TY  - JOUR
AU  - Komlenović, Đurđica
AU  - Malinić, Dušica
AU  - Stanišić, Jelena
PY  - 2014
UR  - http://ipir.ipisr.org.rs/handle/123456789/223
AB  - The paper presents the results of a research of the attitudes of teachers of science towards the implementation of educational standards in elementary school education. The research was carried out immediately after an in-service teacher training in the implementation of standards, organized by the Institute for the evaluation of quality of education in Serbia. Tested were four hundred teachers of geography, biology, physics and chemistry who teach in elementary schools. The results show that almost all teachers think that educational standards should be implemented in the teaching process although there are some differences between them when the subjects taught are considered. More than half the teachers think that the standards will be most beneficial to students in the domain of knowledge, assessment, personal initiative and preparation for final exams. The teachers who recognized their own personal benefit from the implementation of the standards estimate that they will be helpful in assessment, selection of teaching materials, organization of work and further professional development. However, the teachers also expect that they will face various difficulties and limitations during the implementation: problems in assessing and evaluating students' knowledge compared to the defined levels of achievement; resistance of students and parents to change; lack of technical and teaching devices; too much administration which will require a lot of time...
AB  - U radu su izneti rezultati ispitivanja mišljenja nastavnika predmeta prirodnih nauka o uvođenju obrazovnih standarda u osnovnoškolsko obrazovanje. Ispitivanje je organizovano neposredno nakon obuke nastavnika za uvođenje standarda, koju je organizovao Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja na teritoriji cele Srbije. Ispitano je 400 nastavnika koji predaju geografiju, biologiju, fiziku i hemiju u osnovnoj školi. Rezultati su pokazali da gotovo svi nastavnici smatraju da je potrebno uvođenje obrazovnih standarda u nastavni proces, premda postoje razlike među njima kada se u obzir uzme predmet koji predaju. Više od polovine nastavnika smatra da će standardi najviše koristiti učenicima, i to u domenu znanja, ocenjivanja, lične inicijative i pripreme za polaganje završnog ispita. Nastavnici koji su prepoznali ličnu korist od uvođenja standarda procenjuju da će im oni pomoći u ocenjivanju učenika, odabiru nastavnih sadržaja, organizaciji rada i daljem profesionalnom razvoju. Pored toga, nastavnici očekuju da će se tokom uvođenja standarda suočavati sa različitim teškoćama i ograničenjima, kao što su: problemi u ocenjivanju i procenjivanju znanja učenika u odnosu na definisane nivoe postignuća; otpori učenika i roditelja zbog uvođenja ovih novina u nastavu; nedostatak tehničkih i nastavnih sredstava; previše administrativnih poslova koji će im oduzimati dosta vremena.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Science teachers' attitudes towards the implementation of educational standards in elementary education
T1  - Mnenie prepodavatelej estestvennyh nauk o vvedenii obrazovatel'nyh standartov v osnovnom obrazovanii
T1  - Mišljenje nastavnika predmeta prirodnih nauka o uvođenju obrazovnih standarda u osnovnoškolsko obrazovanje
EP  - 415
IS  - 3
SP  - 401
VL  - 63
UR  - https://hdl.handle.net/21.15107/rcub_ipir_223
ER  - 

@article{
author = "Komlenović, Đurđica and Malinić, Dušica and Stanišić, Jelena",
year = "2014",
abstract = "The paper presents the results of a research of the attitudes of teachers of science towards the implementation of educational standards in elementary school education. The research was carried out immediately after an in-service teacher training in the implementation of standards, organized by the Institute for the evaluation of quality of education in Serbia. Tested were four hundred teachers of geography, biology, physics and chemistry who teach in elementary schools. The results show that almost all teachers think that educational standards should be implemented in the teaching process although there are some differences between them when the subjects taught are considered. More than half the teachers think that the standards will be most beneficial to students in the domain of knowledge, assessment, personal initiative and preparation for final exams. The teachers who recognized their own personal benefit from the implementation of the standards estimate that they will be helpful in assessment, selection of teaching materials, organization of work and further professional development. However, the teachers also expect that they will face various difficulties and limitations during the implementation: problems in assessing and evaluating students' knowledge compared to the defined levels of achievement; resistance of students and parents to change; lack of technical and teaching devices; too much administration which will require a lot of time..., U radu su izneti rezultati ispitivanja mišljenja nastavnika predmeta prirodnih nauka o uvođenju obrazovnih standarda u osnovnoškolsko obrazovanje. Ispitivanje je organizovano neposredno nakon obuke nastavnika za uvođenje standarda, koju je organizovao Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja na teritoriji cele Srbije. Ispitano je 400 nastavnika koji predaju geografiju, biologiju, fiziku i hemiju u osnovnoj školi. Rezultati su pokazali da gotovo svi nastavnici smatraju da je potrebno uvođenje obrazovnih standarda u nastavni proces, premda postoje razlike među njima kada se u obzir uzme predmet koji predaju. Više od polovine nastavnika smatra da će standardi najviše koristiti učenicima, i to u domenu znanja, ocenjivanja, lične inicijative i pripreme za polaganje završnog ispita. Nastavnici koji su prepoznali ličnu korist od uvođenja standarda procenjuju da će im oni pomoći u ocenjivanju učenika, odabiru nastavnih sadržaja, organizaciji rada i daljem profesionalnom razvoju. Pored toga, nastavnici očekuju da će se tokom uvođenja standarda suočavati sa različitim teškoćama i ograničenjima, kao što su: problemi u ocenjivanju i procenjivanju znanja učenika u odnosu na definisane nivoe postignuća; otpori učenika i roditelja zbog uvođenja ovih novina u nastavu; nedostatak tehničkih i nastavnih sredstava; previše administrativnih poslova koji će im oduzimati dosta vremena.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Science teachers' attitudes towards the implementation of educational standards in elementary education, Mnenie prepodavatelej estestvennyh nauk o vvedenii obrazovatel'nyh standartov v osnovnom obrazovanii, Mišljenje nastavnika predmeta prirodnih nauka o uvođenju obrazovnih standarda u osnovnoškolsko obrazovanje",
pages = "415-401",
number = "3",
volume = "63",
url = "https://hdl.handle.net/21.15107/rcub_ipir_223"
}

