TY  - JOUR
AU  - Avramović, Zoran
AU  - Vujačić, Milja
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/160
AB  - The paper discusses the possibility of applying qualitative method in textbook analysis. It studies the cognitive principles of science and their methodological grounding. In the first part of the paper, the authors start from the assumption that the principle of objectivity requires the usage of quantitative semantics exclusively. Content analysis, understood as a combination of qualitative and quantitative method, is discussed in the second part of the paper. The example of specific analysis of democratic contents in secondary school textbooks is the subject of the third part of the paper. The fourth part of the paper includes an overview of the limitations of language analysis as one kind of quantitative method, as well as of the insufficiency of quantitative measurement. These limitations can be overcome by the procedure of methodological 'cooperation'.
AB  - U radu se razmatra mogućnost primene kvalitativnog metoda u analizi školskih udžbenika. Ispituju se saznajni principi nauke i njihova metodološka utemeljenost. U prvom delu rada, autori polaze od pretpostavke da princip objektivnosti nalaže upotrebu isključivo kvantitativne semantika. Analiza sadržaja shvaćena kao kombinacija kvalitativnog i kvantitativnog metoda razmatra se u drugom delu rada. Primer konkretne analize demokratskih sadržaja u srednjoškolskim udžbenicima predmet je trećeg dela rada. Četvrti deo rada obuhvata osvrt na ograničenosti analize jezika kao jednog vida kvalitativnog metoda ali i na nedovoljnost kvantitativnog merenja. Ove ograničenosti mogu se prevazići postupkom metodološke 'saradnje'.
PB  - Univerzitet u Nišu, Niš
T2  - Teme
T1  - Relationship between qualitative and quantitative method in textbook research
T1  - Odnos kvalitativne i kvantitativne metode istraživanja školskih udžbenika
EP  - 461
IS  - 2
SP  - 447
VL  - 34
UR  - https://hdl.handle.net/21.15107/rcub_ipir_160
ER  - 

@article{
author = "Avramović, Zoran and Vujačić, Milja",
year = "2010",
abstract = "The paper discusses the possibility of applying qualitative method in textbook analysis. It studies the cognitive principles of science and their methodological grounding. In the first part of the paper, the authors start from the assumption that the principle of objectivity requires the usage of quantitative semantics exclusively. Content analysis, understood as a combination of qualitative and quantitative method, is discussed in the second part of the paper. The example of specific analysis of democratic contents in secondary school textbooks is the subject of the third part of the paper. The fourth part of the paper includes an overview of the limitations of language analysis as one kind of quantitative method, as well as of the insufficiency of quantitative measurement. These limitations can be overcome by the procedure of methodological 'cooperation'., U radu se razmatra mogućnost primene kvalitativnog metoda u analizi školskih udžbenika. Ispituju se saznajni principi nauke i njihova metodološka utemeljenost. U prvom delu rada, autori polaze od pretpostavke da princip objektivnosti nalaže upotrebu isključivo kvantitativne semantika. Analiza sadržaja shvaćena kao kombinacija kvalitativnog i kvantitativnog metoda razmatra se u drugom delu rada. Primer konkretne analize demokratskih sadržaja u srednjoškolskim udžbenicima predmet je trećeg dela rada. Četvrti deo rada obuhvata osvrt na ograničenosti analize jezika kao jednog vida kvalitativnog metoda ali i na nedovoljnost kvantitativnog merenja. Ove ograničenosti mogu se prevazići postupkom metodološke 'saradnje'.",
publisher = "Univerzitet u Nišu, Niš",
journal = "Teme",
title = "Relationship between qualitative and quantitative method in textbook research, Odnos kvalitativne i kvantitativne metode istraživanja školskih udžbenika",
pages = "461-447",
number = "2",
volume = "34",
url = "https://hdl.handle.net/21.15107/rcub_ipir_160"
}

Avramović, Z.,& Vujačić, M.. (2010). Relationship between qualitative and quantitative method in textbook research. in Teme
Univerzitet u Nišu, Niš., 34(2), 447-461.
https://hdl.handle.net/21.15107/rcub_ipir_160

Avramović Z, Vujačić M. Relationship between qualitative and quantitative method in textbook research. in Teme. 2010;34(2):447-461.
https://hdl.handle.net/21.15107/rcub_ipir_160 .

Avramović, Zoran, Vujačić, Milja, "Relationship between qualitative and quantitative method in textbook research" in Teme, 34, no. 2 (2010):447-461,
https://hdl.handle.net/21.15107/rcub_ipir_160 .

