TY  - CHAP
AU  - Marušić Jablanović, Milica
AU  - Oikonomou, Andreas
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/671
AB  - In the chapter Pro-environmental values and education authors Milica Marušić
Jablanović and Andreas Oikonomou indicate that the state of the environment
45 years after the acceptance of the Global Framework for Environmental
Education makes us wonder not only if societies, taken globally, have tried hard
enough to achieve the proposed educational objectives, but also what the reach
and influence of the education actually is. The theories of values and empirical
research of the correlation between values and behavior make a valuable source
of information because they offer insight into the kind of values that should be
developed through education. On the other hand, we learn as well what values
constitute barriers for such behaviour. The paper presents the good practices that
prove that the adoption of environmental values is possible through interesting
activities that introduce many alternative teaching and learning techniques, quite
far from the frontal teaching of the classical school. It is a necessary for all the
students to be properly introduced to environmental values and not just those
who participate in the usually limited number of volunteer groups operating in
schools. Even then, however, the school work will not have the expected results
if other factors do not support it. For example, if the family or wider community
are not imbued with similar values, constant conflict and obstacles for developing
pro-environmental values will occur. The authors propose a strategic choice of
an alternative, sustainable school, with a well-designed curriculum and a school
culture inspired by constant concern for the preservation of the environment,
with respect for all living beings, prudent use of natural resources, open to the
community, to the outdoor activities and experience-based learning.
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - Pro-environmental values and education
EP  - 351
SP  - 334
UR  - https://hdl.handle.net/21.15107/rcub_ipir_671
ER  - 

@inbook{
author = "Marušić Jablanović, Milica and Oikonomou, Andreas",
year = "2021",
abstract = "In the chapter Pro-environmental values and education authors Milica Marušić
Jablanović and Andreas Oikonomou indicate that the state of the environment
45 years after the acceptance of the Global Framework for Environmental
Education makes us wonder not only if societies, taken globally, have tried hard
enough to achieve the proposed educational objectives, but also what the reach
and influence of the education actually is. The theories of values and empirical
research of the correlation between values and behavior make a valuable source
of information because they offer insight into the kind of values that should be
developed through education. On the other hand, we learn as well what values
constitute barriers for such behaviour. The paper presents the good practices that
prove that the adoption of environmental values is possible through interesting
activities that introduce many alternative teaching and learning techniques, quite
far from the frontal teaching of the classical school. It is a necessary for all the
students to be properly introduced to environmental values and not just those
who participate in the usually limited number of volunteer groups operating in
schools. Even then, however, the school work will not have the expected results
if other factors do not support it. For example, if the family or wider community
are not imbued with similar values, constant conflict and obstacles for developing
pro-environmental values will occur. The authors propose a strategic choice of
an alternative, sustainable school, with a well-designed curriculum and a school
culture inspired by constant concern for the preservation of the environment,
with respect for all living beings, prudent use of natural resources, open to the
community, to the outdoor activities and experience-based learning.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "Pro-environmental values and education",
pages = "351-334",
url = "https://hdl.handle.net/21.15107/rcub_ipir_671"
}

Marušić Jablanović, M.,& Oikonomou, A.. (2021). Pro-environmental values and education. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 334-351.
https://hdl.handle.net/21.15107/rcub_ipir_671

Marušić Jablanović M, Oikonomou A. Pro-environmental values and education. in Problems and perspectives of contemporary education. 2021;:334-351.
https://hdl.handle.net/21.15107/rcub_ipir_671 .

Marušić Jablanović, Milica, Oikonomou, Andreas, "Pro-environmental values and education" in Problems and perspectives of contemporary education (2021):334-351,
https://hdl.handle.net/21.15107/rcub_ipir_671 .