Komlenović, Đ., Malinić, D.,& Stanišić, J.. (2014). Science teachers' attitudes towards the implementation of educational standards in elementary education. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 63(3), 401-415.
https://hdl.handle.net/21.15107/rcub_ipir_223

Komlenović Đ, Malinić D, Stanišić J. Science teachers' attitudes towards the implementation of educational standards in elementary education. in Nastava i vaspitanje. 2014;63(3):401-415.
https://hdl.handle.net/21.15107/rcub_ipir_223 .

Komlenović, Đurđica, Malinić, Dušica, Stanišić, Jelena, "Science teachers' attitudes towards the implementation of educational standards in elementary education" in Nastava i vaspitanje, 63, no. 3 (2014):401-415,
https://hdl.handle.net/21.15107/rcub_ipir_223 .

TY  - JOUR
AU  - Malinić, Dušica
AU  - Komlenović, Đurđica
AU  - Stanišić, Jelena
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/215
AB  - The aim of the study was to determine the expectations of the teachers related to the influence of the educational standards on assessment and achievements of the students. The research included 400 primary-school teachers who teach natural sciences (geography, biology, physics and chemistry). Apart from the subject the variables matters were: gender, length of service and the region in which a teacher works. We analyzed the data gained by the use of the explorative questionnaire construed for a wider research on the implementation of the educational standards in primary school. The results show that a bit more than half the teachers expect that the educational standards will induce important changes in their work, and the majority agree that the changes will be in the domain of assessment of the students' achievements. There are some differences in the expectations between the teachers of different subjects: chemistry teachers expect the biggest help from the implementation of the standards, while geography teachers expect the biggest changes in the domain of assessment. The implementation of the educational standards will mostly limit the possibilities of subjective assessments in chemistry and will be helpful in the reduction of failing grades and, consequently, in cease achievements in physics. The obtained results revealed also regional differences related to the teacher's perception of the student's knowledge according to the cognitive domains.
AB  - Cilj rada je da se sagledaju očekivanja nastavnika u pogledu uticaja implementacije obrazovnih standarda na ocenjivanje i postignuće učenika. Istraživanje je obuhvatilo 400 nastavnika osnovne škole koji predaju predmete prirodnih nauka (geografija, biologija, fizika i hemija). Pored nastavnog predmeta, varijable istraživanja su: pol, dužina radnog staža i region u kome nastavnik radi. Analiziran je set pitanja iz eksplorativnog upitnika konstruisanog za potrebe šireg istraživanja o implementaciji obrazovnih standarda u osnovnu školu. Rezultati pokazuju da malo više od polovine nastavnika očekuje da će obrazovni standardi dovesti do bitnijih promena u njihovom radu, ali je većina usaglašena da će se te promene dogoditi u domenu ocenjivanja učenika. Utvrđene su razlike u očekivanjima nastavnika različitih predmeta: najveću pomoć od implementacije standarda očekuju nastavnici hemije, dok najveće promene u domenu ocenjivanja očekuju nastavnici geografije. Implementacija obrazovnih standarda najviše će ograničiti mogućnosti subjektivne procene nastavnika hemije i najviše će uticati na smanjenje broja slabih ocena i, posledično, na povećanje broja boljih učenika iz fizike. Na osnovu dobijenih nalaza opažene su i regionalne razlike među nastavnicima u pogledu percepcije učeničkih znanja prema kognitivnim domenima.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - The impact of the implementation of the educational standards on assessment and students' achievement: The teachers' expectations
T1  - Uticaj implementacije obrazovnih standarda na ocenjivanje i postignuće učenika - očekivanja nastavnika
EP  - 590
IS  - 4
SP  - 576
VL  - 62
UR  - https://hdl.handle.net/21.15107/rcub_ipir_215
ER  - 

