TY  - JOUR
AU  - Đurišić-Bojanović, Mirosava
AU  - Maksić, Slavica
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/705
AB  - Rad se bavi odnosom između akademskog, primenjenog i praktičnog znanja iz
oblasti primenjene psihologije koja ima potencijal da doprinese privrednom i
društvenom razvoju. Cilj ove analize je da dà početni uvid u dominantne teme
i društvenu relevantnost istraživačkih aktivnosti u oblasti psihologije rada u Srbiji
u periodu značajnih društvenih promena (1995−2019). Materijal za analizu
se sastojao od sažetaka radova u oblasti psihologije rada koji su predstavljeni na
dve vodeć e nacionalne konferencije – Empirijska istraživanja u psihologiji i Sabor
psihologa Društva psihologa Srbije (N = 657). Korišćen je tematski analitički
postupak za konstrukciju kodnog sistema kojim su definisani kriterijumi za prikupljanje
relevantnih podataka. U obradi podataka primenjeni su eksploratorni
sekvencijalni dizajn i uporedna longitudinalna analiza. Opšti zaključak zasnovan
na kvalitatativnoj analizi podataka ukazuje na društvenu relevantnost istraživačkih
aktivnosti u oblasti psihologije rada u tom periodu. Rezultati analize takođe
se razmatraju iz ugla novijih modela strateškog planiranja i društvenog razvoja.
Dobijeni rezultati ukazuju na pojavu novih tema i oblasti, kao i na postojanje veze
između značajnih društvenih promena i istraživačkih aktivnosti u oblasti psihologije
rada u navedenom periodu. Označeni su neki elementi nove paradigme pozitivne
prakse razvoja ljudskih resursa. U radu su razmotrene šire teorijsko-metodološke
i praktične implikacije dobijenih nalaza za psihologiju rada.
AB  - The paper deals with the relationship between academic, applied and practical
knowledge in the field of applied psychology, which has the potential to contribute
to economic and social development. The aim of the analysis is to make an initial
insight into the dominant topics and social relevance of research activities in
the field of work psychology in Serbia in the period of significant social changes
(1995−2019). The material for the analysis consisted of abstracts of papers in the
field of work psychology, which were presented at two leading national conferences
− Empirical Research in Psychology and the Meeting of Psychologists of Serbia (N = 657). The thematic analytical procedure was used for the construction of the
code system used for defining the criteria for collecting relevant data. Exploratory
sequential design and comparative longitudinal analysis were used for data
processing. The general conclusion based on qualitative data analysis suggests the
existence of social relevance of research activities in the field of work psychology
in this period. The results of the analysis were also considered from the perspective
of some recent models of strategic planning and social development. The obtained
results indicate the emergence of new topics and areas, as well as the existence of a
link between significant social changes and research activities in the field of work
psychology in this period. Some elements of the new paradigm of the positive
human resource development practice are highlighted. The paper concludes with
discussing the broader theoretical-methodological and practical implications of the
obtained findings for work psychology.
PB  - Beograd : Filozofski fakultet
T2  - Psihološka istraživanja
T1  - Da li je teorija najbolja praksa: pregled istraživanja u psihologiji rada u Srbiji (1995−2019)
T1  - Is theory the best practise? A review of research in work psychology in Serbia (1995−2019)
EP  - 127
IS  - 1
SP  - 101
VL  - XXIV
DO  - 10.5937/PSISTRA24-27383
ER  - 