TY  - JOUR
AU  - Marušić, Milica
AU  - Oikonomou, Andreas
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/203
AB  - High concordance of value priorities and actual behaviour implies the importance of studying values, especially on teachers as important agents of socialization. The theoretical framework comprises Schwartz theory of individual values, a taxonomy of values which embraces ten value types with different motivational goals. We applied a questionnaire in the form of five-point Likert-scale with a com­prehensive list of values on the sample of 163 students, future teachers. The value hierarchy was defined as the set of the most important and less important values. For data analysis we used: descriptive statistics, paired-samples t-test; frequencies of ranks; and principal component analysis. We compared the value hierarchy of our student sample with the results obtained for the samples of students, teachers and representative samples in the cross-national study conducted by Schwartz and his associates. Generally speaking, our research results are in concordance with the results of the cross-cultural study, suggesting that the most important values can be found among the value types benevolence, universalism and self-direction, while less important values belong to the types stimulation, power and tradition. The main difference from the international study results is found in the treatment of the value type tradition, placed at the bottom of the hierarchy by our sample of students.
AB  - Visok stepen saglasnosti između vrednosnih prioriteta i stvarnog ponašanja ukazuje na važnost proučavanja vrednosti, posebno vrednosti nastavnika kao važnih agenasa socijalizacije. Teorijski okvir ovog rada predstavlja Švarcova teorija individualnih vrednosti, taksonomija vrednosti koja obuhvata deset tipova vrednosti sa različitim motivacionim ciljevima. Primenjen je upitnik u formi petostepene Likertove skale koji sadrži obuhvatnu listu vrednosti na uzorku od 163 studenta, budućih nastavnika. Vrednosna hijerarhija definisana je kao skup najvažnijih i manje važnih vrednosti. U analizi podataka korišćeni su deskriptivna statistika, t test za paralelne uzorke, frekvencije rangova i analiza glavnih komponenata. Uporedili smo vrednosnu hijerarhiju našeg uzorka studenata sa rezultatima dobijenim za uzorke studenata, nastavnika i reprezentativne uzorke u internacionalnoj studiji koju je sproveo Švarc sa saradnicima. Uopšteno posmatrano, rezultati našeg istraživanja u skladu su sa rezultatima kroskulturalne studije i pokazuju da najvažnije vrednosti spadaju pod vrednosne kategorije dobročinstvo, univerzalizam i samousmerenost, dok manje važne vrednosti pripadaju kategorijama stimulacija, moć i tradicija. Glavna razlika u odnosu na rezultate međunarodne studije javlja se na nivou kategorije tradicija koju naši studenti smeštaju na dno hijerarhije vrednosti.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Value hierarchy of future subject teachers in Serbia in the context of Schwartz theory
T1  - Hijerarhija vrednosti budućih nastavnika u Srbiji u kontekstu Švarcove teorije
EP  - 259
IS  - 2
SP  - 241
VL  - 45
DO  - 10.2298/ZIPI1302241M
ER  - 

@article{
author = "Marušić, Milica and Oikonomou, Andreas",
year = "2013",
abstract = "High concordance of value priorities and actual behaviour implies the importance of studying values, especially on teachers as important agents of socialization. The theoretical framework comprises Schwartz theory of individual values, a taxonomy of values which embraces ten value types with different motivational goals. We applied a questionnaire in the form of five-point Likert-scale with a com­prehensive list of values on the sample of 163 students, future teachers. The value hierarchy was defined as the set of the most important and less important values. For data analysis we used: descriptive statistics, paired-samples t-test; frequencies of ranks; and principal component analysis. We compared the value hierarchy of our student sample with the results obtained for the samples of students, teachers and representative samples in the cross-national study conducted by Schwartz and his associates. Generally speaking, our research results are in concordance with the results of the cross-cultural study, suggesting that the most important values can be found among the value types benevolence, universalism and self-direction, while less important values belong to the types stimulation, power and tradition. The main difference from the international study results is found in the treatment of the value type tradition, placed at the bottom of the hierarchy by our sample of students., Visok stepen saglasnosti između vrednosnih prioriteta i stvarnog ponašanja ukazuje na važnost proučavanja vrednosti, posebno vrednosti nastavnika kao važnih agenasa socijalizacije. Teorijski okvir ovog rada predstavlja Švarcova teorija individualnih vrednosti, taksonomija vrednosti koja obuhvata deset tipova vrednosti sa različitim motivacionim ciljevima. Primenjen je upitnik u formi petostepene Likertove skale koji sadrži obuhvatnu listu vrednosti na uzorku od 163 studenta, budućih nastavnika. Vrednosna hijerarhija definisana je kao skup najvažnijih i manje važnih vrednosti. U analizi podataka korišćeni su deskriptivna statistika, t test za paralelne uzorke, frekvencije rangova i analiza glavnih komponenata. Uporedili smo vrednosnu hijerarhiju našeg uzorka studenata sa rezultatima dobijenim za uzorke studenata, nastavnika i reprezentativne uzorke u internacionalnoj studiji koju je sproveo Švarc sa saradnicima. Uopšteno posmatrano, rezultati našeg istraživanja u skladu su sa rezultatima kroskulturalne studije i pokazuju da najvažnije vrednosti spadaju pod vrednosne kategorije dobročinstvo, univerzalizam i samousmerenost, dok manje važne vrednosti pripadaju kategorijama stimulacija, moć i tradicija. Glavna razlika u odnosu na rezultate međunarodne studije javlja se na nivou kategorije tradicija koju naši studenti smeštaju na dno hijerarhije vrednosti.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Value hierarchy of future subject teachers in Serbia in the context of Schwartz theory, Hijerarhija vrednosti budućih nastavnika u Srbiji u kontekstu Švarcove teorije",
pages = "259-241",
number = "2",
volume = "45",
doi = "10.2298/ZIPI1302241M"
}

Marušić, M.,& Oikonomou, A.. (2013). Value hierarchy of future subject teachers in Serbia in the context of Schwartz theory. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 45(2), 241-259.
https://doi.org/10.2298/ZIPI1302241M

Marušić M, Oikonomou A. Value hierarchy of future subject teachers in Serbia in the context of Schwartz theory. in Zbornik Instituta za pedagoška istraživanja. 2013;45(2):241-259.
doi:10.2298/ZIPI1302241M .

Marušić, Milica, Oikonomou, Andreas, "Value hierarchy of future subject teachers in Serbia in the context of Schwartz theory" in Zbornik Instituta za pedagoška istraživanja, 45, no. 2 (2013):241-259,
https://doi.org/10.2298/ZIPI1302241M . .