@article{
author = "Malinić, Dušica and Komlenović, Đurđica and Stanišić, Jelena",
year = "2013",
abstract = "The aim of the study was to determine the expectations of the teachers related to the influence of the educational standards on assessment and achievements of the students. The research included 400 primary-school teachers who teach natural sciences (geography, biology, physics and chemistry). Apart from the subject the variables matters were: gender, length of service and the region in which a teacher works. We analyzed the data gained by the use of the explorative questionnaire construed for a wider research on the implementation of the educational standards in primary school. The results show that a bit more than half the teachers expect that the educational standards will induce important changes in their work, and the majority agree that the changes will be in the domain of assessment of the students' achievements. There are some differences in the expectations between the teachers of different subjects: chemistry teachers expect the biggest help from the implementation of the standards, while geography teachers expect the biggest changes in the domain of assessment. The implementation of the educational standards will mostly limit the possibilities of subjective assessments in chemistry and will be helpful in the reduction of failing grades and, consequently, in cease achievements in physics. The obtained results revealed also regional differences related to the teacher's perception of the student's knowledge according to the cognitive domains., Cilj rada je da se sagledaju očekivanja nastavnika u pogledu uticaja implementacije obrazovnih standarda na ocenjivanje i postignuće učenika. Istraživanje je obuhvatilo 400 nastavnika osnovne škole koji predaju predmete prirodnih nauka (geografija, biologija, fizika i hemija). Pored nastavnog predmeta, varijable istraživanja su: pol, dužina radnog staža i region u kome nastavnik radi. Analiziran je set pitanja iz eksplorativnog upitnika konstruisanog za potrebe šireg istraživanja o implementaciji obrazovnih standarda u osnovnu školu. Rezultati pokazuju da malo više od polovine nastavnika očekuje da će obrazovni standardi dovesti do bitnijih promena u njihovom radu, ali je većina usaglašena da će se te promene dogoditi u domenu ocenjivanja učenika. Utvrđene su razlike u očekivanjima nastavnika različitih predmeta: najveću pomoć od implementacije standarda očekuju nastavnici hemije, dok najveće promene u domenu ocenjivanja očekuju nastavnici geografije. Implementacija obrazovnih standarda najviše će ograničiti mogućnosti subjektivne procene nastavnika hemije i najviše će uticati na smanjenje broja slabih ocena i, posledično, na povećanje broja boljih učenika iz fizike. Na osnovu dobijenih nalaza opažene su i regionalne razlike među nastavnicima u pogledu percepcije učeničkih znanja prema kognitivnim domenima.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "The impact of the implementation of the educational standards on assessment and students' achievement: The teachers' expectations, Uticaj implementacije obrazovnih standarda na ocenjivanje i postignuće učenika - očekivanja nastavnika",
pages = "590-576",
number = "4",
volume = "62",
url = "https://hdl.handle.net/21.15107/rcub_ipir_215"
}

Malinić, D., Komlenović, Đ.,& Stanišić, J.. (2013). The impact of the implementation of the educational standards on assessment and students' achievement: The teachers' expectations. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 62(4), 576-590.
https://hdl.handle.net/21.15107/rcub_ipir_215

Malinić D, Komlenović Đ, Stanišić J. The impact of the implementation of the educational standards on assessment and students' achievement: The teachers' expectations. in Nastava i vaspitanje. 2013;62(4):576-590.
https://hdl.handle.net/21.15107/rcub_ipir_215 .

Malinić, Dušica, Komlenović, Đurđica, Stanišić, Jelena, "The impact of the implementation of the educational standards on assessment and students' achievement: The teachers' expectations" in Nastava i vaspitanje, 62, no. 4 (2013):576-590,
https://hdl.handle.net/21.15107/rcub_ipir_215 .

TY  - JOUR
AU  - Komlenović, Đurđica
AU  - Manić, E.
AU  - Malinić, Dušica
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/220
AB  - This study investigates the application of new educational technologies in geography classes. The research involved 126 students from vocational secondary schools in Serbia taking geography as a compulsory subject. We developed and applied a questionnaire for this research. The results indicate that out of several ICTs available, the majority of students are familiar with the GIS, but only one third can be said to have theoretical knowledge and practical skills for its effective implementation. Students who use the GIS stated that it is a useful tool that contributes greatly to the development of cartographic skills, which is a major advantage given the problem-oriented learning approach, and that it is highly interactive, systematic and precise. These findings suggest that the GIS and other ICTs are still not fully used and that teacher presentation remains the dominant method, which includes less innovative didactic aids. The importance of the application of the GIS in teaching and suggestions for enhancing teacher motivation to apply this technology are discussed in the conclusion.
T2  - Perspectives in Education
T1  - The Geographic Information System (GIS) in secondary education in Serbia
EP  - 104
IS  - 1
SP  - 96
VL  - 31
UR  - https://hdl.handle.net/21.15107/rcub_ipir_220
ER  - 

@article{
author = "Komlenović, Đurđica and Manić, E. and Malinić, Dušica",
year = "2013",
abstract = "This study investigates the application of new educational technologies in geography classes. The research involved 126 students from vocational secondary schools in Serbia taking geography as a compulsory subject. We developed and applied a questionnaire for this research. The results indicate that out of several ICTs available, the majority of students are familiar with the GIS, but only one third can be said to have theoretical knowledge and practical skills for its effective implementation. Students who use the GIS stated that it is a useful tool that contributes greatly to the development of cartographic skills, which is a major advantage given the problem-oriented learning approach, and that it is highly interactive, systematic and precise. These findings suggest that the GIS and other ICTs are still not fully used and that teacher presentation remains the dominant method, which includes less innovative didactic aids. The importance of the application of the GIS in teaching and suggestions for enhancing teacher motivation to apply this technology are discussed in the conclusion.",
journal = "Perspectives in Education",
title = "The Geographic Information System (GIS) in secondary education in Serbia",
pages = "104-96",
number = "1",
volume = "31",
url = "https://hdl.handle.net/21.15107/rcub_ipir_220"
}

Komlenović, Đ., Manić, E.,& Malinić, D.. (2013). The Geographic Information System (GIS) in secondary education in Serbia. in Perspectives in Education, 31(1), 96-104.
https://hdl.handle.net/21.15107/rcub_ipir_220

Komlenović Đ, Manić E, Malinić D. The Geographic Information System (GIS) in secondary education in Serbia. in Perspectives in Education. 2013;31(1):96-104.
https://hdl.handle.net/21.15107/rcub_ipir_220 .

Komlenović, Đurđica, Manić, E., Malinić, Dušica, "The Geographic Information System (GIS) in secondary education in Serbia" in Perspectives in Education, 31, no. 1 (2013):96-104,
https://hdl.handle.net/21.15107/rcub_ipir_220 .