TY  - JOUR
AU  - Avramović, Zoran
AU  - Vujačić, Milja
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/157
AB  - This paper presents the research the goal of which was to gain an insight into teachers' opinions regarding the mistakes they make during classes and the ways to eliminate those mistakes. The sample comprises 300 primary school teachers and 115 vocational school and grammar school teachers in Serbia. Questionnaire with openended questions was used in the research. The first question required the group of teachers to state the example of one mistake they made during the class, and in the second question they were expected to state how they reacted in order to eliminate the aforementioned mistake. We classified the answers according to the following types of teachers' mistakes: didactic-methodical; expert-cognitive; personal; professional; pedagogical; social-moral. The findings of our research indicate that teachers perceive to a far greater extent the didactic-methodical than social-moral mistakes. It was shown that the greatest number of mistakes arises from the wrong decisions or insufficiently thoughtful decisions of teachers. We also analyzed the ways in which teachers try to eliminate their mistakes.
AB  - U radu je prikazano istraživanje koje je imalo za cilj sticanje uvida u mišljenja nastavnika o greškama koje prave u okviru nastavnog časa i o načinima otklanjanja grešaka. Uzorak obuhvata 300 nastavnika osnovnih škola i 115 nastavnika srednjih stručnih škola i gimnazija u Srbiji. U istraživanju je korišćena anketa sa pitanjima otvorenog tipa. U prvom pitanju se od grupe nastavnika očekivalo da navedu primer jedne greške koju su napravili u okviru nastavnog časa, a u drugom pitanju se očekivalo da navedu kako su reagovali da bi otklonili navedenu grešku. Odgovore smo klasifikovali prema sledećim tipovima grešaka nastavnika: didaktičko-metodičke; stručno-saznajne; personalne; profesionalne; pedagoške; socijalno-moralne. Nalazi našeg istraživanja pokazuju da učitelji i nastavnici daleko više opažaju didaktičko-metodičke od socijalno-moralnih grešaka. Pokazalo se da najveći broj grešaka nastaje iz pogrešnih odluka ili nedovoljno promišljenih odluka učitelja i nastavnika. Analiziraju se i načini na koje nastavnici pokušavaju da otklone svoje greške.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Self-perception of teachers' mistakes in instruction
T1  - Samoopažanje grešaka nastavnika u nastavi
EP  - 130
IS  - 1
SP  - 116
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_157
ER  - 

@article{
author = "Avramović, Zoran and Vujačić, Milja",
year = "2009",
abstract = "This paper presents the research the goal of which was to gain an insight into teachers' opinions regarding the mistakes they make during classes and the ways to eliminate those mistakes. The sample comprises 300 primary school teachers and 115 vocational school and grammar school teachers in Serbia. Questionnaire with openended questions was used in the research. The first question required the group of teachers to state the example of one mistake they made during the class, and in the second question they were expected to state how they reacted in order to eliminate the aforementioned mistake. We classified the answers according to the following types of teachers' mistakes: didactic-methodical; expert-cognitive; personal; professional; pedagogical; social-moral. The findings of our research indicate that teachers perceive to a far greater extent the didactic-methodical than social-moral mistakes. It was shown that the greatest number of mistakes arises from the wrong decisions or insufficiently thoughtful decisions of teachers. We also analyzed the ways in which teachers try to eliminate their mistakes., U radu je prikazano istraživanje koje je imalo za cilj sticanje uvida u mišljenja nastavnika o greškama koje prave u okviru nastavnog časa i o načinima otklanjanja grešaka. Uzorak obuhvata 300 nastavnika osnovnih škola i 115 nastavnika srednjih stručnih škola i gimnazija u Srbiji. U istraživanju je korišćena anketa sa pitanjima otvorenog tipa. U prvom pitanju se od grupe nastavnika očekivalo da navedu primer jedne greške koju su napravili u okviru nastavnog časa, a u drugom pitanju se očekivalo da navedu kako su reagovali da bi otklonili navedenu grešku. Odgovore smo klasifikovali prema sledećim tipovima grešaka nastavnika: didaktičko-metodičke; stručno-saznajne; personalne; profesionalne; pedagoške; socijalno-moralne. Nalazi našeg istraživanja pokazuju da učitelji i nastavnici daleko više opažaju didaktičko-metodičke od socijalno-moralnih grešaka. Pokazalo se da najveći broj grešaka nastaje iz pogrešnih odluka ili nedovoljno promišljenih odluka učitelja i nastavnika. Analiziraju se i načini na koje nastavnici pokušavaju da otklone svoje greške.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Self-perception of teachers' mistakes in instruction, Samoopažanje grešaka nastavnika u nastavi",
pages = "130-116",
number = "1",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_157"
}

Avramović, Z.,& Vujačić, M.. (2009). Self-perception of teachers' mistakes in instruction. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 41(1), 116-130.
https://hdl.handle.net/21.15107/rcub_ipir_157

Avramović Z, Vujačić M. Self-perception of teachers' mistakes in instruction. in Zbornik Instituta za pedagoška istraživanja. 2009;41(1):116-130.
https://hdl.handle.net/21.15107/rcub_ipir_157 .

