TY  - JOUR
AU  - Ševkušić, Slavica
AU  - Anđelković, Sonja
AU  - Milin, Vladeta
PY  - 2014
UR  - http://ipir.ipisr.org.rs/handle/123456789/242
AB  - The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1) How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2) which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441), who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as self-contained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Classroom climate in Serbia: The perspective of primary school teachers
EP  - 298
IS  - 2
SP  - 277
VL  - 46
DO  - 10.2298/ZIPI1402277S
ER  - 

@article{
author = "Ševkušić, Slavica and Anđelković, Sonja and Milin, Vladeta",
year = "2014",
abstract = "The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1) How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2) which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441), who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as self-contained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Classroom climate in Serbia: The perspective of primary school teachers",
pages = "298-277",
number = "2",
volume = "46",
doi = "10.2298/ZIPI1402277S"
}

Ševkušić, S., Anđelković, S.,& Milin, V.. (2014). Classroom climate in Serbia: The perspective of primary school teachers. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 46(2), 277-298.
https://doi.org/10.2298/ZIPI1402277S

Ševkušić S, Anđelković S, Milin V. Classroom climate in Serbia: The perspective of primary school teachers. in Zbornik Instituta za pedagoška istraživanja. 2014;46(2):277-298.
doi:10.2298/ZIPI1402277S .

Ševkušić, Slavica, Anđelković, Sonja, Milin, Vladeta, "Classroom climate in Serbia: The perspective of primary school teachers" in Zbornik Instituta za pedagoška istraživanja, 46, no. 2 (2014):277-298,
https://doi.org/10.2298/ZIPI1402277S . .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Anđelković, Sonja
PY  - 2011
UR  - http://ipir.ipisr.org.rs/handle/123456789/178
AB  - The latest curriculum for the subject of visual culture in the higher grades suggests, contain and evaluate the creativity of students and teachers. These objectives require art teachers to assess students' creative products that arise during the implementation of the curriculum. Existing user evaluation and provided educational standards for the end of primary education support evaluation of creativity, but not enough to assess a success. In this paper, we are studying the possibilities of using art in search of students' creative expression in the visual domain. For this purpose, the connection between student achievements at Urban-Jellen Test creative drawing and creativity of teachers' assessments of the same drawings, and the degree of agreement of teachers' assessments. The survey covered students who were sixth and seventh grade (N=152) and two art teachers. We have obtained a significant correlation between moderate-intensity scores on the test and teacher assessment (ρ1=.55, ρ2=.52) and also significant, but not high correlation between the ratings of teachers themselves (ρ=.58). Analysis of teachers' essays about what is for them creatively in the design, resulted in a list of indicators of creative artistic expression of students at this age. Defined indicators are recommended to other teachers of fine arts as a guide in understanding the students' works and as an incentive to review their own criteria of creativity.
AB  - Najnoviji nastavni programi za predmet likovna kultura u višim razredima osnovne škole sadrže i vrednuju kreativnost učenika i nastavnika. Ovakvi ciljevi zahtevaju od likovnih pedagoga da procenjuju kreativnost učeničkih produkata koji nastaju u toku realizacije školskog programa. Postojeće uputstvo za ocenjivanje i predviđeni obrazovni standardi za kraj osnovnog obrazovanja i vaspitanja podržavaju vrednovanje kreativnosti, ali nisu dovoljni da se procenjivanje uspešno sprovede. U ovom radu ispituju se mogućnosti korišćenja crteža u traganju za učeničkim kreativnim izrazom u likovnom domenu. U te svrhe, ispitivana je povezanost između postignuća učenika na Urban-Jelenovom testu kreativnog crtanja i nastavničkih procena kreativnosti istog crteža, kao i stepen slaganja nastavničkih procena. Istraživanjem su bili obuhvaćeni učenici šestog i sedmog razreda (N=152) i dva likovna pedagoga. Dobijena je značajna korelacija srednjeg intenziteta između skorova na testu i nastavničkih procena (ρ1=.55, ρ2=.52) i, takođe značajna, ali ne visoka korelacija između procena samih nastavnica (ρ=.58). Analiza nastavničkih eseja, o tome šta je za njih kreativno u crtežu, rezultirala je listom pokazatelja kreativnog likovnog izraza učenika ovog uzrasta. Definisani pokazatelji preporučuju se drugim nastavnicima likovne kulture kao smernice u razumevanju učeničkih radova i kao podsticaj za preispitivanje sopstvenih kriterijuma kreativnosti.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Assessing creativity in teaching art
T1  - Procenjivanje kreativnosti u nastavi likovne kulture
EP  - 28
IS  - 2
SP  - 19
VL  - 24
UR  - https://hdl.handle.net/21.15107/rcub_ipir_178
ER  - 