TY  - JOUR
AU  - Komlenović, Đurđica
AU  - Malinić, Dušica
AU  - Stanišić, Jelena
PY  - 2012
UR  - http://ipir.ipisr.org.rs/handle/123456789/190
AB  - The paper analyses organization of geography classes within the experiment in secondary vocational schools. The research was aimed at: (1) identification of students' attitudes towards geography as a school subject and (2) analysis of the students' assessments of the organization of academic work and activities in geography classes. Both aims were elaborated according to the differences in attitudes of students for whom geography is a compulsory subject and those who have it as an elective subject within the experiment in secondary vocational schools. The sample comprised two groups of students: 128 students for whom geography is a compulsory subject and 126 students with geography as the elective subject. The results show that the students in experimental classes have a positive attitude towards geography as a school subject. They assess geographic contents as useful, interesting and applicable in everyday life. The two groups also differed in their opinions about the organization of geography classes (forms and methods of work, preparations for lessons, and teaching aids). Yet, based on the results, it may be concluded that those students who have geography as a compulsory subject take it more seriously, are more active, have more initiative in the learning/teaching process. .
AB  - U radu se razmatra organizacija nastave geografije u Programu ogleda u srednjim stručnim školama u Srbiji. Istraživanje je usmereno na: (1) identifikaciju stavovi učenika prema geografiji kao predmetu i na (2) analizu mišljenja učenika o organizaciji rada i aktivnostima na časovima geografije. Oba cilja su elaborirana sa stanovišta utvrđivanja razlika u mišljenjima između učenika kojima je geografija obavezan i učenika kojima je geografija izborni predmet u oglednim odeljenjima srednjih stručnih škola. Uzorak su sačinjavale dve grupe učenika: 128 učenika koji su geografiju imali kao obavezan predmet i 126 učenika kojima je geografija bila izborni predmet. Nalazi istraživanja pokazuju da učenici oglednih odeljenja iskazuju pozitivan stav prema geografiji kao nastavnom predmetu, procenjujući geografske sadržaje kao korisne, zanimljive i u svakodnevnom životu primenljive. Utvrđena je razlika među grupama učenika u organizaciji nastave geografije (oblici i metode rada, aktivnosti na času, način pripreme za čas i nastavna sredstva). Na osnovu rezultata, može se reći da učenici kojima je geografija obavezan predmet nastavu doživljavaju ozbiljnije, aktivniji su na času i samoinicijativniji u procesu učenja i poučavanja.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Geography in experimental classes of secondary vocational schools
T1  - Prepodavanie geografii v ëksperimeipal'nyh klassah srednih special'nyh škol
T1  - Nastava geografije u oglednim odeljenjima srednjih stručnih škola
EP  - 709
IS  - 4
SP  - 696
VL  - 61
UR  - https://hdl.handle.net/21.15107/rcub_ipir_190
ER  - 

@article{
author = "Komlenović, Đurđica and Malinić, Dušica and Stanišić, Jelena",
year = "2012",
abstract = "The paper analyses organization of geography classes within the experiment in secondary vocational schools. The research was aimed at: (1) identification of students' attitudes towards geography as a school subject and (2) analysis of the students' assessments of the organization of academic work and activities in geography classes. Both aims were elaborated according to the differences in attitudes of students for whom geography is a compulsory subject and those who have it as an elective subject within the experiment in secondary vocational schools. The sample comprised two groups of students: 128 students for whom geography is a compulsory subject and 126 students with geography as the elective subject. The results show that the students in experimental classes have a positive attitude towards geography as a school subject. They assess geographic contents as useful, interesting and applicable in everyday life. The two groups also differed in their opinions about the organization of geography classes (forms and methods of work, preparations for lessons, and teaching aids). Yet, based on the results, it may be concluded that those students who have geography as a compulsory subject take it more seriously, are more active, have more initiative in the learning/teaching process. ., U radu se razmatra organizacija nastave geografije u Programu ogleda u srednjim stručnim školama u Srbiji. Istraživanje je usmereno na: (1) identifikaciju stavovi učenika prema geografiji kao predmetu i na (2) analizu mišljenja učenika o organizaciji rada i aktivnostima na časovima geografije. Oba cilja su elaborirana sa stanovišta utvrđivanja razlika u mišljenjima između učenika kojima je geografija obavezan i učenika kojima je geografija izborni predmet u oglednim odeljenjima srednjih stručnih škola. Uzorak su sačinjavale dve grupe učenika: 128 učenika koji su geografiju imali kao obavezan predmet i 126 učenika kojima je geografija bila izborni predmet. Nalazi istraživanja pokazuju da učenici oglednih odeljenja iskazuju pozitivan stav prema geografiji kao nastavnom predmetu, procenjujući geografske sadržaje kao korisne, zanimljive i u svakodnevnom životu primenljive. Utvrđena je razlika među grupama učenika u organizaciji nastave geografije (oblici i metode rada, aktivnosti na času, način pripreme za čas i nastavna sredstva). Na osnovu rezultata, može se reći da učenici kojima je geografija obavezan predmet nastavu doživljavaju ozbiljnije, aktivniji su na času i samoinicijativniji u procesu učenja i poučavanja.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Geography in experimental classes of secondary vocational schools, Prepodavanie geografii v ëksperimeipal'nyh klassah srednih special'nyh škol, Nastava geografije u oglednim odeljenjima srednjih stručnih škola",
pages = "709-696",
number = "4",
volume = "61",
url = "https://hdl.handle.net/21.15107/rcub_ipir_190"
}

Komlenović, Đ., Malinić, D.,& Stanišić, J.. (2012). Geography in experimental classes of secondary vocational schools. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 61(4), 696-709.
https://hdl.handle.net/21.15107/rcub_ipir_190

Komlenović Đ, Malinić D, Stanišić J. Geography in experimental classes of secondary vocational schools. in Nastava i vaspitanje. 2012;61(4):696-709.
https://hdl.handle.net/21.15107/rcub_ipir_190 .