Avramović, Zoran, Vujačić, Milja, "Self-perception of teachers' mistakes in instruction" in Zbornik Instituta za pedagoška istraživanja, 41, no. 1 (2009):116-130,
https://hdl.handle.net/21.15107/rcub_ipir_157 .

TY  - JOUR
AU  - Avramović, Zoran
AU  - Vujačić, Milja
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/148
AB  - The article deals with the notion of giftedness. The authors proceed from an assumption that the notion of giftedness could be related to elite social theory. The relationship between the elite and giftedness has become current in modern society, primarily in market economy, as a concept that develops from individual entrepreneurial abilities. In the second part of the article, the notion of giftedness is discussed in the context of school and teachers' role in teaching gifted children. The article presents and analysis the research results obtained in several primary schools, secondary vocational schools and grammar schools in Serbia. The basic research questions are the following: how teachers differentiate between gifted and inept students, and what sort of attitudes exists towards gifted ones. The results show that teachers mainly recognize and evaluate gifted students through their aptitude for certain school subjects. The teachers mainly rely on children's natural gift and fail to stimulate them. Our research shows that teachers fail to emphasize cognitive, intellectual, artistic and social aspects of gifted students.
AB  - U radu se razmatra pojam darovitosti. Autori polaze od teze da se pojam darovitosti može dovesti u vezu sa elitističkom teorijom društva. Problem elite i darovitosti aktuelizovan je u modernom društvu, pre svega u tržišnoj privredi, konceptu koji polazi od preduzetničkih sposobnosti pojedinca. U drugom delu rada pojam darovitosti razmatra se u kontekstu škole i uloga nastavnika u radu sa darovitom decom. Dat je prikaz i analiza rezultata dobijenih istraživanjem u osnovnim, srednjim stručnim školama i gimnazijama u Srbiji. Osnovna istraživačka pitanja od kojih autori polaze su: kako nastavnici razlikuju darovite učenike od nedarovitih i kakav odnos nastavnici imaju prema darovitoj deci. Rezultati ukazuju na to da nastavnici uglavnom opažaju i ocenjuju darovite učenike kroz talenat za pojedine predmete. Nastavnici i učitelji se više oslanjaju na prirodni dar dece nego što se bave podsticanjem darovitih učenika. Naše istraživanje pokazuje da nastavnici ne ističu dovoljno kognitivne, intelektualne, umetničke, i socijalne aspekte darovitosti učenika.
PB  - Pedagoško društvo Vojvodine, Novi Sad
T2  - Pedagoška stvarnost
T1  - Teachers' attitudes towards gifted students
T1  - Odnos nastavnika prema darovitim učenicima
EP  - 889
IS  - 9-10
SP  - 878
VL  - 55
UR  - https://hdl.handle.net/21.15107/rcub_ipir_148
ER  - 

@article{
author = "Avramović, Zoran and Vujačić, Milja",
year = "2009",
abstract = "The article deals with the notion of giftedness. The authors proceed from an assumption that the notion of giftedness could be related to elite social theory. The relationship between the elite and giftedness has become current in modern society, primarily in market economy, as a concept that develops from individual entrepreneurial abilities. In the second part of the article, the notion of giftedness is discussed in the context of school and teachers' role in teaching gifted children. The article presents and analysis the research results obtained in several primary schools, secondary vocational schools and grammar schools in Serbia. The basic research questions are the following: how teachers differentiate between gifted and inept students, and what sort of attitudes exists towards gifted ones. The results show that teachers mainly recognize and evaluate gifted students through their aptitude for certain school subjects. The teachers mainly rely on children's natural gift and fail to stimulate them. Our research shows that teachers fail to emphasize cognitive, intellectual, artistic and social aspects of gifted students., U radu se razmatra pojam darovitosti. Autori polaze od teze da se pojam darovitosti može dovesti u vezu sa elitističkom teorijom društva. Problem elite i darovitosti aktuelizovan je u modernom društvu, pre svega u tržišnoj privredi, konceptu koji polazi od preduzetničkih sposobnosti pojedinca. U drugom delu rada pojam darovitosti razmatra se u kontekstu škole i uloga nastavnika u radu sa darovitom decom. Dat je prikaz i analiza rezultata dobijenih istraživanjem u osnovnim, srednjim stručnim školama i gimnazijama u Srbiji. Osnovna istraživačka pitanja od kojih autori polaze su: kako nastavnici razlikuju darovite učenike od nedarovitih i kakav odnos nastavnici imaju prema darovitoj deci. Rezultati ukazuju na to da nastavnici uglavnom opažaju i ocenjuju darovite učenike kroz talenat za pojedine predmete. Nastavnici i učitelji se više oslanjaju na prirodni dar dece nego što se bave podsticanjem darovitih učenika. Naše istraživanje pokazuje da nastavnici ne ističu dovoljno kognitivne, intelektualne, umetničke, i socijalne aspekte darovitosti učenika.",
publisher = "Pedagoško društvo Vojvodine, Novi Sad",
journal = "Pedagoška stvarnost",
title = "Teachers' attitudes towards gifted students, Odnos nastavnika prema darovitim učenicima",
pages = "889-878",
number = "9-10",
volume = "55",
url = "https://hdl.handle.net/21.15107/rcub_ipir_148"
}