@article{
author = "Đurišić-Bojanović, Mirosava and Maksić, Slavica",
year = "2021",
abstract = "Rad se bavi odnosom između akademskog, primenjenog i praktičnog znanja iz
oblasti primenjene psihologije koja ima potencijal da doprinese privrednom i
društvenom razvoju. Cilj ove analize je da dà početni uvid u dominantne teme
i društvenu relevantnost istraživačkih aktivnosti u oblasti psihologije rada u Srbiji
u periodu značajnih društvenih promena (1995−2019). Materijal za analizu
se sastojao od sažetaka radova u oblasti psihologije rada koji su predstavljeni na
dve vodeć e nacionalne konferencije – Empirijska istraživanja u psihologiji i Sabor
psihologa Društva psihologa Srbije (N = 657). Korišćen je tematski analitički
postupak za konstrukciju kodnog sistema kojim su definisani kriterijumi za prikupljanje
relevantnih podataka. U obradi podataka primenjeni su eksploratorni
sekvencijalni dizajn i uporedna longitudinalna analiza. Opšti zaključak zasnovan
na kvalitatativnoj analizi podataka ukazuje na društvenu relevantnost istraživačkih
aktivnosti u oblasti psihologije rada u tom periodu. Rezultati analize takođe
se razmatraju iz ugla novijih modela strateškog planiranja i društvenog razvoja.
Dobijeni rezultati ukazuju na pojavu novih tema i oblasti, kao i na postojanje veze
između značajnih društvenih promena i istraživačkih aktivnosti u oblasti psihologije
rada u navedenom periodu. Označeni su neki elementi nove paradigme pozitivne
prakse razvoja ljudskih resursa. U radu su razmotrene šire teorijsko-metodološke
i praktične implikacije dobijenih nalaza za psihologiju rada., The paper deals with the relationship between academic, applied and practical
knowledge in the field of applied psychology, which has the potential to contribute
to economic and social development. The aim of the analysis is to make an initial
insight into the dominant topics and social relevance of research activities in
the field of work psychology in Serbia in the period of significant social changes
(1995−2019). The material for the analysis consisted of abstracts of papers in the
field of work psychology, which were presented at two leading national conferences
− Empirical Research in Psychology and the Meeting of Psychologists of Serbia (N = 657). The thematic analytical procedure was used for the construction of the
code system used for defining the criteria for collecting relevant data. Exploratory
sequential design and comparative longitudinal analysis were used for data
processing. The general conclusion based on qualitative data analysis suggests the
existence of social relevance of research activities in the field of work psychology
in this period. The results of the analysis were also considered from the perspective
of some recent models of strategic planning and social development. The obtained
results indicate the emergence of new topics and areas, as well as the existence of a
link between significant social changes and research activities in the field of work
psychology in this period. Some elements of the new paradigm of the positive
human resource development practice are highlighted. The paper concludes with
discussing the broader theoretical-methodological and practical implications of the
obtained findings for work psychology.",
publisher = "Beograd : Filozofski fakultet",
journal = "Psihološka istraživanja",
title = "Da li je teorija najbolja praksa: pregled istraživanja u psihologiji rada u Srbiji (1995−2019), Is theory the best practise? A review of research in work psychology in Serbia (1995−2019)",
pages = "127-101",
number = "1",
volume = "XXIV",
doi = "10.5937/PSISTRA24-27383"
}

Đurišić-Bojanović, M.,& Maksić, S.. (2021). Da li je teorija najbolja praksa: pregled istraživanja u psihologiji rada u Srbiji (1995−2019). in Psihološka istraživanja
Beograd : Filozofski fakultet., XXIV(1), 101-127.
https://doi.org/10.5937/PSISTRA24-27383

Đurišić-Bojanović M, Maksić S. Da li je teorija najbolja praksa: pregled istraživanja u psihologiji rada u Srbiji (1995−2019). in Psihološka istraživanja. 2021;XXIV(1):101-127.
doi:10.5937/PSISTRA24-27383 .

Đurišić-Bojanović, Mirosava, Maksić, Slavica, "Da li je teorija najbolja praksa: pregled istraživanja u psihologiji rada u Srbiji (1995−2019)" in Psihološka istraživanja, XXIV, no. 1 (2021):101-127,
https://doi.org/10.5937/PSISTRA24-27383 . .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Đurišić-Bojanović, Mirosava
PY  - 2017
UR  - http://ipir.ipisr.org.rs/handle/123456789/279
AB  - The Serbian school system is currently undergoing a transformation process, dealing with important issues of interest to society as a whole. One of the possible directions of this transformation is the development of a positive school as an institution in which value is placed not only on achievement but also on the wellbeing of all parties. This paper considers to what extent the professional potential of school psychologists could be utilized in this process. The analysis presented here aims to reassess the possibilities of applying the principles of positive psychology to defining and implementing the role of school psychologists, and to put forward along these lines certain suggestions for their practical work. For this purpose, we have reviewed the theoretical foundations of positive education and related research findings, analysed regulations and research findings regarding the work of school psychologists in Serbian schools, and discussed prospects for their further engagement from the standpoint of contemporary theories of organizational changes and development. The possibilities for creating a positive school have been corroborated through numerous studies. According to Serbian school regulations, the school psychologist is expected to be engaged in improving all aspects of work in a school, as well as relationships between all participants in that process. Research findings on building a positive school provide a stimulus, while the position of the school psychologist provides the basis for his or her engagement in the process of transforming Serbian schools into positive schools. The conclusion is that school psychologists could contribute to the development of the school as a positive institution provided their professional role is redefined in accordance with the principles of positive psychology.
AB  - Naš školski sistem je u procesu transformacije i suočavanja sa značajnim pitanjima od opšteg interesa. Jedan od mogućih pravaca transformacije je razvoj pozitivne škole kao institucije u kojoj se pored postignuća vrednuje i dobrobit svih uključenih strana. U radu se razmatra koliko bi u tom procesu mogli biti iskorišćeni stručni potencijali školskih psihologa. Cilj analize bio je da se preispitaju mogućnosti primene principa pozitivne psihologije u koncipiranju i realizaciji uloge školskog psihologa, kao i da se, u skladu s tim, ponude određene sugestije za njihov praktični rad. U tu svrhu napravljen je pregled teorijskih osnova i rezultata istraživanja o pozitivnom obrazovanju, analizirani su normativi i rezultati istraživanja o radu školskog psihologa u našim školama i razmatrane perspektive njihovog daljeg angažovanja sa stanovišta savremenih teorija organizacionih promena i razvoja. Mogućnosti za stvaranje pozitivne škole potvrđene su u nizu istraživanja. Naša obrazovna regulativa predviđa da školski psiholog svojim znanjima i angažovanjem unapređuje sve aspekte rada u školi, kao i odnose između svih učesnika u tom procesu. Istraživački nalazi o izgrađivanju pozitivne škole predstavljaju podsticaj, a pozicija školskog psihologa osnovu za njegovo uključivanje u menjanje naše škole u pravcu razvijanja pozitivne škole. Zaključeno je da bi školski psiholozi mogli doprineti razvoju škole kao pozitivne institucije kada bi njihove profesionalne uloge bile redefinisane u skladu sa principima pozitivne psihologije.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - The school psychologist's role in implementing the principles of positive psychology in the development of the school
T1  - Doprinos školskog psihologa primeni principa pozitivne psihologije u razvoju škole
EP  - 350
IS  - 2
SP  - 337
VL  - 66
DO  - 10.5937/nasvas1702337M
ER  - 

