TY  - JOUR
AU  - Jošić, Smiljana
AU  - Banjac, Sonja
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/468
AB  - The main focus of this paper is the relationship between
the teachers’ practice in Serbian language (reading) classes and
student achievement on PISA tasks. Specifically, in an effort to
examine this relationship, we focused on the link between the
students’ PISA achievements and the strategies teachers use to
engage the students during the reading tasks in order to structure
and scaffold the work on those tasks. This two-part study relied
on a mix-methodology combining quantitative and qualitative
analyses. The data from the quantitative study was analyzed
using Hierarchical Linear Modeling (HLM) with student and
school level. The results indicated that the students have the best
achievements when teachers motivate student in engagement
reading and sparingly those intended for structuring and
scaffolding the work on the reading tasks. The data from the
qualitative analyses revealed the most useful strategies teachers
and students identify and whether they recognize in their classes
those strategies that were included in PISA questionnaire.
PB  - Malta : Faculty of Education
T2  - Malta Review of Educational Research
T1  - The contribution of teacher practices to reading literacy in Serbia – Lessons we missed from PISA 2009
EP  - 42
IS  - Supplement Issue
SP  - 27
VL  - 14
UR  - https://hdl.handle.net/21.15107/rcub_ipir_468
ER  - 

@article{
author = "Jošić, Smiljana and Banjac, Sonja",
year = "2020",
abstract = "The main focus of this paper is the relationship between
the teachers’ practice in Serbian language (reading) classes and
student achievement on PISA tasks. Specifically, in an effort to
examine this relationship, we focused on the link between the
students’ PISA achievements and the strategies teachers use to
engage the students during the reading tasks in order to structure
and scaffold the work on those tasks. This two-part study relied
on a mix-methodology combining quantitative and qualitative
analyses. The data from the quantitative study was analyzed
using Hierarchical Linear Modeling (HLM) with student and
school level. The results indicated that the students have the best
achievements when teachers motivate student in engagement
reading and sparingly those intended for structuring and
scaffolding the work on the reading tasks. The data from the
qualitative analyses revealed the most useful strategies teachers
and students identify and whether they recognize in their classes
those strategies that were included in PISA questionnaire.",
publisher = "Malta : Faculty of Education",
journal = "Malta Review of Educational Research",
title = "The contribution of teacher practices to reading literacy in Serbia – Lessons we missed from PISA 2009",
pages = "42-27",
number = "Supplement Issue",
volume = "14",
url = "https://hdl.handle.net/21.15107/rcub_ipir_468"
}

Jošić, S.,& Banjac, S.. (2020). The contribution of teacher practices to reading literacy in Serbia – Lessons we missed from PISA 2009. in Malta Review of Educational Research
Malta : Faculty of Education., 14(Supplement Issue), 27-42.
https://hdl.handle.net/21.15107/rcub_ipir_468

Jošić S, Banjac S. The contribution of teacher practices to reading literacy in Serbia – Lessons we missed from PISA 2009. in Malta Review of Educational Research. 2020;14(Supplement Issue):27-42.
https://hdl.handle.net/21.15107/rcub_ipir_468 .

Jošić, Smiljana, Banjac, Sonja, "The contribution of teacher practices to reading literacy in Serbia – Lessons we missed from PISA 2009" in Malta Review of Educational Research, 14, no. Supplement Issue (2020):27-42,
https://hdl.handle.net/21.15107/rcub_ipir_468 .