Avramović, Z.,& Vujačić, M.. (2009). Teachers' attitudes towards gifted students. in Pedagoška stvarnost
Pedagoško društvo Vojvodine, Novi Sad., 55(9-10), 878-889.
https://hdl.handle.net/21.15107/rcub_ipir_148

Avramović Z, Vujačić M. Teachers' attitudes towards gifted students. in Pedagoška stvarnost. 2009;55(9-10):878-889.
https://hdl.handle.net/21.15107/rcub_ipir_148 .

Avramović, Zoran, Vujačić, Milja, "Teachers' attitudes towards gifted students" in Pedagoška stvarnost, 55, no. 9-10 (2009):878-889,
https://hdl.handle.net/21.15107/rcub_ipir_148 .

TY  - JOUR
AU  - Avramović, Zoran
AU  - Vujačić, Milja
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/144
AB  - The paper deals with the changes in class quality during a working day or a week. In the first part of the paper notions of quality and changes are analyzed. In the second part, teachers' personality traits are investigated along with the class quality. Data obtained during the investigation of teachers working in primary and secondary school was analyzed and the results are presented in the tables along with the statistics. The results show that teachers relate the class quality to pupils, timetable, teaching units and teaching equipment instead of the educator and teaching methodology. Therefore, the conclusion points out the need for teachers' further professional advancement.
AB  - U radu se razmatra pitanje promene kvaliteta časa u toku radnog dana ili nedelje. U prvom delu se analiziraju pojmovi kvaliteta i promene. U drugom delu rada karakteristike ličnosti nastavnika se dovode u vezu sa kvalitetom nastavnog časa. Dat je tabelarni prikaz i analiza podataka dobijenih ispitivanjem učitelja i nastavnika u osnovnim i srednjim stručnim školama i gimnazijama. Podaci ukazuju na to da nastavnici kvalitet nastavnog časa prvenstveno dovode u vezu sa učenicima, rasporedom časova, nastavnim jedinicama i sredstvima umesto sa nastavnicima i izborom metoda njihovog rada. Stoga se, u zaključku ističe potreba daljeg stručnog usavršavanja nastavnika.
PB  - Pedagoško društvo Vojvodine, Novi Sad
T2  - Pedagoška stvarnost
T1  - Teachers and changes in class quality
T1  - Nastavnici i promene u kvalitetu časa
EP  - 367
IS  - 3-4
SP  - 355
VL  - 55
UR  - https://hdl.handle.net/21.15107/rcub_ipir_144
ER  - 

@article{
author = "Avramović, Zoran and Vujačić, Milja",
year = "2009",
abstract = "The paper deals with the changes in class quality during a working day or a week. In the first part of the paper notions of quality and changes are analyzed. In the second part, teachers' personality traits are investigated along with the class quality. Data obtained during the investigation of teachers working in primary and secondary school was analyzed and the results are presented in the tables along with the statistics. The results show that teachers relate the class quality to pupils, timetable, teaching units and teaching equipment instead of the educator and teaching methodology. Therefore, the conclusion points out the need for teachers' further professional advancement., U radu se razmatra pitanje promene kvaliteta časa u toku radnog dana ili nedelje. U prvom delu se analiziraju pojmovi kvaliteta i promene. U drugom delu rada karakteristike ličnosti nastavnika se dovode u vezu sa kvalitetom nastavnog časa. Dat je tabelarni prikaz i analiza podataka dobijenih ispitivanjem učitelja i nastavnika u osnovnim i srednjim stručnim školama i gimnazijama. Podaci ukazuju na to da nastavnici kvalitet nastavnog časa prvenstveno dovode u vezu sa učenicima, rasporedom časova, nastavnim jedinicama i sredstvima umesto sa nastavnicima i izborom metoda njihovog rada. Stoga se, u zaključku ističe potreba daljeg stručnog usavršavanja nastavnika.",
publisher = "Pedagoško društvo Vojvodine, Novi Sad",
journal = "Pedagoška stvarnost",
title = "Teachers and changes in class quality, Nastavnici i promene u kvalitetu časa",
pages = "367-355",
number = "3-4",
volume = "55",
url = "https://hdl.handle.net/21.15107/rcub_ipir_144"
}