@article{
author = "Maksić, Slavica and Đurišić-Bojanović, Mirosava",
year = "2017",
abstract = "The Serbian school system is currently undergoing a transformation process, dealing with important issues of interest to society as a whole. One of the possible directions of this transformation is the development of a positive school as an institution in which value is placed not only on achievement but also on the wellbeing of all parties. This paper considers to what extent the professional potential of school psychologists could be utilized in this process. The analysis presented here aims to reassess the possibilities of applying the principles of positive psychology to defining and implementing the role of school psychologists, and to put forward along these lines certain suggestions for their practical work. For this purpose, we have reviewed the theoretical foundations of positive education and related research findings, analysed regulations and research findings regarding the work of school psychologists in Serbian schools, and discussed prospects for their further engagement from the standpoint of contemporary theories of organizational changes and development. The possibilities for creating a positive school have been corroborated through numerous studies. According to Serbian school regulations, the school psychologist is expected to be engaged in improving all aspects of work in a school, as well as relationships between all participants in that process. Research findings on building a positive school provide a stimulus, while the position of the school psychologist provides the basis for his or her engagement in the process of transforming Serbian schools into positive schools. The conclusion is that school psychologists could contribute to the development of the school as a positive institution provided their professional role is redefined in accordance with the principles of positive psychology., Naš školski sistem je u procesu transformacije i suočavanja sa značajnim pitanjima od opšteg interesa. Jedan od mogućih pravaca transformacije je razvoj pozitivne škole kao institucije u kojoj se pored postignuća vrednuje i dobrobit svih uključenih strana. U radu se razmatra koliko bi u tom procesu mogli biti iskorišćeni stručni potencijali školskih psihologa. Cilj analize bio je da se preispitaju mogućnosti primene principa pozitivne psihologije u koncipiranju i realizaciji uloge školskog psihologa, kao i da se, u skladu s tim, ponude određene sugestije za njihov praktični rad. U tu svrhu napravljen je pregled teorijskih osnova i rezultata istraživanja o pozitivnom obrazovanju, analizirani su normativi i rezultati istraživanja o radu školskog psihologa u našim školama i razmatrane perspektive njihovog daljeg angažovanja sa stanovišta savremenih teorija organizacionih promena i razvoja. Mogućnosti za stvaranje pozitivne škole potvrđene su u nizu istraživanja. Naša obrazovna regulativa predviđa da školski psiholog svojim znanjima i angažovanjem unapređuje sve aspekte rada u školi, kao i odnose između svih učesnika u tom procesu. Istraživački nalazi o izgrađivanju pozitivne škole predstavljaju podsticaj, a pozicija školskog psihologa osnovu za njegovo uključivanje u menjanje naše škole u pravcu razvijanja pozitivne škole. Zaključeno je da bi školski psiholozi mogli doprineti razvoju škole kao pozitivne institucije kada bi njihove profesionalne uloge bile redefinisane u skladu sa principima pozitivne psihologije.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "The school psychologist's role in implementing the principles of positive psychology in the development of the school, Doprinos školskog psihologa primeni principa pozitivne psihologije u razvoju škole",
pages = "350-337",
number = "2",
volume = "66",
doi = "10.5937/nasvas1702337M"
}

Maksić, S.,& Đurišić-Bojanović, M.. (2017). The school psychologist's role in implementing the principles of positive psychology in the development of the school. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 66(2), 337-350.
https://doi.org/10.5937/nasvas1702337M

Maksić S, Đurišić-Bojanović M. The school psychologist's role in implementing the principles of positive psychology in the development of the school. in Nastava i vaspitanje. 2017;66(2):337-350.
doi:10.5937/nasvas1702337M .

Maksić, Slavica, Đurišić-Bojanović, Mirosava, "The school psychologist's role in implementing the principles of positive psychology in the development of the school" in Nastava i vaspitanje, 66, no. 2 (2017):337-350,
https://doi.org/10.5937/nasvas1702337M . .

