TY  - CHAP
AU  - Žakelj, Amalija
AU  - Cotič, Mara
AU  - Kadijević, Đorđe
AU  - Lipovec, Alenka
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/992
AB  - Technological advances are increasingly influencing  changes in educational practices and, consequently,  changes in the development of didactics. If in the past,  educational institutions were one of the main ‘sources  of knowledge,’ this is no longer the case, as information is available to the individual at virtually every step. Approaches to learning and teaching mathematics are also changing. Modern approaches to learning and teaching mathematics are based on the active involvement of the learner in the learning process. The purpose of teaching mathematics is not only to impart mathematical knowledge, but also to make students discover, think and build mathematics.
PB  - Koper, Slovenia : Založba Univerze na Primorskem
T2  - Selected topics in the didactics of mathematics
T1  - Learning and teaching mathematics
T1  - Učenje in poučevanje matematike
EP  - 13
SP  - 7
UR  - https://hdl.handle.net/21.15107/rcub_ipir_992
ER  - 

@inbook{
author = "Žakelj, Amalija and Cotič, Mara and Kadijević, Đorđe and Lipovec, Alenka",
year = "2023",
abstract = "Technological advances are increasingly influencing  changes in educational practices and, consequently,  changes in the development of didactics. If in the past,  educational institutions were one of the main ‘sources  of knowledge,’ this is no longer the case, as information is available to the individual at virtually every step. Approaches to learning and teaching mathematics are also changing. Modern approaches to learning and teaching mathematics are based on the active involvement of the learner in the learning process. The purpose of teaching mathematics is not only to impart mathematical knowledge, but also to make students discover, think and build mathematics.",
publisher = "Koper, Slovenia : Založba Univerze na Primorskem",
journal = "Selected topics in the didactics of mathematics",
booktitle = "Learning and teaching mathematics, Učenje in poučevanje matematike",
pages = "13-7",
url = "https://hdl.handle.net/21.15107/rcub_ipir_992"
}

Žakelj, A., Cotič, M., Kadijević, Đ.,& Lipovec, A.. (2023). Learning and teaching mathematics. in Selected topics in the didactics of mathematics
Koper, Slovenia : Založba Univerze na Primorskem., 7-13.
https://hdl.handle.net/21.15107/rcub_ipir_992

Žakelj A, Cotič M, Kadijević Đ, Lipovec A. Learning and teaching mathematics. in Selected topics in the didactics of mathematics. 2023;:7-13.
https://hdl.handle.net/21.15107/rcub_ipir_992 .

Žakelj, Amalija, Cotič, Mara, Kadijević, Đorđe, Lipovec, Alenka, "Learning and teaching mathematics" in Selected topics in the didactics of mathematics (2023):7-13,
https://hdl.handle.net/21.15107/rcub_ipir_992 .

TY  - CHAP
AU  - Kadijević, Đorđe
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/993
AB  - By assuming that applying computational thinking (CT) successfully is an
important goal in contemporary education, this paper examines in what ways
such application may contribute to the development of mathematical
thinking (MT). With this aim, several frameworks that define and relate CT
and MT
were considered. It was found that applying certain CT skills (also called
components or aspects) could contribute to developing MT concerning some
aspects of mathematics learning. However, individual and mutual
contributions of applying main CT skills to developing particular MT
aspects were not examined. It is thus essential to arrive at a (much)
clearer picture of which CT skills would support certain MT aspects.
Suggestions for practice and research are included.
PB  - Koper, Slovenia  : Založba Univerze na Primorskem
T2  - Selected topics in the didactics of mathematics
T1  - How may applying computational thinking contribute to developing mathematical thinking
EP  - 26
SP  - 15
UR  - https://hdl.handle.net/21.15107/rcub_ipir_993
ER  - 

@inbook{
author = "Kadijević, Đorđe",
year = "2023",
abstract = "By assuming that applying computational thinking (CT) successfully is an
important goal in contemporary education, this paper examines in what ways
such application may contribute to the development of mathematical
thinking (MT). With this aim, several frameworks that define and relate CT
and MT
were considered. It was found that applying certain CT skills (also called
components or aspects) could contribute to developing MT concerning some
aspects of mathematics learning. However, individual and mutual
contributions of applying main CT skills to developing particular MT
aspects were not examined. It is thus essential to arrive at a (much)
clearer picture of which CT skills would support certain MT aspects.
Suggestions for practice and research are included.",
publisher = "Koper, Slovenia  : Založba Univerze na Primorskem",
journal = "Selected topics in the didactics of mathematics",
booktitle = "How may applying computational thinking contribute to developing mathematical thinking",
pages = "26-15",
url = "https://hdl.handle.net/21.15107/rcub_ipir_993"
}