Avramović, Z.,& Vujačić, M.. (2009). Teachers and changes in class quality. in Pedagoška stvarnost
Pedagoško društvo Vojvodine, Novi Sad., 55(3-4), 355-367.
https://hdl.handle.net/21.15107/rcub_ipir_144

Avramović Z, Vujačić M. Teachers and changes in class quality. in Pedagoška stvarnost. 2009;55(3-4):355-367.
https://hdl.handle.net/21.15107/rcub_ipir_144 .

Avramović, Zoran, Vujačić, Milja, "Teachers and changes in class quality" in Pedagoška stvarnost, 55, no. 3-4 (2009):355-367,
https://hdl.handle.net/21.15107/rcub_ipir_144 .

TY  - JOUR
AU  - Avramović, Zoran
AU  - Vujačić, Milja
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/141
AB  - This paper is on the issue of cooperation between teachers. In the first part of the paper the authors analyze characteristics of the organization of work at school and the role of teachers. In the second part of the paper, the importance of cooperation between is stressed and possible problems in cooperating. The third part of the paper is the review and analyzes of the results which were obtained in primary, vocational and high schools in Serbia. The basic aim of the research is getting the information about the teachers' opinion about either existence or non-existence of mutual cooperation about the problems they all face. Some key issues from this research are: Is there any sort of cooperation between teachers? Which problems do they discuss with their colleagues? Given results show that teachers do not pay enough attention to problems of that cooperation in which critically is reflected their own work. Only, recognizing cooperation is very affirmative. But when they are asked which issues they cooperate about, it has been shown that the most frequent cooperation is directed to those elements of teaching which they, as teachers have no influence on, and they less cooperate about professional development and modernization of their own work. In the conclusion they stress that this kind of cooperation contributes to individualism in work with teachers and lessens innovative capacities of teachers and school.
AB  - U radu se razmatra problem saradnje među nastavnicima. U prvom delu rada autori analiziraju karakteristike organizacije rada škole i uloge nastavnika. U drugom delu rada ističe se značaj saradnje među nastavnicima i mogući problemi u saradnji. Treći deo rada čini prikaz i analiza rezultata dobijenih istraživanjem u osnovnim, srednjim stručnim školama i gimnazijama u Srbiji. Osnovni cilj istraživanja je sticanje uvida u mišljenja nastavnika o (ne)postojanju međusobne saradnje i problemima u čijem rešavanju sarađuju. Ključna pitanja od kojih se polazi u ovom istraživanju su: Da li postoji saradnja među nastavnicima? O kojim problemima raspravljaju sa svojim kolegama? Dobijeni podaci ukazuju na to da nastavnici ne poklanjaju dovoljnu pažnju problemima one saradnje u kojoj se kritički reflektuje sopstveni rad. Samo konstatovanje saradnje od strane nastavnika je izrazito afirmativno. Međutim, kada su navodili pitanja o kojima sarađuju, pokazalo se da je najučestalija saradnja usmerena prema onim elementima nastave na koje oni kao nastavnici ne mogu da utiču, a znatno manja na sopstveno usavršavanje i modernizaciju njihovog rada. U zaključku se tvrdi da takva saradnja doprinosi više individualizmu u radu nastavnika a smanjuje inovativne kapacitete nastavnika i škole.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Cooperation between teachers
T1  - Saradnja među nastavnicima
EP  - 123
IS  - 1
SP  - 112
VL  - 64
UR  - https://hdl.handle.net/21.15107/rcub_ipir_141
ER  - 

