njihova poznavanja i uspješne primjene morfološke standardnojezične norme. Rezultati istraživanja pokazuju da u sve tri skupine studenti imaju relativno visok stupanj pozitivnoga stava prema hrvatskome standardnom jeziku, ali niži stupanj poznavanja morfološke norme i njezine uspješne primjene.Rezultati istraživanja pokazuju potrebu za dodatnim poučavanjem studenata morfološkoj normi, osobito u područjima u kojima su odstupanja najčešća, te na, zbog utjecaja nastavnika na učenike, potrebu razvoja svijesti studenata o važnosti ovladavanja morfološkom standardnojezičnim normom i uvježbavanja njezine pravilne primjene.Ključni pojmovi: morfološka standardnojezična norma, ovladavanje morfološkom standardnojezičnom normom, stav o hrvatskome standardnom jeziku