Kadijević, Đ.. (2023). How may applying computational thinking contribute to developing mathematical thinking. in Selected topics in the didactics of mathematics
Koper, Slovenia  : Založba Univerze na Primorskem., 15-26.
https://hdl.handle.net/21.15107/rcub_ipir_993

Kadijević Đ. How may applying computational thinking contribute to developing mathematical thinking. in Selected topics in the didactics of mathematics. 2023;:15-26.
https://hdl.handle.net/21.15107/rcub_ipir_993 .

Kadijević, Đorđe, "How may applying computational thinking contribute to developing mathematical thinking" in Selected topics in the didactics of mathematics (2023):15-26,
https://hdl.handle.net/21.15107/rcub_ipir_993 .

TY  - CHAP
AU  - Kadijević, Đorđe
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/994
AB  - As a result of the globalization and internationalization of the mathematics curriculum, there is, for example, a rapidly developing interest in including computational/algorithmic
thinking (CT/AT) in mathematics education. After briefy presenting an emerging educational
context regarding the application of CT, this contribution frst examines critical issues of CT/AT
concerning the notion of CT/AT, the state of CT/AT-oriented educational research, and the integration of CT/AT in the school mathematics curriculum. Then, it presents how CT might be
cultivated through data practice and, to this end, data modeling using interactive displays is
applied. The contribution ends with a summary of the issues examined and implications for
research and practice. This contribution is an extended version of a keynote talk delivered at the
symposium “Mathematics in Education.”
PB  - Berlin : EMS Press
T2  - European Congress of Mathematics
T1  - Computational/algorithmic thinking in school mathematics
EP  - 769
SP  - 749
DO  - 10.4171/8ECM/40
ER  - 

@inbook{
author = "Kadijević, Đorđe",
year = "2023",
abstract = "As a result of the globalization and internationalization of the mathematics curriculum, there is, for example, a rapidly developing interest in including computational/algorithmic
thinking (CT/AT) in mathematics education. After briefy presenting an emerging educational
context regarding the application of CT, this contribution frst examines critical issues of CT/AT
concerning the notion of CT/AT, the state of CT/AT-oriented educational research, and the integration of CT/AT in the school mathematics curriculum. Then, it presents how CT might be
cultivated through data practice and, to this end, data modeling using interactive displays is
applied. The contribution ends with a summary of the issues examined and implications for
research and practice. This contribution is an extended version of a keynote talk delivered at the
symposium “Mathematics in Education.”",
publisher = "Berlin : EMS Press",
journal = "European Congress of Mathematics",
booktitle = "Computational/algorithmic thinking in school mathematics",
pages = "769-749",
doi = "10.4171/8ECM/40"
}

Kadijević, Đ.. (2023). Computational/algorithmic thinking in school mathematics. in European Congress of Mathematics
Berlin : EMS Press., 749-769.
https://doi.org/10.4171/8ECM/40

Kadijević Đ. Computational/algorithmic thinking in school mathematics. in European Congress of Mathematics. 2023;:749-769.
doi:10.4171/8ECM/40 .

Kadijević, Đorđe, "Computational/algorithmic thinking in school mathematics" in European Congress of Mathematics (2023):749-769,
https://doi.org/10.4171/8ECM/40 . .