Komlenović, Đurđica, Malinić, Dušica, Stanišić, Jelena, "Geography in experimental classes of secondary vocational schools" in Nastava i vaspitanje, 61, no. 4 (2012):696-709,
https://hdl.handle.net/21.15107/rcub_ipir_190 .

TY  - JOUR
AU  - Malinić, Dušica
AU  - Komlenović, Đurđica
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/177
AB  - Assessment is an integral, unavoidable part of the educational process and a particularly sensitive segment of the teaching practice. The aim of our research was to find out and analyze the opinions of students on assessment and their teachers in the context of assessment. The research included 200 elementary school students and 200 grammar-school students. The questionnaire comprised three thematic groups of questions (the students' perception of the teacher's acts in the process of assessment; identification of the students' preferred forms of assessment and their reactions to grades, and desired and undesired characteristics of teachers regarding assessment). Based on our findings, it can be concluded that the students think: that their teachers have different assessment criteria; that most teachers apply lower criteria when assessing lower achievers; that they apply grades as disciplinary measures, and are influenced by a student's achievements in other subjects. The grade is a powerful motivator for the students' active participation in the teaching process, and they especially appreciate regular testing and objective assessment, while objecting both too strict and uneven criteria for assessment. The presented students' lists of desired and undesired characteristics of teachers in the context of assessment illustrate this.
AB  - Ocenjivanje je sastavni, neizbežni deo vaspitno-obrazovnog procesa i predstavlja posebno osetljiv segment nastavne prakse. Cilj našeg istraživanja bio je usmeren na utvrđivanje i analizu mišljenja učenika o ocenjivanju i nastavnicima u kontekstu ocenjivanja. Istraživanjem je obuhvaćeno 200 učenika osnovne škole i 200 učenika gimnazije. Pitanja su grupisana u tri tematske celine (učenikovo opažanje nastavničkih postupaka u procesu ocenjivanja; identifikovanje učenikovih preferiranih načina ocenjivanja i njihovih reakcija na ocenu i poželjne i nepoželjne karakteristike nastavnika u kontekstu ocenjivanja). Na osnovu naših nalaza može se zaključiti da učenici smatraju: da nastavnici imaju različite kriterijume ocenjivanja, da većina nastavnika ima blaži kriterijum u ocenjivanju slabijih učenika, da primenjuje ocenu kao disciplinsku meru i da se pri ocenjivanju rukovode ocenama učenika iz drugih nastavnih predmeta. Ocena predstavlja snažan motivator aktivnijeg angažovanja učenika u nastavi, u kojoj učenici kod nastavnika posebno cene redovno proveravanje i objektivno ocenjivanje, a zameraju preterano strog i neujednačen kriterijum ocenjivanja. Date su i liste poželjnih i nepoželjnih karakteristika nastavnika u kontekstu ocenjivanja, po mišljenju učenika.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Assessment as students see it
T1  - Ocenjivanje iz perspektive učenika
EP  - 524
IS  - 4
SP  - 511
VL  - 59
UR  - https://hdl.handle.net/21.15107/rcub_ipir_177
ER  - 

@article{
author = "Malinić, Dušica and Komlenović, Đurđica",
year = "2010",
abstract = "Assessment is an integral, unavoidable part of the educational process and a particularly sensitive segment of the teaching practice. The aim of our research was to find out and analyze the opinions of students on assessment and their teachers in the context of assessment. The research included 200 elementary school students and 200 grammar-school students. The questionnaire comprised three thematic groups of questions (the students' perception of the teacher's acts in the process of assessment; identification of the students' preferred forms of assessment and their reactions to grades, and desired and undesired characteristics of teachers regarding assessment). Based on our findings, it can be concluded that the students think: that their teachers have different assessment criteria; that most teachers apply lower criteria when assessing lower achievers; that they apply grades as disciplinary measures, and are influenced by a student's achievements in other subjects. The grade is a powerful motivator for the students' active participation in the teaching process, and they especially appreciate regular testing and objective assessment, while objecting both too strict and uneven criteria for assessment. The presented students' lists of desired and undesired characteristics of teachers in the context of assessment illustrate this., Ocenjivanje je sastavni, neizbežni deo vaspitno-obrazovnog procesa i predstavlja posebno osetljiv segment nastavne prakse. Cilj našeg istraživanja bio je usmeren na utvrđivanje i analizu mišljenja učenika o ocenjivanju i nastavnicima u kontekstu ocenjivanja. Istraživanjem je obuhvaćeno 200 učenika osnovne škole i 200 učenika gimnazije. Pitanja su grupisana u tri tematske celine (učenikovo opažanje nastavničkih postupaka u procesu ocenjivanja; identifikovanje učenikovih preferiranih načina ocenjivanja i njihovih reakcija na ocenu i poželjne i nepoželjne karakteristike nastavnika u kontekstu ocenjivanja). Na osnovu naših nalaza može se zaključiti da učenici smatraju: da nastavnici imaju različite kriterijume ocenjivanja, da većina nastavnika ima blaži kriterijum u ocenjivanju slabijih učenika, da primenjuje ocenu kao disciplinsku meru i da se pri ocenjivanju rukovode ocenama učenika iz drugih nastavnih predmeta. Ocena predstavlja snažan motivator aktivnijeg angažovanja učenika u nastavi, u kojoj učenici kod nastavnika posebno cene redovno proveravanje i objektivno ocenjivanje, a zameraju preterano strog i neujednačen kriterijum ocenjivanja. Date su i liste poželjnih i nepoželjnih karakteristika nastavnika u kontekstu ocenjivanja, po mišljenju učenika.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Assessment as students see it, Ocenjivanje iz perspektive učenika",
pages = "524-511",
number = "4",
volume = "59",
url = "https://hdl.handle.net/21.15107/rcub_ipir_177"
}