TY  - JOUR
AU  - Đurišić-Bojanović, Mirosava
AU  - Maksić, Slavica
PY  - 2006
UR  - http://ipir.ipisr.org.rs/handle/123456789/90
AB  - Democratization and decentralization of the education system presupposes a number of structural, systemic and functional changes regarding school management and the role of the principal. The paper discusses the duties and competencies of the principal as required by various regulations and school practices: whether a principal is a manager or a leader, and how professional human resources for school management can be provided. Basic competencies for school management and organization include planning, decision making, managing, and communication. The research results suggest that for a successful school management not only managerial but also leader functions are necessary, with high social skills being regarded as a key competence. In accordance with the Bases of the Educational System Law, a person to be elected a principal should possess adequate education, license, and experience in educational work. It is possible to provide efficient training to satisfy the regulative requirements, but there remains the fact that personal predispositions can be both an advantage and hindrance in the acquisition of necessary knowledge and skills of potential principals, implying that selection should be included in the standard procedure for the election of principals.
AB  - Demokratizacija i decentralizacija obrazovnog sistema pretpo- stavlja niz strukturnih, sistemskih i funkcionalnih promena koje se reflektuju na upravljanje školom i uloge koje obavlja direktor škole. U radu se razmatraju dužnosti i kompetencije direktora u propisima i školskoj praksi, da li je direktor škole menadžer ili lider i kakve su mogućnosti za obezbeđivanje profesionalnih resursa za upravljanje školom. Osnovne kompetencije upravljanja i organizacije uključuju planiranje, odlučivanje, rukovođenje i komunikaciju. Rezultati istraživanja sugerišu da uspešno upravljanje školom zahteva razvijene ne samo menadžerske, već i liderske funkcije, a visoke socijalne veštine predstavljaju njihovu ključnu kompetenciju. U skladu sa Zakonom o osnovama sistema obrazovanja i vaspitanja, osoba koja može biti izabrana za direktora treba da poseduje odgovarajuće obrazovanje, licencu i iskustvo u vaspitno- obrazovnom radu. Propisanim uslovima moguće je obezbediti efikasnu obuku, ali činjenica da lične predispozicije mogu biti prepreka ili prednost u sticanju potrebnih znanja i veština direktora ukazuje na neophodnost uključivanja selekcije u standardnu proceduru za izbor direktora.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - School principal: Leader or manager
T1  - Direktor škole - lider ili menadžer
EP  - 347
IS  - 3
SP  - 337
VL  - 55
UR  - https://hdl.handle.net/21.15107/rcub_ipir_90
ER  - 

@article{
author = "Đurišić-Bojanović, Mirosava and Maksić, Slavica",
year = "2006",
abstract = "Democratization and decentralization of the education system presupposes a number of structural, systemic and functional changes regarding school management and the role of the principal. The paper discusses the duties and competencies of the principal as required by various regulations and school practices: whether a principal is a manager or a leader, and how professional human resources for school management can be provided. Basic competencies for school management and organization include planning, decision making, managing, and communication. The research results suggest that for a successful school management not only managerial but also leader functions are necessary, with high social skills being regarded as a key competence. In accordance with the Bases of the Educational System Law, a person to be elected a principal should possess adequate education, license, and experience in educational work. It is possible to provide efficient training to satisfy the regulative requirements, but there remains the fact that personal predispositions can be both an advantage and hindrance in the acquisition of necessary knowledge and skills of potential principals, implying that selection should be included in the standard procedure for the election of principals., Demokratizacija i decentralizacija obrazovnog sistema pretpo- stavlja niz strukturnih, sistemskih i funkcionalnih promena koje se reflektuju na upravljanje školom i uloge koje obavlja direktor škole. U radu se razmatraju dužnosti i kompetencije direktora u propisima i školskoj praksi, da li je direktor škole menadžer ili lider i kakve su mogućnosti za obezbeđivanje profesionalnih resursa za upravljanje školom. Osnovne kompetencije upravljanja i organizacije uključuju planiranje, odlučivanje, rukovođenje i komunikaciju. Rezultati istraživanja sugerišu da uspešno upravljanje školom zahteva razvijene ne samo menadžerske, već i liderske funkcije, a visoke socijalne veštine predstavljaju njihovu ključnu kompetenciju. U skladu sa Zakonom o osnovama sistema obrazovanja i vaspitanja, osoba koja može biti izabrana za direktora treba da poseduje odgovarajuće obrazovanje, licencu i iskustvo u vaspitno- obrazovnom radu. Propisanim uslovima moguće je obezbediti efikasnu obuku, ali činjenica da lične predispozicije mogu biti prepreka ili prednost u sticanju potrebnih znanja i veština direktora ukazuje na neophodnost uključivanja selekcije u standardnu proceduru za izbor direktora.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "School principal: Leader or manager, Direktor škole - lider ili menadžer",
pages = "347-337",
number = "3",
volume = "55",
url = "https://hdl.handle.net/21.15107/rcub_ipir_90"
}

Đurišić-Bojanović, M.,& Maksić, S.. (2006). School principal: Leader or manager. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 55(3), 337-347.
https://hdl.handle.net/21.15107/rcub_ipir_90

Đurišić-Bojanović M, Maksić S. School principal: Leader or manager. in Nastava i vaspitanje. 2006;55(3):337-347.
https://hdl.handle.net/21.15107/rcub_ipir_90 .