TY  - CONF
AU  - Prasse, D.
AU  - Webb, M.
AU  - Parent, S.
AU  - Goda, Y.
AU  - Yamada, M.
AU  - Fisser, P.
AU  - Deschênes, M.
AU  - Li, H.
AU  - Raynault, A.
AU  - Hopper, S.
AU  - Ching Yeung, S.
AU  - Kadijević, Đorđe
PY  - 2023
UR  - https://bridges.monash.edu/articles/report/EDUsummiT_2023_-_eBook/24978531
UR  - http://ipir.ipisr.org.rs/handle/123456789/1036
AB  - A notable trend in learning and teaching that has been accentuated by the COVID pandemic is a move towards online, blended or hybrid learning scenarios. This particularly affects higher education but also extends to K-12 education, though the manifestations vary. Learning in diverse technology-supported learning environments poses certain challenges to students. For example, there are higher demands on students' abilities to plan, manage and reflect their learning in such environments - abilities that are part of students' competence to self-regulate their own learning (Azevedo, 2009).
The importance of students’ self-regulated learning (SRL) has long been recognized in research and practice. Theories of SRL, i.e., the ways learners monitor, reflect on and regulate their motivation, cognition, metacognition & emotions in order to learn, have been developed and refined over a number of years since they emerged from educational psychology approximately 20 years ago (Panadero, 2017). Research has shown positive correlations between the use of SRL-strategies, learning processes and academic outcomes in face-to-face learning settings (Broadbent & Poon, 2015). Evidence for the importance of SRL-skills specifically in online and blended learning scenarios has also been accumulating (ibid.). Compared to face-to-face settings, SRL might be even more important because students are more often having to work without teacher support and thus need to be able to learn autonomously (Xu et al., 2023).
However, the relationship between SRL-skills, technology-supported learning environments and learning outcomes is complex and multi-directional. In recent years, research into SRL and how it may be supported by technologies has proliferated. At the same time, there is a need for orientation in the field. The aim of Thematic Working Group 4 (TWG4) was therefore to review what research has to say about the challenges of SRL in technology-supported learning environments and how these findings can be applied to the design of learning environments that effectively support SRL. This eBook report presents results of an international discussion of the members of TWG4 over several months in 2022 and 2023. The review of evidence from research publications enabled us to identify a number of challenges related to fostering SRL in technology-supported learning environments and to propose recommendations for researchers, practitioners and policy makers.
C3  - Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023
T1  - Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments
EP  - 33
SP  - 26
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1036
ER  - 

@conference{
author = "Prasse, D. and Webb, M. and Parent, S. and Goda, Y. and Yamada, M. and Fisser, P. and Deschênes, M. and Li, H. and Raynault, A. and Hopper, S. and Ching Yeung, S. and Kadijević, Đorđe",
year = "2023",
abstract = "A notable trend in learning and teaching that has been accentuated by the COVID pandemic is a move towards online, blended or hybrid learning scenarios. This particularly affects higher education but also extends to K-12 education, though the manifestations vary. Learning in diverse technology-supported learning environments poses certain challenges to students. For example, there are higher demands on students' abilities to plan, manage and reflect their learning in such environments - abilities that are part of students' competence to self-regulate their own learning (Azevedo, 2009).
The importance of students’ self-regulated learning (SRL) has long been recognized in research and practice. Theories of SRL, i.e., the ways learners monitor, reflect on and regulate their motivation, cognition, metacognition & emotions in order to learn, have been developed and refined over a number of years since they emerged from educational psychology approximately 20 years ago (Panadero, 2017). Research has shown positive correlations between the use of SRL-strategies, learning processes and academic outcomes in face-to-face learning settings (Broadbent & Poon, 2015). Evidence for the importance of SRL-skills specifically in online and blended learning scenarios has also been accumulating (ibid.). Compared to face-to-face settings, SRL might be even more important because students are more often having to work without teacher support and thus need to be able to learn autonomously (Xu et al., 2023).
However, the relationship between SRL-skills, technology-supported learning environments and learning outcomes is complex and multi-directional. In recent years, research into SRL and how it may be supported by technologies has proliferated. At the same time, there is a need for orientation in the field. The aim of Thematic Working Group 4 (TWG4) was therefore to review what research has to say about the challenges of SRL in technology-supported learning environments and how these findings can be applied to the design of learning environments that effectively support SRL. This eBook report presents results of an international discussion of the members of TWG4 over several months in 2022 and 2023. The review of evidence from research publications enabled us to identify a number of challenges related to fostering SRL in technology-supported learning environments and to propose recommendations for researchers, practitioners and policy makers.",
journal = "Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023",
title = "Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments",
pages = "33-26",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1036"
}

Prasse, D., Webb, M., Parent, S., Goda, Y., Yamada, M., Fisser, P., Deschênes, M., Li, H., Raynault, A., Hopper, S., Ching Yeung, S.,& Kadijević, Đ.. (2023). Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments. in Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023, 26-33.
https://hdl.handle.net/21.15107/rcub_ipir_1036

Prasse D, Webb M, Parent S, Goda Y, Yamada M, Fisser P, Deschênes M, Li H, Raynault A, Hopper S, Ching Yeung S, Kadijević Đ. Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments. in Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023. 2023;:26-33.
https://hdl.handle.net/21.15107/rcub_ipir_1036 .