@article{
author = "Avramović, Zoran and Vujačić, Milja",
year = "2009",
abstract = "This paper is on the issue of cooperation between teachers. In the first part of the paper the authors analyze characteristics of the organization of work at school and the role of teachers. In the second part of the paper, the importance of cooperation between is stressed and possible problems in cooperating. The third part of the paper is the review and analyzes of the results which were obtained in primary, vocational and high schools in Serbia. The basic aim of the research is getting the information about the teachers' opinion about either existence or non-existence of mutual cooperation about the problems they all face. Some key issues from this research are: Is there any sort of cooperation between teachers? Which problems do they discuss with their colleagues? Given results show that teachers do not pay enough attention to problems of that cooperation in which critically is reflected their own work. Only, recognizing cooperation is very affirmative. But when they are asked which issues they cooperate about, it has been shown that the most frequent cooperation is directed to those elements of teaching which they, as teachers have no influence on, and they less cooperate about professional development and modernization of their own work. In the conclusion they stress that this kind of cooperation contributes to individualism in work with teachers and lessens innovative capacities of teachers and school., U radu se razmatra problem saradnje među nastavnicima. U prvom delu rada autori analiziraju karakteristike organizacije rada škole i uloge nastavnika. U drugom delu rada ističe se značaj saradnje među nastavnicima i mogući problemi u saradnji. Treći deo rada čini prikaz i analiza rezultata dobijenih istraživanjem u osnovnim, srednjim stručnim školama i gimnazijama u Srbiji. Osnovni cilj istraživanja je sticanje uvida u mišljenja nastavnika o (ne)postojanju međusobne saradnje i problemima u čijem rešavanju sarađuju. Ključna pitanja od kojih se polazi u ovom istraživanju su: Da li postoji saradnja među nastavnicima? O kojim problemima raspravljaju sa svojim kolegama? Dobijeni podaci ukazuju na to da nastavnici ne poklanjaju dovoljnu pažnju problemima one saradnje u kojoj se kritički reflektuje sopstveni rad. Samo konstatovanje saradnje od strane nastavnika je izrazito afirmativno. Međutim, kada su navodili pitanja o kojima sarađuju, pokazalo se da je najučestalija saradnja usmerena prema onim elementima nastave na koje oni kao nastavnici ne mogu da utiču, a znatno manja na sopstveno usavršavanje i modernizaciju njihovog rada. U zaključku se tvrdi da takva saradnja doprinosi više individualizmu u radu nastavnika a smanjuje inovativne kapacitete nastavnika i škole.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Cooperation between teachers, Saradnja među nastavnicima",
pages = "123-112",
number = "1",
volume = "64",
url = "https://hdl.handle.net/21.15107/rcub_ipir_141"
}

Avramović, Z.,& Vujačić, M.. (2009). Cooperation between teachers. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 64(1), 112-123.
https://hdl.handle.net/21.15107/rcub_ipir_141

Avramović Z, Vujačić M. Cooperation between teachers. in Pedagogija. 2009;64(1):112-123.
https://hdl.handle.net/21.15107/rcub_ipir_141 .

Avramović, Zoran, Vujačić, Milja, "Cooperation between teachers" in Pedagogija, 64, no. 1 (2009):112-123,
https://hdl.handle.net/21.15107/rcub_ipir_141 .

TY  - JOUR
AU  - Vujačić, Milja
AU  - Avramović, Zoran
PY  - 2008
UR  - http://ipir.ipisr.org.rs/handle/123456789/130
AB  - Teaching, as an organized process of learning and systematic adoption of knowledge and this means interaction of a teacher and a student which should in this process connect a common aim development of students' potentials. Performing a teaching process, which have, as the aim, valuing teachers' opinion on the teaching process are precious and they can show us the ways in which teaching should be improved. This paper gives the review and analysis of results gained by research in primary and secondary schools and high schools at the territory of the republic of Serbia. The research had the aim of the fact how the main protagonists of teaching, who are the teachers perceive. Teachers have been expected to give a list of important teaching issues. Results of the interviewed teachers show that thoughts of teachers on important issues of teaching are not in accordance with the tendencies of modern teaching. Teachers stress methodological issues and they neglect socio-emotional aspects of teaching. The need for further expert improvement of teaching in the respect of application of individual approach to work, application of interactive methods in work, maintaining positive communication with students, creating positive climate in the classroom, communicates with teachers and the local community.
AB  - Nastava, kao organizovani proces učenja i sistematskog usvajanja znanja, podrazumeva interakciju nastavnika i učenika koje bi u tom procesu trebalo da povezuje zajednički cilj razvijanje učeničkih potencijala. Istraživanja nastavnog procesa koja za cilj imaju sticanje uvida u mišljenja nastavnika o nastavnom procesu jesu dragocena i mogu nam ukazati na to u kom pravcu treba dalje usavršavati nastavu. U radu je dat prikaz i analiza rezultata dobijenih istraživanjem u osnovnim i srednjim stručnim školama i gimnazijama na teritoriji Republike Srbije. Istraživanje je za cilj imalo sticanje uvida u to kako nastavu i svoje uloge u ovom procesu shvataju njeni ključni akteri nastavnici. Od nastavnika se očekivalo da izlože listu značajnih pitanja nastave. Rezultati anketiranja nastavnika ukazuju na to da mišljenja nastavnika o bitnim pitanjima nastave nisu u skladu sa tendencijama savremene nastave. Nastavnici naglašavaju uskometodička pitanja, a zanemaruju socioemocionalne aspekte nastave. Ukazuje se na potrebu daljeg stručnog usavršavanja nastavnika u pogledu: primene individualizovanog pristupa u radu, primene interaktivnih metoda u radu, uspostavljanja pozitivne komunikacije sa učenicima, kreiranja pozitivne klime u odeljenju i podsticajnijeg okruženja za učenje, saradnje sa roditeljima i lokalnom zajednicom.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Attitudes of teachers on some significant issues of teaching
T1  - Stavovi nastavnika o značajnim pitanjima nastave
EP  - 243
IS  - 2
SP  - 234
VL  - 63
UR  - https://hdl.handle.net/21.15107/rcub_ipir_130
ER  - 