Malinić, D.,& Komlenović, Đ.. (2010). Assessment as students see it. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 59(4), 511-524.
https://hdl.handle.net/21.15107/rcub_ipir_177

Malinić D, Komlenović Đ. Assessment as students see it. in Nastava i vaspitanje. 2010;59(4):511-524.
https://hdl.handle.net/21.15107/rcub_ipir_177 .

Malinić, Dušica, Komlenović, Đurđica, "Assessment as students see it" in Nastava i vaspitanje, 59, no. 4 (2010):511-524,
https://hdl.handle.net/21.15107/rcub_ipir_177 .

TY  - JOUR
AU  - Malinić, Dušica
AU  - Lalić-Vučetić, Nataša
AU  - Komlenović, Đurđica
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/161
AB  - The research was conducted with the aim to describe some characteristics of school context of he students 'repeaters' from schools for adult education that may be associated with their repeated grade. The research included 53 students 'repeaters' from two schools for adult education in Belgrade. The paper examined the following variables: the reasons for repeating grades, the ratio of students to teaching subjects, skipping unjustified reasons, the causes of poor grade, and the responsibility for failure, development of work habits and all this from the perspective of students themselves. Data were collected from the inquiry list for students. The results show that these students feel responsible themselves because of the failure, believing that the repetition of grades is, primarily the result of their insufficient learning, unjustified skipping and indiscipline in class. It can be said that the difficulties of students from these schools do not differ essentially from the difficulties of students 'repeaters' from regular primary schools.
AB  - Istraživanje je realizovano s ciljem da se opišu neke karakteristike školskog konteksta učenika ponovaca iz škola za obrazovanje odraslih koje mogu biti povezane sa njihovim ponavljanjem razreda. Istraživanjem su obuhvaćena 53 učenika ponovca iz dve škole za osnovno obrazovanje odraslih u Beogradu. U radu su ispitivane sledeće varijable: razlozi ponavljanja razreda, odnos učenika prema nastavnim predmetima, razlozi neopravdanog izostajanja, uzroci slabih ocena, odgovornost za neuspeh, razvijenost radnih navika i sve to iz perspektive samih učenika. Podaci su prikupljeni anketnim listom za učenike. Dobijeni rezultati pokazuju da ovi učenici odgovornost za neuspeh pripisuju najčešće sebi, smatrajući da je ponavljanje razreda, pre svega, posledica njihovog nedovoljnog učenja, neopravdanog izostajanja i nediscipline na času. Može se reći da se teškoće učenika iz ovih škola suštinski ne razlikuju od teškoća ponovaca iz redovnih osnovni škola.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - The school context from the 'repeaters' students' perspective in the schools for adult primary education
T1  - Školski kontekst iz perspektive učenika ponovaca u školama za osnovno obrazovanje odraslih
EP  - 168
IS  - 1
SP  - 159
VL  - 65
UR  - https://hdl.handle.net/21.15107/rcub_ipir_161
ER  - 

@article{
author = "Malinić, Dušica and Lalić-Vučetić, Nataša and Komlenović, Đurđica",
year = "2010",
abstract = "The research was conducted with the aim to describe some characteristics of school context of he students 'repeaters' from schools for adult education that may be associated with their repeated grade. The research included 53 students 'repeaters' from two schools for adult education in Belgrade. The paper examined the following variables: the reasons for repeating grades, the ratio of students to teaching subjects, skipping unjustified reasons, the causes of poor grade, and the responsibility for failure, development of work habits and all this from the perspective of students themselves. Data were collected from the inquiry list for students. The results show that these students feel responsible themselves because of the failure, believing that the repetition of grades is, primarily the result of their insufficient learning, unjustified skipping and indiscipline in class. It can be said that the difficulties of students from these schools do not differ essentially from the difficulties of students 'repeaters' from regular primary schools., Istraživanje je realizovano s ciljem da se opišu neke karakteristike školskog konteksta učenika ponovaca iz škola za obrazovanje odraslih koje mogu biti povezane sa njihovim ponavljanjem razreda. Istraživanjem su obuhvaćena 53 učenika ponovca iz dve škole za osnovno obrazovanje odraslih u Beogradu. U radu su ispitivane sledeće varijable: razlozi ponavljanja razreda, odnos učenika prema nastavnim predmetima, razlozi neopravdanog izostajanja, uzroci slabih ocena, odgovornost za neuspeh, razvijenost radnih navika i sve to iz perspektive samih učenika. Podaci su prikupljeni anketnim listom za učenike. Dobijeni rezultati pokazuju da ovi učenici odgovornost za neuspeh pripisuju najčešće sebi, smatrajući da je ponavljanje razreda, pre svega, posledica njihovog nedovoljnog učenja, neopravdanog izostajanja i nediscipline na času. Može se reći da se teškoće učenika iz ovih škola suštinski ne razlikuju od teškoća ponovaca iz redovnih osnovni škola.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "The school context from the 'repeaters' students' perspective in the schools for adult primary education, Školski kontekst iz perspektive učenika ponovaca u školama za osnovno obrazovanje odraslih",
pages = "168-159",
number = "1",
volume = "65",
url = "https://hdl.handle.net/21.15107/rcub_ipir_161"
}

Malinić, D., Lalić-Vučetić, N.,& Komlenović, Đ.. (2010). The school context from the 'repeaters' students' perspective in the schools for adult primary education. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 65(1), 159-168.
https://hdl.handle.net/21.15107/rcub_ipir_161

Malinić D, Lalić-Vučetić N, Komlenović Đ. The school context from the 'repeaters' students' perspective in the schools for adult primary education. in Pedagogija. 2010;65(1):159-168.
https://hdl.handle.net/21.15107/rcub_ipir_161 .