Prasse, D., Webb, M., Parent, S., Goda, Y., Yamada, M., Fisser, P., Deschênes, M., Li, H., Raynault, A., Hopper, S., Ching Yeung, S., Kadijević, Đorđe, "Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments" in Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023 (2023):26-33,
https://hdl.handle.net/21.15107/rcub_ipir_1036 .

TY  - CHAP
AU  - Stephens, Max
AU  - Goos, Merrilyn
AU  - Kadijević, Đorđe
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/988
AB  - The ICMI Study 24 Discussion Document and its research questions for theme D focused our attention on drivers that have influenced changes in the school mathematics curriculum. These were addressed in the previous texts of the theme Globalisation and internationalisation, and their impacts on mathematics curriculum reforms. In the Introduction, we identified “international drivers of the curriculum”. In Chap. 21, we examined the evolving definitions of numeracy and mathematical literacy. In Chap. 22 we surveyed the role of international assessments, namely PISA and TIMSS, in shaping curriculum reforms internationally and locally ; and in Chap. 23, we discuss the inclusion of computational (algorithmic) thinking in mathematics curriculum reforms.
PB  - Cham, Switzerland : Springer
T2  - Mathematics curriculum reforms around the world
T1  - Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum
EP  - 393
SP  - 389
DO  - 10.1007/978-3-031-13548-4_24
ER  - 

@inbook{
author = "Stephens, Max and Goos, Merrilyn and Kadijević, Đorđe",
year = "2023",
abstract = "The ICMI Study 24 Discussion Document and its research questions for theme D focused our attention on drivers that have influenced changes in the school mathematics curriculum. These were addressed in the previous texts of the theme Globalisation and internationalisation, and their impacts on mathematics curriculum reforms. In the Introduction, we identified “international drivers of the curriculum”. In Chap. 21, we examined the evolving definitions of numeracy and mathematical literacy. In Chap. 22 we surveyed the role of international assessments, namely PISA and TIMSS, in shaping curriculum reforms internationally and locally ; and in Chap. 23, we discuss the inclusion of computational (algorithmic) thinking in mathematics curriculum reforms.",
publisher = "Cham, Switzerland : Springer",
journal = "Mathematics curriculum reforms around the world",
booktitle = "Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum",
pages = "393-389",
doi = "10.1007/978-3-031-13548-4_24"
}

Stephens, M., Goos, M.,& Kadijević, Đ.. (2023). Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum. in Mathematics curriculum reforms around the world
Cham, Switzerland : Springer., 389-393.
https://doi.org/10.1007/978-3-031-13548-4_24

Stephens M, Goos M, Kadijević Đ. Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum. in Mathematics curriculum reforms around the world. 2023;:389-393.
doi:10.1007/978-3-031-13548-4_24 .

Stephens, Max, Goos, Merrilyn, Kadijević, Đorđe, "Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum" in Mathematics curriculum reforms around the world (2023):389-393,
https://doi.org/10.1007/978-3-031-13548-4_24 . .

TY  - CHAP
AU  - Kadijević, Đorđe
AU  - Stephens, Max
AU  - Rafiepour, Abolfazl
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/989
AB  - The so-called fourth industrial revolution, based upon widespread use of data analytics, rapid refinements in artificial intelligence and its applications, and near universal access to high-speed Internet supporting cloud storages, has created economic and social conditions that require an increasing supply of ICT skilled workers. If one of the important purposes of school mathematics is to help young people to understand these conditions and prepare them to take part in this revolution in their future work, then, among other issues, computational/ algorithmic thinking (CT/AT), which underpins the above conditions, can be expected to assume a more visible place in the mathematics curriculum of the future. This chapter summarises recent research on CT/AT and outlines current trends, challenges and possible directions for the future of school mathematics curriculum that should foster developing CT/AT.
PB  - Cham, Switzerland : Springer
T2  - Mathematics curriculum reforms around the world
T1  - Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum
EP  - 387
SP  - 375
DO  - 10.1007/978-3-031-13548-4_23
ER  - 