@article{
author = "Maksić, Slavica and Anđelković, Sonja",
year = "2011",
abstract = "The latest curriculum for the subject of visual culture in the higher grades suggests, contain and evaluate the creativity of students and teachers. These objectives require art teachers to assess students' creative products that arise during the implementation of the curriculum. Existing user evaluation and provided educational standards for the end of primary education support evaluation of creativity, but not enough to assess a success. In this paper, we are studying the possibilities of using art in search of students' creative expression in the visual domain. For this purpose, the connection between student achievements at Urban-Jellen Test creative drawing and creativity of teachers' assessments of the same drawings, and the degree of agreement of teachers' assessments. The survey covered students who were sixth and seventh grade (N=152) and two art teachers. We have obtained a significant correlation between moderate-intensity scores on the test and teacher assessment (ρ1=.55, ρ2=.52) and also significant, but not high correlation between the ratings of teachers themselves (ρ=.58). Analysis of teachers' essays about what is for them creatively in the design, resulted in a list of indicators of creative artistic expression of students at this age. Defined indicators are recommended to other teachers of fine arts as a guide in understanding the students' works and as an incentive to review their own criteria of creativity., Najnoviji nastavni programi za predmet likovna kultura u višim razredima osnovne škole sadrže i vrednuju kreativnost učenika i nastavnika. Ovakvi ciljevi zahtevaju od likovnih pedagoga da procenjuju kreativnost učeničkih produkata koji nastaju u toku realizacije školskog programa. Postojeće uputstvo za ocenjivanje i predviđeni obrazovni standardi za kraj osnovnog obrazovanja i vaspitanja podržavaju vrednovanje kreativnosti, ali nisu dovoljni da se procenjivanje uspešno sprovede. U ovom radu ispituju se mogućnosti korišćenja crteža u traganju za učeničkim kreativnim izrazom u likovnom domenu. U te svrhe, ispitivana je povezanost između postignuća učenika na Urban-Jelenovom testu kreativnog crtanja i nastavničkih procena kreativnosti istog crteža, kao i stepen slaganja nastavničkih procena. Istraživanjem su bili obuhvaćeni učenici šestog i sedmog razreda (N=152) i dva likovna pedagoga. Dobijena je značajna korelacija srednjeg intenziteta između skorova na testu i nastavničkih procena (ρ1=.55, ρ2=.52) i, takođe značajna, ali ne visoka korelacija između procena samih nastavnica (ρ=.58). Analiza nastavničkih eseja, o tome šta je za njih kreativno u crtežu, rezultirala je listom pokazatelja kreativnog likovnog izraza učenika ovog uzrasta. Definisani pokazatelji preporučuju se drugim nastavnicima likovne kulture kao smernice u razumevanju učeničkih radova i kao podsticaj za preispitivanje sopstvenih kriterijuma kreativnosti.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Assessing creativity in teaching art, Procenjivanje kreativnosti u nastavi likovne kulture",
pages = "28-19",
number = "2",
volume = "24",
url = "https://hdl.handle.net/21.15107/rcub_ipir_178"
}

Maksić, S.,& Anđelković, S.. (2011). Assessing creativity in teaching art. in Inovacije u nastavi - časopis za savremenu nastavu
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 24(2), 19-28.
https://hdl.handle.net/21.15107/rcub_ipir_178

Maksić S, Anđelković S. Assessing creativity in teaching art. in Inovacije u nastavi - časopis za savremenu nastavu. 2011;24(2):19-28.
https://hdl.handle.net/21.15107/rcub_ipir_178 .

Maksić, Slavica, Anđelković, Sonja, "Assessing creativity in teaching art" in Inovacije u nastavi - časopis za savremenu nastavu, 24, no. 2 (2011):19-28,
https://hdl.handle.net/21.15107/rcub_ipir_178 .