Malinić, Dušica, Lalić-Vučetić, Nataša, Komlenović, Đurđica, "The school context from the 'repeaters' students' perspective in the schools for adult primary education" in Pedagogija, 65, no. 1 (2010):159-168,
https://hdl.handle.net/21.15107/rcub_ipir_161 .

TY  - JOUR
AU  - Malinić, Dušica
AU  - Lalić-Vučetić, Nataša
AU  - Komlenović, Đurđica
PY  - 2008
UR  - http://ipir.ipisr.org.rs/handle/123456789/126
AB  - There is a firm belief that most students who do not attend regular schools, but those for adult education, are from the families with many socio-emotional problems, and particularly bad characteristics are given to families of bad students in these schools. The research has been done with the aim of collecting data about the characteristics of the family context of the students who failed the year in adult education schools with the aim of collecting characteristics of the family context of the students who failed the year, which can be connected with the school failure. The research included the following variables: educational level of parents, employment of parents, family structure and students' understanding of the family climate - interest of parents for the school work of children, observing the ways of solving problems and making decisions in families, applied pedagogical actions and reaction of parents on weal marks and failing the year, as well as educational aspiration of parents. Given results show that students who failed the year in the schools for adult education are in the family context which can be described as less encouraging than inappropriate. It can be concluded that this context is impossible to observe independently form other causes of failure, such as the quality of relation between students and teachers at school and the teaching process.
AB  - U praksi je ustaljeno mišljenje da većina učenika koja ne pohađa redovne škole, već škole za obrazovanje odraslih, potiče iz porodica sa nizom socioemocionalnih problema, a posebno nepovoljne karakteristike pripisuju se porodicama neuspešnih učenika u ovim školama. Istraživanje je realizovano s ciljem da se prikupe podaci o karakteristikama porodičnog konteksta učenika ponovaca iz škola za obrazovanje odraslih koje mogu biti povezane sa školskim neuspehom. Istraživanjem su obuhvaćene sledeće varijable: obrazovni nivo roditelja, zaposlenost roditelja, struktura porodice i učenički doživljaj porodične klime - zainteresovanost roditelja za školske obaveze svog deteta, opažanja načina rešavanja problema i donošenja odluka u porodici, primenjeni vaspitni postupci i reakcija roditelja na slabe ocene i ponavljanje razreda, kao i obrazovne aspiracije roditelja. Dobijeni rezultati pokazuju da ponovci iz škola za obrazovanje odraslih imaju porodični kontekst koji bi se pre mogao opisati kao manje podsticajan, nego nepovoljan. Može se zaključiti da je taj kontekst nemoguće posmatrati nezavisno od nekih drugih uzroka neuspeha, kao što je, između ostalog, kvalitet odnosa nastavnika i učenika u školi i nastavnom procesu.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - How students who failed a year at schools for primary education of adults describe their family context
T1  - Kako učenici ponovci iz škola za osnovno obrazovanje odraslih opisuju svoj porodični kontekst
EP  - 693
IS  - 4
SP  - 684
VL  - 63
UR  - https://hdl.handle.net/21.15107/rcub_ipir_126
ER  - 

@article{
author = "Malinić, Dušica and Lalić-Vučetić, Nataša and Komlenović, Đurđica",
year = "2008",
abstract = "There is a firm belief that most students who do not attend regular schools, but those for adult education, are from the families with many socio-emotional problems, and particularly bad characteristics are given to families of bad students in these schools. The research has been done with the aim of collecting data about the characteristics of the family context of the students who failed the year in adult education schools with the aim of collecting characteristics of the family context of the students who failed the year, which can be connected with the school failure. The research included the following variables: educational level of parents, employment of parents, family structure and students' understanding of the family climate - interest of parents for the school work of children, observing the ways of solving problems and making decisions in families, applied pedagogical actions and reaction of parents on weal marks and failing the year, as well as educational aspiration of parents. Given results show that students who failed the year in the schools for adult education are in the family context which can be described as less encouraging than inappropriate. It can be concluded that this context is impossible to observe independently form other causes of failure, such as the quality of relation between students and teachers at school and the teaching process., U praksi je ustaljeno mišljenje da većina učenika koja ne pohađa redovne škole, već škole za obrazovanje odraslih, potiče iz porodica sa nizom socioemocionalnih problema, a posebno nepovoljne karakteristike pripisuju se porodicama neuspešnih učenika u ovim školama. Istraživanje je realizovano s ciljem da se prikupe podaci o karakteristikama porodičnog konteksta učenika ponovaca iz škola za obrazovanje odraslih koje mogu biti povezane sa školskim neuspehom. Istraživanjem su obuhvaćene sledeće varijable: obrazovni nivo roditelja, zaposlenost roditelja, struktura porodice i učenički doživljaj porodične klime - zainteresovanost roditelja za školske obaveze svog deteta, opažanja načina rešavanja problema i donošenja odluka u porodici, primenjeni vaspitni postupci i reakcija roditelja na slabe ocene i ponavljanje razreda, kao i obrazovne aspiracije roditelja. Dobijeni rezultati pokazuju da ponovci iz škola za obrazovanje odraslih imaju porodični kontekst koji bi se pre mogao opisati kao manje podsticajan, nego nepovoljan. Može se zaključiti da je taj kontekst nemoguće posmatrati nezavisno od nekih drugih uzroka neuspeha, kao što je, između ostalog, kvalitet odnosa nastavnika i učenika u školi i nastavnom procesu.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "How students who failed a year at schools for primary education of adults describe their family context, Kako učenici ponovci iz škola za osnovno obrazovanje odraslih opisuju svoj porodični kontekst",
pages = "693-684",
number = "4",
volume = "63",
url = "https://hdl.handle.net/21.15107/rcub_ipir_126"
}