@inbook{
author = "Kadijević, Đorđe and Stephens, Max and Rafiepour, Abolfazl",
year = "2023",
abstract = "The so-called fourth industrial revolution, based upon widespread use of data analytics, rapid refinements in artificial intelligence and its applications, and near universal access to high-speed Internet supporting cloud storages, has created economic and social conditions that require an increasing supply of ICT skilled workers. If one of the important purposes of school mathematics is to help young people to understand these conditions and prepare them to take part in this revolution in their future work, then, among other issues, computational/ algorithmic thinking (CT/AT), which underpins the above conditions, can be expected to assume a more visible place in the mathematics curriculum of the future. This chapter summarises recent research on CT/AT and outlines current trends, challenges and possible directions for the future of school mathematics curriculum that should foster developing CT/AT.",
publisher = "Cham, Switzerland : Springer",
journal = "Mathematics curriculum reforms around the world",
booktitle = "Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum",
pages = "387-375",
doi = "10.1007/978-3-031-13548-4_23"
}

Kadijević, Đ., Stephens, M.,& Rafiepour, A.. (2023). Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum. in Mathematics curriculum reforms around the world
Cham, Switzerland : Springer., 375-387.
https://doi.org/10.1007/978-3-031-13548-4_23

Kadijević Đ, Stephens M, Rafiepour A. Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum. in Mathematics curriculum reforms around the world. 2023;:375-387.
doi:10.1007/978-3-031-13548-4_23 .

Kadijević, Đorđe, Stephens, Max, Rafiepour, Abolfazl, "Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum" in Mathematics curriculum reforms around the world (2023):375-387,
https://doi.org/10.1007/978-3-031-13548-4_23 . .

TY  - CHAP
AU  - Kadijević, Đorđe
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/990
AB  - To develop web applications, the design of a graphical user interface (GUI design) is combined with textual programming. As these two practices are inevitably interconnected, the relationship between students’ achievements in GUI design and textual programming should be a positive one. In order to improve instruction in web application development, this relationship should be clarified. This clarification is relevant because different kinds of GUI controls are available (e.g., standard input/output controls, data validation controls). These controls differ with respect to the nature and complexity of their properties, which need to be specified, possibly resulting in positive relationships of different strengths. To this end, this study used a sample of 74 second-year undergraduate students, who developed simple web applications through combining visual GUI design in the ASP.NET language and textual programming in C# language.
PB  - Springer
T2  - Towards a collaborative society through creative learning
T1  - Web Application Development Achievement: Clarifying the Relationship Between Visual GUI Design and Textual Programming
EP  - 566
SP  - 554
VL  - 685
DO  - 10.1007/978-3-031-43393-1_50
ER  - 

@inbook{
author = "Kadijević, Đorđe",
year = "2023",
abstract = "To develop web applications, the design of a graphical user interface (GUI design) is combined with textual programming. As these two practices are inevitably interconnected, the relationship between students’ achievements in GUI design and textual programming should be a positive one. In order to improve instruction in web application development, this relationship should be clarified. This clarification is relevant because different kinds of GUI controls are available (e.g., standard input/output controls, data validation controls). These controls differ with respect to the nature and complexity of their properties, which need to be specified, possibly resulting in positive relationships of different strengths. To this end, this study used a sample of 74 second-year undergraduate students, who developed simple web applications through combining visual GUI design in the ASP.NET language and textual programming in C# language.",
publisher = "Springer",
journal = "Towards a collaborative society through creative learning",
booktitle = "Web Application Development Achievement: Clarifying the Relationship Between Visual GUI Design and Textual Programming",
pages = "566-554",
volume = "685",
doi = "10.1007/978-3-031-43393-1_50"
}

Kadijević, Đ.. (2023). Web Application Development Achievement: Clarifying the Relationship Between Visual GUI Design and Textual Programming. in Towards a collaborative society through creative learning
Springer., 685, 554-566.
https://doi.org/10.1007/978-3-031-43393-1_50

Kadijević Đ. Web Application Development Achievement: Clarifying the Relationship Between Visual GUI Design and Textual Programming. in Towards a collaborative society through creative learning. 2023;685:554-566.
doi:10.1007/978-3-031-43393-1_50 .

Kadijević, Đorđe, "Web Application Development Achievement: Clarifying the Relationship Between Visual GUI Design and Textual Programming" in Towards a collaborative society through creative learning, 685 (2023):554-566,
https://doi.org/10.1007/978-3-031-43393-1_50 . .