Đurišić-Bojanović, Mirosava, Maksić, Slavica, "School principal: Leader or manager" in Nastava i vaspitanje, 55, no. 3 (2006):337-347,
https://hdl.handle.net/21.15107/rcub_ipir_90 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Đurišić-Bojanović, Mirosava
PY  - 2004
UR  - http://ipir.ipisr.org.rs/handle/123456789/72
AB  - In the process of education the knowledge is acquired which is a necessary base for creativity. The problem of relations between creativity and knowledge in school context is posed as a problem of relations between creativity and academic performance due to the influence it has on personal and professional development of an individual. The paper presents the results of survey on relations between creativity, academic performance and academic preferences. Creativity was measured by the test for creative thinking - drawing production of Urban and Jellen, academic performance by general achievement, and academic preferences by a questionnaire. The sample comprised final primary school graders. Low and statistically significant positive correlation was found between creativity and school achievement in the sub-sample of girls. However, girls have a significantly better school achievement and prefer art as a school subject and the test administered demands visual art expression. Hence, it can not be claimed for sure that the obtained results reflect realistic differences in creativity between boys and girls. It is of vital importance for work in school the data that high creativity can be possessed by students who are failures at school. It has been concluded that initial step in the acquisition of knowledge that will contribute to student creative thinking and behavior is the development of cognitive flexibility.
AB  - U procesu obrazovanja stiču se znanja koja predstavljaju osnovu za kreativno ispoljavanje. Problem odnosa između kreativnosti i znanja u školskom kontekstu postavlja se kao problem odnosa između kreativnosti i školskog postignuća zbog uticaja koji ono ima na lični i profesionalni razvoj pojedinca. U radu su izloženi rezultati empirijskog ispitivanja odnosa između kreativnosti, školskog postignuća i akademskih preferencija. Kreativnost je merena Urban-Jelenovim testom crtanja, školsko postignuće opštim uspehom, a akademske preferencije upitnikom. Uzorkom su obuhvaćeni učenici završnih razreda osnovne škole (N=212). Utvrđena je niska i statistički značajna pozitivna korelacija između kreativnosti i školskog uspeha u poduzorku devojčica. Međutim, devojčice imaju značajno bolji školski uspeh i preferiraju likovnu kulturu, a primenjeni test zahteva likovno izražavanje. Stoga se ne može sa sigurnošću tvrditi da su dobijeni rezultati odraz stvarnih razlika u kreativnosti između dečaka i devojčica. Za rad u školi od posebnog značaja je podatak da visoku kreativnost mogu da imaju učenici koji su u školi neuspešni. Zaključeno je da početni korak u sticanju znanja koje će doprineti kreativnom ispoljavanju učenika predstavlja razvoj kognitivne fleksibilnosti. Predloženi su pristupi u okviru kojih bi škola mogla ostvarivati ovaj cilj: razvojna diferencijacija kurikuluma, razvijajuća nastava i pluralistički model obrazovanja.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Creativity, knowledge and school achievement
T1  - Kreativnost, znanje i školski uspeh
EP  - 105
IS  - 36
SP  - 85
UR  - https://hdl.handle.net/21.15107/rcub_ipir_72
ER  - 

@article{
author = "Maksić, Slavica and Đurišić-Bojanović, Mirosava",
year = "2004",
abstract = "In the process of education the knowledge is acquired which is a necessary base for creativity. The problem of relations between creativity and knowledge in school context is posed as a problem of relations between creativity and academic performance due to the influence it has on personal and professional development of an individual. The paper presents the results of survey on relations between creativity, academic performance and academic preferences. Creativity was measured by the test for creative thinking - drawing production of Urban and Jellen, academic performance by general achievement, and academic preferences by a questionnaire. The sample comprised final primary school graders. Low and statistically significant positive correlation was found between creativity and school achievement in the sub-sample of girls. However, girls have a significantly better school achievement and prefer art as a school subject and the test administered demands visual art expression. Hence, it can not be claimed for sure that the obtained results reflect realistic differences in creativity between boys and girls. It is of vital importance for work in school the data that high creativity can be possessed by students who are failures at school. It has been concluded that initial step in the acquisition of knowledge that will contribute to student creative thinking and behavior is the development of cognitive flexibility., U procesu obrazovanja stiču se znanja koja predstavljaju osnovu za kreativno ispoljavanje. Problem odnosa između kreativnosti i znanja u školskom kontekstu postavlja se kao problem odnosa između kreativnosti i školskog postignuća zbog uticaja koji ono ima na lični i profesionalni razvoj pojedinca. U radu su izloženi rezultati empirijskog ispitivanja odnosa između kreativnosti, školskog postignuća i akademskih preferencija. Kreativnost je merena Urban-Jelenovim testom crtanja, školsko postignuće opštim uspehom, a akademske preferencije upitnikom. Uzorkom su obuhvaćeni učenici završnih razreda osnovne škole (N=212). Utvrđena je niska i statistički značajna pozitivna korelacija između kreativnosti i školskog uspeha u poduzorku devojčica. Međutim, devojčice imaju značajno bolji školski uspeh i preferiraju likovnu kulturu, a primenjeni test zahteva likovno izražavanje. Stoga se ne može sa sigurnošću tvrditi da su dobijeni rezultati odraz stvarnih razlika u kreativnosti između dečaka i devojčica. Za rad u školi od posebnog značaja je podatak da visoku kreativnost mogu da imaju učenici koji su u školi neuspešni. Zaključeno je da početni korak u sticanju znanja koje će doprineti kreativnom ispoljavanju učenika predstavlja razvoj kognitivne fleksibilnosti. Predloženi su pristupi u okviru kojih bi škola mogla ostvarivati ovaj cilj: razvojna diferencijacija kurikuluma, razvijajuća nastava i pluralistički model obrazovanja.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Creativity, knowledge and school achievement, Kreativnost, znanje i školski uspeh",
pages = "105-85",
number = "36",
url = "https://hdl.handle.net/21.15107/rcub_ipir_72"
}