@article{
author = "Vujačić, Milja and Avramović, Zoran",
year = "2008",
abstract = "Teaching, as an organized process of learning and systematic adoption of knowledge and this means interaction of a teacher and a student which should in this process connect a common aim development of students' potentials. Performing a teaching process, which have, as the aim, valuing teachers' opinion on the teaching process are precious and they can show us the ways in which teaching should be improved. This paper gives the review and analysis of results gained by research in primary and secondary schools and high schools at the territory of the republic of Serbia. The research had the aim of the fact how the main protagonists of teaching, who are the teachers perceive. Teachers have been expected to give a list of important teaching issues. Results of the interviewed teachers show that thoughts of teachers on important issues of teaching are not in accordance with the tendencies of modern teaching. Teachers stress methodological issues and they neglect socio-emotional aspects of teaching. The need for further expert improvement of teaching in the respect of application of individual approach to work, application of interactive methods in work, maintaining positive communication with students, creating positive climate in the classroom, communicates with teachers and the local community., Nastava, kao organizovani proces učenja i sistematskog usvajanja znanja, podrazumeva interakciju nastavnika i učenika koje bi u tom procesu trebalo da povezuje zajednički cilj razvijanje učeničkih potencijala. Istraživanja nastavnog procesa koja za cilj imaju sticanje uvida u mišljenja nastavnika o nastavnom procesu jesu dragocena i mogu nam ukazati na to u kom pravcu treba dalje usavršavati nastavu. U radu je dat prikaz i analiza rezultata dobijenih istraživanjem u osnovnim i srednjim stručnim školama i gimnazijama na teritoriji Republike Srbije. Istraživanje je za cilj imalo sticanje uvida u to kako nastavu i svoje uloge u ovom procesu shvataju njeni ključni akteri nastavnici. Od nastavnika se očekivalo da izlože listu značajnih pitanja nastave. Rezultati anketiranja nastavnika ukazuju na to da mišljenja nastavnika o bitnim pitanjima nastave nisu u skladu sa tendencijama savremene nastave. Nastavnici naglašavaju uskometodička pitanja, a zanemaruju socioemocionalne aspekte nastave. Ukazuje se na potrebu daljeg stručnog usavršavanja nastavnika u pogledu: primene individualizovanog pristupa u radu, primene interaktivnih metoda u radu, uspostavljanja pozitivne komunikacije sa učenicima, kreiranja pozitivne klime u odeljenju i podsticajnijeg okruženja za učenje, saradnje sa roditeljima i lokalnom zajednicom.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Attitudes of teachers on some significant issues of teaching, Stavovi nastavnika o značajnim pitanjima nastave",
pages = "243-234",
number = "2",
volume = "63",
url = "https://hdl.handle.net/21.15107/rcub_ipir_130"
}

Vujačić, M.,& Avramović, Z.. (2008). Attitudes of teachers on some significant issues of teaching. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 63(2), 234-243.
https://hdl.handle.net/21.15107/rcub_ipir_130

Vujačić M, Avramović Z. Attitudes of teachers on some significant issues of teaching. in Pedagogija. 2008;63(2):234-243.
https://hdl.handle.net/21.15107/rcub_ipir_130 .

Vujačić, Milja, Avramović, Zoran, "Attitudes of teachers on some significant issues of teaching" in Pedagogija, 63, no. 2 (2008):234-243,
https://hdl.handle.net/21.15107/rcub_ipir_130 .