Malinić, D., Lalić-Vučetić, N.,& Komlenović, Đ.. (2008). How students who failed a year at schools for primary education of adults describe their family context. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 63(4), 684-693.
https://hdl.handle.net/21.15107/rcub_ipir_126

Malinić D, Lalić-Vučetić N, Komlenović Đ. How students who failed a year at schools for primary education of adults describe their family context. in Pedagogija. 2008;63(4):684-693.
https://hdl.handle.net/21.15107/rcub_ipir_126 .

Malinić, Dušica, Lalić-Vučetić, Nataša, Komlenović, Đurđica, "How students who failed a year at schools for primary education of adults describe their family context" in Pedagogija, 63, no. 4 (2008):684-693,
https://hdl.handle.net/21.15107/rcub_ipir_126 .

TY  - JOUR
AU  - Komlenović, Đurđica
AU  - Malinić, Dušica
PY  - 2008
UR  - http://ipir.ipisr.org.rs/handle/123456789/118
AB  - Geographical map and the globe represent a specific and special source of geographical knowledge and study. Earth area takes a central place in geographical education. Historical observation gave a review of development of geographical map and the globe and their contribution to knowing and studying the Earth and its special areas. The special chapter is about the geographical map and the model of the globe with the main elements of the contents which are different from any other picture of the earth. Didactic value of these teaching contents seen through their kinds, i.e. types and references for the use in teaching geography at all levels of the secondary school.
AB  - Geografska karta i globus predstavljaju specifičan i neponovljiv izvor geografskih znanja i proučavanja Zemljine površine i zauzimaju centralno mesto u geografskom obrazovanju. Kroz istorijsko sagledavanje dat je prikaz razvoja geografske karte i globusa i njihov doprinos upoznavanju i proučavanju Zemlje i njenih pojedinih regija. U posebnom poglavlju definisana je geografska karta i globus-model Zemlje sa osnovnim elementima sadržaja koji je po svojim specifičnostima izdvajaju i razlikuju od svake druge umanjene slike Zemlje. Didaktička vrednost ovih nastavnih sredstava sagledana je kroz njihove vrste, odnosno tipove i preporuke za njihovo korišćenje u nastavi geografije na svim nivoima školovanja.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Didactic value of geographical map and the globe
T1  - Didaktička vrednost geografske karte i globusa
EP  - 280
IS  - 2
SP  - 274
VL  - 63
UR  - https://hdl.handle.net/21.15107/rcub_ipir_118
ER  - 

@article{
author = "Komlenović, Đurđica and Malinić, Dušica",
year = "2008",
abstract = "Geographical map and the globe represent a specific and special source of geographical knowledge and study. Earth area takes a central place in geographical education. Historical observation gave a review of development of geographical map and the globe and their contribution to knowing and studying the Earth and its special areas. The special chapter is about the geographical map and the model of the globe with the main elements of the contents which are different from any other picture of the earth. Didactic value of these teaching contents seen through their kinds, i.e. types and references for the use in teaching geography at all levels of the secondary school., Geografska karta i globus predstavljaju specifičan i neponovljiv izvor geografskih znanja i proučavanja Zemljine površine i zauzimaju centralno mesto u geografskom obrazovanju. Kroz istorijsko sagledavanje dat je prikaz razvoja geografske karte i globusa i njihov doprinos upoznavanju i proučavanju Zemlje i njenih pojedinih regija. U posebnom poglavlju definisana je geografska karta i globus-model Zemlje sa osnovnim elementima sadržaja koji je po svojim specifičnostima izdvajaju i razlikuju od svake druge umanjene slike Zemlje. Didaktička vrednost ovih nastavnih sredstava sagledana je kroz njihove vrste, odnosno tipove i preporuke za njihovo korišćenje u nastavi geografije na svim nivoima školovanja.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Didactic value of geographical map and the globe, Didaktička vrednost geografske karte i globusa",
pages = "280-274",
number = "2",
volume = "63",
url = "https://hdl.handle.net/21.15107/rcub_ipir_118"
}

Komlenović, Đ.,& Malinić, D.. (2008). Didactic value of geographical map and the globe. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 63(2), 274-280.
https://hdl.handle.net/21.15107/rcub_ipir_118

Komlenović Đ, Malinić D. Didactic value of geographical map and the globe. in Pedagogija. 2008;63(2):274-280.
https://hdl.handle.net/21.15107/rcub_ipir_118 .

Komlenović, Đurđica, Malinić, Dušica, "Didactic value of geographical map and the globe" in Pedagogija, 63, no. 2 (2008):274-280,
https://hdl.handle.net/21.15107/rcub_ipir_118 .