Maksić, S.,& Đurišić-Bojanović, M.. (2004). Creativity, knowledge and school achievement. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd.(36), 85-105.
https://hdl.handle.net/21.15107/rcub_ipir_72

Maksić S, Đurišić-Bojanović M. Creativity, knowledge and school achievement. in Zbornik Instituta za pedagoška istraživanja. 2004;(36):85-105.
https://hdl.handle.net/21.15107/rcub_ipir_72 .

Maksić, Slavica, Đurišić-Bojanović, Mirosava, "Creativity, knowledge and school achievement" in Zbornik Instituta za pedagoška istraživanja, no. 36 (2004):85-105,
https://hdl.handle.net/21.15107/rcub_ipir_72 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Đurišić-Bojanović, Mirosava
PY  - 2003
UR  - http://ipir.ipisr.org.rs/handle/123456789/63
AB  - After over a 50-year permanent development of tests designed to measure creativity and the results they produced, a question is raised if creativity can be measured by tests at all. A special problem are procedures for measuring creative potential in younger children because children, unlike adults, do not possess creative products that are a single reliable evidence of creativity in the real world. The paper considers test reliability and validity in measuring creativity as well as the dilemma: how much justifiable it is to measure children's creativity by tests if it is not clear what they measure and if there is not a significant relationship between creativity scores and creativity in life. Unsatisfactory creativity test reliability and validity does not mean those tests should be given up the majority of researchers agree. Of the tests of creativity administered in work with the young, the status of Urban-Jellen Test of Creative Thinking - Drawing Production (TCT-DP) is given prominence due to the fact that over the past ten years or so it has been used in a larger number of studies as well as in some studies carried out in this country. In TCT-DP scoring is not based on statistical uncommonness of the figures produced but on a number of criteria derived from Gestalt psychology. The factor analyses of the defined criteria of creativity, applied on samples in various settings yielded that the test contains an essential factor of creativity "novelty".
AB  - Posle više od pedeset godina kontinuiranog rada na konstruisanju testova kreativnosti i rezultata koje su oni dali, postavlja se pitanje da li se kreativnost uopšte može meriti testovima. Poseban problem predstavlja ispitivanje kreativnosti na mlađim uzrastima jer deca, za razliku od odraslih, nemaju kreativne proizvode koji su jedini siguran dokaz kreativnosti u realnosti. U radu se razmatraju metrijske karakteristike testova kojima se meri kreativnost i dilema koliko ima smisla meriti kreativnost dece testovima, ako nije sasvim jasno šta oni mere i šta znači skor koji je pojedinac dobio za njegovu kreativnost kasnije u životu. Nezadovoljavajuće metrijske karakteristike testova kreativnosti ne znače da ih treba napustiti, saglasna je većina istraživača. Posebna pažnja posvećena je statusu Urban-Jelenovog testa crtanja za merenje kreativnog mišljenja (TCT-DP) među testovima kreativnosti koji se primenjuju u radu sa mladima. Test je izdvojen zbog činjenice da je korišćen u većem broju istraživanja u poslednjih deset godina, kao i da su neka od tih istraživanja rađena u našoj zemlji. TCT-DP pokušava da prevaziđe nedostatke statističkog određivanja pokazatelja kreativnosti, izvodeći indikatore iz geštalt psihologije. Faktorske analize definisanih pokazatelja kreativnosti, sprovedene na uzorcima u različitim sredinama, potvrđuju da test sadrži suštinsku odliku kreativnosti - novinu.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Measurement of children's creativity by tests
T1  - Merenje kreativnosti dece pomoću testova
EP  - 62
IS  - 35
SP  - 45
UR  - https://hdl.handle.net/21.15107/rcub_ipir_63
ER  - 