TY  - CHAP
AU  - Kadijević, Đorđe
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/991
AB  - The transition from visual programming to textual programming reveals a considerable increase in the overall complexity of programming, including a number of challenging issues. To support this transition and alleviate some of these challenges, so-called hybrid programming may be applied. This programming usually refers to the use of a single programming language in block- and text-based modalities within one computing environment. Research shows that the application of hybrid programming for a certain age group may positively contribute to the development of students’ programming knowledge and skills as they proceed towards the exclusive use of text-based programming. However, teachers of programming may not be willing to do this, because of limited teaching hours, a demanding syllabus, lack of resources or for other reasons. By using a sample of 38 high school teachers of programming, this study examined teachers’ opinions about applying hybrid programming in their teaching and analysed their preference for hybrid programming usage in terms of a number of background variables, such as type of school, teacher’s experience and programming language used. The examination of these teachers’ opinions revealed that although visual programming may be used as a scaffolding support for textual programming, the opponents of hybrid programming usage did not (realize and) acknowledge this aspect of visual programming. On the other hand, the proponents of hybrid programming usage did mention several affordances related to this aspect, but they had rarely examined them in terms of the particular challenges of the transition in question. The analysis showed that hybrid programming usage was influenced by hybrid programming experience, the text-based programming languages applied and the country region. Suggestions for practice and research are included.
PB  - Springer
T2  - Teaching Coding in K-12 Schools
T1  - Applying hybrid programming in high schools: An empirical study analysing teachers’ opinions
EP  - 370
SP  - 359
DO  - 10.1007/978-3-031-21970-2_24
ER  - 

@inbook{
author = "Kadijević, Đorđe",
year = "2023",
abstract = "The transition from visual programming to textual programming reveals a considerable increase in the overall complexity of programming, including a number of challenging issues. To support this transition and alleviate some of these challenges, so-called hybrid programming may be applied. This programming usually refers to the use of a single programming language in block- and text-based modalities within one computing environment. Research shows that the application of hybrid programming for a certain age group may positively contribute to the development of students’ programming knowledge and skills as they proceed towards the exclusive use of text-based programming. However, teachers of programming may not be willing to do this, because of limited teaching hours, a demanding syllabus, lack of resources or for other reasons. By using a sample of 38 high school teachers of programming, this study examined teachers’ opinions about applying hybrid programming in their teaching and analysed their preference for hybrid programming usage in terms of a number of background variables, such as type of school, teacher’s experience and programming language used. The examination of these teachers’ opinions revealed that although visual programming may be used as a scaffolding support for textual programming, the opponents of hybrid programming usage did not (realize and) acknowledge this aspect of visual programming. On the other hand, the proponents of hybrid programming usage did mention several affordances related to this aspect, but they had rarely examined them in terms of the particular challenges of the transition in question. The analysis showed that hybrid programming usage was influenced by hybrid programming experience, the text-based programming languages applied and the country region. Suggestions for practice and research are included.",
publisher = "Springer",
journal = "Teaching Coding in K-12 Schools",
booktitle = "Applying hybrid programming in high schools: An empirical study analysing teachers’ opinions",
pages = "370-359",
doi = "10.1007/978-3-031-21970-2_24"
}

Kadijević, Đ.. (2023). Applying hybrid programming in high schools: An empirical study analysing teachers’ opinions. in Teaching Coding in K-12 Schools
Springer., 359-370.
https://doi.org/10.1007/978-3-031-21970-2_24

Kadijević Đ. Applying hybrid programming in high schools: An empirical study analysing teachers’ opinions. in Teaching Coding in K-12 Schools. 2023;:359-370.
doi:10.1007/978-3-031-21970-2_24 .

Kadijević, Đorđe, "Applying hybrid programming in high schools: An empirical study analysing teachers’ opinions" in Teaching Coding in K-12 Schools (2023):359-370,
https://doi.org/10.1007/978-3-031-21970-2_24 . .

TY  - CHAP
AU  - Stephens, Max
AU  - Kadijević, Đorđe
AU  - Niss, Mogens
AU  - Azrou, Nadia
AU  - Namikawa, Yukihiko
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/986
AB  - Globalisation and internationalisation in the twenty-first century are products of a rapidly changing world characterised by the widespread use of data analytics, rapid refinements in artificial intelligence and its applications, near universal access to high-speed Internet and supporting Cloud storages. These changes, sometimes referred to as a fourth industrial revolution, have a direct impact on mathematics curriculum reforms. They help to redefine what is meant by mathematical literacy, they offer new means of supporting international efforts at mathematics curriculum reform, they provide platforms for expanded use of international tests and assessments, they challenge the way existing subjects are taught; and they enhance the role of computational thinking in the school mathematics curriculum. These changes do not necessarily foreshadow the emergence of a standardised international curriculum since reforms inevitably occur in local or national contexts with their own rich traditions, history, and constraints. But national isolation is no longer desirable or feasible.
PB  - Cham, Switzerland : Springer
T2  - Mathematics curriculum reforms around the world
T1  - Introduction
EP  - 344
SP  - 331
DO  - 10.1007/978-3-031-13548-4_20
ER  - 