TY  - JOUR
AU  - Avramović, Zoran
AU  - Lazarević, Emilija
PY  - 2007
UR  - http://ipir.ipisr.org.rs/handle/123456789/110
AB  - This paper is on the connection of students’ achievements in relation to different contextual condition in which certain achievement is fulfilled. So TIMSS 2007 conception includes contextual conditions in this field, and we state different segments of great importance for students, such as school demography, school organization, school aims, resources for support of learning mathematics and science, school social climate, participation of parents etc. Each of these segments of general school context is developed through presence of different variables in contextual questionnaires for principles, Mathematics and Science teachers and students. Research of social and cultural context of social and cultural achievements of students in the Republic of Serbia, done in 2006; generally show that influence of social and state inheritance is not sufficiently adequate for school achievements of students. This is proved by analyzing a group of variables in the field of demography, time, grouping according to abilities, school activities of the principles, evaluation or work of mathematics teachers and Science teachers.
AB  - U ovom radu istraživačka pažnja se posvećuje zavisnosti postignuća učenika u odnosu na različite kontekstualne uslove u kojima određeno postignuće biva ostvareno. Tako se u koncepciji istraživanja TIMSS 2007, u kojem se razmatraju kontekstualni uslovi u ovoj oblasti, navode različiti segmenti koji su od značaja za uspeh učenika, kao što su školska demografija, školska organizacija, školski ciljevi, resursi za podršku učenja matematike i nauka, školska socijalna klima, uključenost roditelja i tako dalje. Svaki od ovih segmenata opšteg školskog konteksta razrađen je kroz prisustvo različitih varijabli u kontekstualnim upitnicima za direktore škola, nastavnike matematike i nauka i učenike. Istraživanje socijalnog i kulturnog konteksta postignuća učenika u Republici Srbiji, sprovedeno 2006. godine, generalno pokazuje da uticaj društvenog i državnog nasleđa nije u dovoljnoj meri povoljan za školsko postignuće učenika. To potvrđuju analizirane grupe varijabli iz oblasti demografije, vremena, grupisanja prema sposobnostima, školskih aktivnosti direktora, evaluacije rada nastavnika matematike i prirodnih nauka. .
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - School as a socio-cultural context of students’ achievements
T1  - Škola kao sociokulturni kontekst postignuća učenika
EP  - 47
IS  - 1
SP  - 37
VL  - 62
UR  - https://hdl.handle.net/21.15107/rcub_ipir_110
ER  - 

@article{
author = "Avramović, Zoran and Lazarević, Emilija",
year = "2007",
abstract = "This paper is on the connection of students’ achievements in relation to different contextual condition in which certain achievement is fulfilled. So TIMSS 2007 conception includes contextual conditions in this field, and we state different segments of great importance for students, such as school demography, school organization, school aims, resources for support of learning mathematics and science, school social climate, participation of parents etc. Each of these segments of general school context is developed through presence of different variables in contextual questionnaires for principles, Mathematics and Science teachers and students. Research of social and cultural context of social and cultural achievements of students in the Republic of Serbia, done in 2006; generally show that influence of social and state inheritance is not sufficiently adequate for school achievements of students. This is proved by analyzing a group of variables in the field of demography, time, grouping according to abilities, school activities of the principles, evaluation or work of mathematics teachers and Science teachers., U ovom radu istraživačka pažnja se posvećuje zavisnosti postignuća učenika u odnosu na različite kontekstualne uslove u kojima određeno postignuće biva ostvareno. Tako se u koncepciji istraživanja TIMSS 2007, u kojem se razmatraju kontekstualni uslovi u ovoj oblasti, navode različiti segmenti koji su od značaja za uspeh učenika, kao što su školska demografija, školska organizacija, školski ciljevi, resursi za podršku učenja matematike i nauka, školska socijalna klima, uključenost roditelja i tako dalje. Svaki od ovih segmenata opšteg školskog konteksta razrađen je kroz prisustvo različitih varijabli u kontekstualnim upitnicima za direktore škola, nastavnike matematike i nauka i učenike. Istraživanje socijalnog i kulturnog konteksta postignuća učenika u Republici Srbiji, sprovedeno 2006. godine, generalno pokazuje da uticaj društvenog i državnog nasleđa nije u dovoljnoj meri povoljan za školsko postignuće učenika. To potvrđuju analizirane grupe varijabli iz oblasti demografije, vremena, grupisanja prema sposobnostima, školskih aktivnosti direktora, evaluacije rada nastavnika matematike i prirodnih nauka. .",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "School as a socio-cultural context of students’ achievements, Škola kao sociokulturni kontekst postignuća učenika",
pages = "47-37",
number = "1",
volume = "62",
url = "https://hdl.handle.net/21.15107/rcub_ipir_110"
}

Avramović, Z.,& Lazarević, E.. (2007). School as a socio-cultural context of students’ achievements. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 62(1), 37-47.
https://hdl.handle.net/21.15107/rcub_ipir_110

Avramović Z, Lazarević E. School as a socio-cultural context of students’ achievements. in Pedagogija. 2007;62(1):37-47.
https://hdl.handle.net/21.15107/rcub_ipir_110 .

Avramović, Zoran, Lazarević, Emilija, "School as a socio-cultural context of students’ achievements" in Pedagogija, 62, no. 1 (2007):37-47,
https://hdl.handle.net/21.15107/rcub_ipir_110 .

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 .