@article{
author = "Maksić, Slavica and Đurišić-Bojanović, Mirosava",
year = "2003",
abstract = "After over a 50-year permanent development of tests designed to measure creativity and the results they produced, a question is raised if creativity can be measured by tests at all. A special problem are procedures for measuring creative potential in younger children because children, unlike adults, do not possess creative products that are a single reliable evidence of creativity in the real world. The paper considers test reliability and validity in measuring creativity as well as the dilemma: how much justifiable it is to measure children's creativity by tests if it is not clear what they measure and if there is not a significant relationship between creativity scores and creativity in life. Unsatisfactory creativity test reliability and validity does not mean those tests should be given up the majority of researchers agree. Of the tests of creativity administered in work with the young, the status of Urban-Jellen Test of Creative Thinking - Drawing Production (TCT-DP) is given prominence due to the fact that over the past ten years or so it has been used in a larger number of studies as well as in some studies carried out in this country. In TCT-DP scoring is not based on statistical uncommonness of the figures produced but on a number of criteria derived from Gestalt psychology. The factor analyses of the defined criteria of creativity, applied on samples in various settings yielded that the test contains an essential factor of creativity "novelty"., Posle više od pedeset godina kontinuiranog rada na konstruisanju testova kreativnosti i rezultata koje su oni dali, postavlja se pitanje da li se kreativnost uopšte može meriti testovima. Poseban problem predstavlja ispitivanje kreativnosti na mlađim uzrastima jer deca, za razliku od odraslih, nemaju kreativne proizvode koji su jedini siguran dokaz kreativnosti u realnosti. U radu se razmatraju metrijske karakteristike testova kojima se meri kreativnost i dilema koliko ima smisla meriti kreativnost dece testovima, ako nije sasvim jasno šta oni mere i šta znači skor koji je pojedinac dobio za njegovu kreativnost kasnije u životu. Nezadovoljavajuće metrijske karakteristike testova kreativnosti ne znače da ih treba napustiti, saglasna je većina istraživača. Posebna pažnja posvećena je statusu Urban-Jelenovog testa crtanja za merenje kreativnog mišljenja (TCT-DP) među testovima kreativnosti koji se primenjuju u radu sa mladima. Test je izdvojen zbog činjenice da je korišćen u većem broju istraživanja u poslednjih deset godina, kao i da su neka od tih istraživanja rađena u našoj zemlji. TCT-DP pokušava da prevaziđe nedostatke statističkog određivanja pokazatelja kreativnosti, izvodeći indikatore iz geštalt psihologije. Faktorske analize definisanih pokazatelja kreativnosti, sprovedene na uzorcima u različitim sredinama, potvrđuju da test sadrži suštinsku odliku kreativnosti - novinu.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Measurement of children's creativity by tests, Merenje kreativnosti dece pomoću testova",
pages = "62-45",
number = "35",
url = "https://hdl.handle.net/21.15107/rcub_ipir_63"
}

Maksić, S.,& Đurišić-Bojanović, M.. (2003). Measurement of children's creativity by tests. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd.(35), 45-62.
https://hdl.handle.net/21.15107/rcub_ipir_63

Maksić S, Đurišić-Bojanović M. Measurement of children's creativity by tests. in Zbornik Instituta za pedagoška istraživanja. 2003;(35):45-62.
https://hdl.handle.net/21.15107/rcub_ipir_63 .

Maksić, Slavica, Đurišić-Bojanović, Mirosava, "Measurement of children's creativity by tests" in Zbornik Instituta za pedagoška istraživanja, no. 35 (2003):45-62,
https://hdl.handle.net/21.15107/rcub_ipir_63 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Đurišić-Bojanović, Mirosava
AU  - Avramović, Zoran
PY  - 2002
UR  - http://ipir.ipisr.org.rs/handle/123456789/53
AB  - In tune with ongoing social changes a schoolmaster is expected to become an u independent manager with the initiative for the development of his school. In 2001 the Institute for Pedagogic Research organized a seminar on management in education. It was an opportunity to conduct a survey on all essential aspects of work and life in school. The results are presented in this paper: 55 respondents gave answers to questions related to the organization and planning of the work in school, how a schoolmaster can contribute to build a good image of his school, and become a successful manager. The results show that schoolmasters are aware of the fact that to manage a school they need skills and abilities for management and work with people. They see the strengths of school primarily in the professional capacity and knowledge potentials of teachers, while the major weakness lies in unsatisfactory interpersonal relations. The most aggravating environmental factors are general poverty and economic underdevelopment. Closer cooperation with local authorities, organizations, and parents is seen as an opening for a prospective school development. The authors conclude that schoolmasters are interested in management, and suggest that the responsible institutions provide adequate training's for the acquisition of necessary competence.
AB  - Polazeći od aktuelnih društvenih promena, od direktora škole očekuje se da postane samostalan rukovodilac, koji će preduzetnički planirati njen razvoj. Institut za pedagoška istraživanja je u toku 2001. godine ponudio seminar o upravljanju obrazovanjem. Seminar je pružio priliku da se direktori škola anketiraju u vezi sa svim bitnim aspektima života i rada u školi. Rezultati ispitivanja učesnika (N=55) saopšteni su u ovom radu, a pitanja su se odnosila na to kako se organizuje i planira pad u školi, kako direktor može doprineti stvaranju dobrog 'imidža' škole i kako može postati uspešan menadžeru vođenju škole. Rezultati potvrđuju da direktori znaju da su im za upravljanje školom neophodne sposobnosti i veštine upravljanja i rada sa ljudima. Snagu škole najpre vide u profesionalnim kapacitetima i potencijalu znanja koje ima prosvetni kadar, a slabost u lošim odnosima u kolektivu, u otežavajućim okolnostima iz okruženja predvode opšte siromaštvo i ekonomska nerazvijenost sredine, dok bolja saradnja sa lokalnim vlastima organizacijama i roditeljima otvara perspektivu razvoja. Autori zaključuju da su direktori zainteresovani za ulogu menadžera i preporučuju odgovornim institucijama da obezbede odgovarajuću obuku u cilju sticanja traženih kompetencija.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Encouragement of entrepreneur spirit in school management
T1  - Podsticanje preduzetničkog duha u upravljanju školom
EP  - 88
IS  - 1-2
SP  - 75
VL  - 51
UR  - https://hdl.handle.net/21.15107/rcub_ipir_53
ER  - 