@inbook{
author = "Stephens, Max and Kadijević, Đorđe and Niss, Mogens and Azrou, Nadia and Namikawa, Yukihiko",
year = "2023",
abstract = "Globalisation and internationalisation in the twenty-first century are products of a rapidly changing world characterised by the widespread use of data analytics, rapid refinements in artificial intelligence and its applications, near universal access to high-speed Internet and supporting Cloud storages. These changes, sometimes referred to as a fourth industrial revolution, have a direct impact on mathematics curriculum reforms. They help to redefine what is meant by mathematical literacy, they offer new means of supporting international efforts at mathematics curriculum reform, they provide platforms for expanded use of international tests and assessments, they challenge the way existing subjects are taught; and they enhance the role of computational thinking in the school mathematics curriculum. These changes do not necessarily foreshadow the emergence of a standardised international curriculum since reforms inevitably occur in local or national contexts with their own rich traditions, history, and constraints. But national isolation is no longer desirable or feasible.",
publisher = "Cham, Switzerland : Springer",
journal = "Mathematics curriculum reforms around the world",
booktitle = "Introduction",
pages = "344-331",
doi = "10.1007/978-3-031-13548-4_20"
}

Stephens, M., Kadijević, Đ., Niss, M., Azrou, N.,& Namikawa, Y.. (2023). Introduction. in Mathematics curriculum reforms around the world
Cham, Switzerland : Springer., 331-344.
https://doi.org/10.1007/978-3-031-13548-4_20

Stephens M, Kadijević Đ, Niss M, Azrou N, Namikawa Y. Introduction. in Mathematics curriculum reforms around the world. 2023;:331-344.
doi:10.1007/978-3-031-13548-4_20 .

Stephens, Max, Kadijević, Đorđe, Niss, Mogens, Azrou, Nadia, Namikawa, Yukihiko, "Introduction" in Mathematics curriculum reforms around the world (2023):331-344,
https://doi.org/10.1007/978-3-031-13548-4_20 . .

TY  - CHAP
AU  - Kadijević, Đorđe
AU  - Stephens, Max
AU  - Solares-Rojas, Armando
AU  - Guberman, Raisa
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/987
AB  - International assessment studies generally contribute to curriculum reform by highlighting certain aspects of curriculum needing improvement, usually attained though the recognition and application of some studies’ components. By focusing on the question “How have international studies driven school mathematics curriculum reforms?”, this chapter examines the role of international studies TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment) in reforms in different countries. Emphasis is placed on examining components applied in (re)designing and implementing curriculum improvements. After presenting the global influences of TIMSS and PISA worldwide, the influences of these international studies are examined in case studies from four economically and geographically diverse countries. The chapter ends with a critical summary of the findings presented and outlines directions for further research.
PB  - Cham, Switzerland : Springer
T2  - Mathematics curriculum reforms around the world
T1  - Impacts of TIMSS and PISA on Mathematics Curriculum Reforms
EP  - 374
SP  - 359
DO  - 10.1007/978-3-031-13548-4_22
ER  - 

@inbook{
author = "Kadijević, Đorđe and Stephens, Max and Solares-Rojas, Armando and Guberman, Raisa",
year = "2023",
abstract = "International assessment studies generally contribute to curriculum reform by highlighting certain aspects of curriculum needing improvement, usually attained though the recognition and application of some studies’ components. By focusing on the question “How have international studies driven school mathematics curriculum reforms?”, this chapter examines the role of international studies TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment) in reforms in different countries. Emphasis is placed on examining components applied in (re)designing and implementing curriculum improvements. After presenting the global influences of TIMSS and PISA worldwide, the influences of these international studies are examined in case studies from four economically and geographically diverse countries. The chapter ends with a critical summary of the findings presented and outlines directions for further research.",
publisher = "Cham, Switzerland : Springer",
journal = "Mathematics curriculum reforms around the world",
booktitle = "Impacts of TIMSS and PISA on Mathematics Curriculum Reforms",
pages = "374-359",
doi = "10.1007/978-3-031-13548-4_22"
}

Kadijević, Đ., Stephens, M., Solares-Rojas, A.,& Guberman, R.. (2023). Impacts of TIMSS and PISA on Mathematics Curriculum Reforms. in Mathematics curriculum reforms around the world
Cham, Switzerland : Springer., 359-374.
https://doi.org/10.1007/978-3-031-13548-4_22

Kadijević Đ, Stephens M, Solares-Rojas A, Guberman R. Impacts of TIMSS and PISA on Mathematics Curriculum Reforms. in Mathematics curriculum reforms around the world. 2023;:359-374.
doi:10.1007/978-3-031-13548-4_22 .