@article{
author = "Maksić, Slavica and Đurišić-Bojanović, Mirosava and Avramović, Zoran",
year = "2002",
abstract = "In tune with ongoing social changes a schoolmaster is expected to become an u independent manager with the initiative for the development of his school. In 2001 the Institute for Pedagogic Research organized a seminar on management in education. It was an opportunity to conduct a survey on all essential aspects of work and life in school. The results are presented in this paper: 55 respondents gave answers to questions related to the organization and planning of the work in school, how a schoolmaster can contribute to build a good image of his school, and become a successful manager. The results show that schoolmasters are aware of the fact that to manage a school they need skills and abilities for management and work with people. They see the strengths of school primarily in the professional capacity and knowledge potentials of teachers, while the major weakness lies in unsatisfactory interpersonal relations. The most aggravating environmental factors are general poverty and economic underdevelopment. Closer cooperation with local authorities, organizations, and parents is seen as an opening for a prospective school development. The authors conclude that schoolmasters are interested in management, and suggest that the responsible institutions provide adequate training's for the acquisition of necessary competence., Polazeći od aktuelnih društvenih promena, od direktora škole očekuje se da postane samostalan rukovodilac, koji će preduzetnički planirati njen razvoj. Institut za pedagoška istraživanja je u toku 2001. godine ponudio seminar o upravljanju obrazovanjem. Seminar je pružio priliku da se direktori škola anketiraju u vezi sa svim bitnim aspektima života i rada u školi. Rezultati ispitivanja učesnika (N=55) saopšteni su u ovom radu, a pitanja su se odnosila na to kako se organizuje i planira pad u školi, kako direktor može doprineti stvaranju dobrog 'imidža' škole i kako može postati uspešan menadžeru vođenju škole. Rezultati potvrđuju da direktori znaju da su im za upravljanje školom neophodne sposobnosti i veštine upravljanja i rada sa ljudima. Snagu škole najpre vide u profesionalnim kapacitetima i potencijalu znanja koje ima prosvetni kadar, a slabost u lošim odnosima u kolektivu, u otežavajućim okolnostima iz okruženja predvode opšte siromaštvo i ekonomska nerazvijenost sredine, dok bolja saradnja sa lokalnim vlastima organizacijama i roditeljima otvara perspektivu razvoja. Autori zaključuju da su direktori zainteresovani za ulogu menadžera i preporučuju odgovornim institucijama da obezbede odgovarajuću obuku u cilju sticanja traženih kompetencija.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Encouragement of entrepreneur spirit in school management, Podsticanje preduzetničkog duha u upravljanju školom",
pages = "88-75",
number = "1-2",
volume = "51",
url = "https://hdl.handle.net/21.15107/rcub_ipir_53"
}

Maksić, S., Đurišić-Bojanović, M.,& Avramović, Z.. (2002). Encouragement of entrepreneur spirit in school management. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 51(1-2), 75-88.
https://hdl.handle.net/21.15107/rcub_ipir_53

Maksić S, Đurišić-Bojanović M, Avramović Z. Encouragement of entrepreneur spirit in school management. in Nastava i vaspitanje. 2002;51(1-2):75-88.
https://hdl.handle.net/21.15107/rcub_ipir_53 .

Maksić, Slavica, Đurišić-Bojanović, Mirosava, Avramović, Zoran, "Encouragement of entrepreneur spirit in school management" in Nastava i vaspitanje, 51, no. 1-2 (2002):75-88,
https://hdl.handle.net/21.15107/rcub_ipir_53 .