Kadijević, Đorđe, Stephens, Max, Solares-Rojas, Armando, Guberman, Raisa, "Impacts of TIMSS and PISA on Mathematics Curriculum Reforms" in Mathematics curriculum reforms around the world (2023):359-374,
https://doi.org/10.1007/978-3-031-13548-4_22 . .

TY  - JOUR
AU  - Kadijevich, Djordje
AU  - Gutvajn, Nikoleta
AU  - Ljubojević, Danijela
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/906
AB  - The outbreak of COVID-19 pandemic in March 2020 influenced all aspects of school life. Teaching and learning moved only online, with different software solutions emerging for teachers to make the most of them. These educational platforms provided more than just a traditional teaching which is focused on the transmission and access to information. Their added value is in a student-centred approach which promotes diverse competencies as regarded to be 21st century skills. This study focused on promoting 21st century digital skills using educational platforms in the times of COVID-19 during school lockdowns. It examined teachers’ responses about the extent to which this promotion was attained during their online teaching using these technologies. A sample of 667 schoolteachers from Serbia was used and relevant data were collected using an online questionnaire. The analysis showed there were significant differences between these medians of promotion of digital skills for different groups of teachers favouring certain groups. These differences could be explained by the fact that teachers in those favoured groups were more experienced in using educational platforms and arranged teamwork within them more often. Additional analysis showed that experience and teamwork were related and that they jointly contributed to digital skills promotion. Suggestions for practice and research are included.
PB  - Routledge : Taylor & Francis
T2  - Interactive Learning Environments
T2  - Interactive Learning Environments
T1  - Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19
EP  - 10
SP  - 1
DO  - 10.1080/10494820.2023.2176520
ER  - 

@article{
author = "Kadijevich, Djordje and Gutvajn, Nikoleta and Ljubojević, Danijela",
year = "2023",
abstract = "The outbreak of COVID-19 pandemic in March 2020 influenced all aspects of school life. Teaching and learning moved only online, with different software solutions emerging for teachers to make the most of them. These educational platforms provided more than just a traditional teaching which is focused on the transmission and access to information. Their added value is in a student-centred approach which promotes diverse competencies as regarded to be 21st century skills. This study focused on promoting 21st century digital skills using educational platforms in the times of COVID-19 during school lockdowns. It examined teachers’ responses about the extent to which this promotion was attained during their online teaching using these technologies. A sample of 667 schoolteachers from Serbia was used and relevant data were collected using an online questionnaire. The analysis showed there were significant differences between these medians of promotion of digital skills for different groups of teachers favouring certain groups. These differences could be explained by the fact that teachers in those favoured groups were more experienced in using educational platforms and arranged teamwork within them more often. Additional analysis showed that experience and teamwork were related and that they jointly contributed to digital skills promotion. Suggestions for practice and research are included.",
publisher = "Routledge : Taylor & Francis",
journal = "Interactive Learning Environments, Interactive Learning Environments",
title = "Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19",
pages = "10-1",
doi = "10.1080/10494820.2023.2176520"
}

Kadijevich, D., Gutvajn, N.,& Ljubojević, D.. (2023). Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19. in Interactive Learning Environments
Routledge : Taylor & Francis., 1-10.
https://doi.org/10.1080/10494820.2023.2176520

Kadijevich D, Gutvajn N, Ljubojević D. Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19. in Interactive Learning Environments. 2023;:1-10.
doi:10.1080/10494820.2023.2176520 .

Kadijevich, Djordje, Gutvajn, Nikoleta, Ljubojević, Danijela, "Fostering twenty-first century digital skills by the means of educational platforms in the times of COVID-19" in Interactive Learning Environments (2023):1-10,
https://doi.org/10.1080/10494820.2023.2176520 . .

TY  - JOUR
AU  - Stephens, Max
AU  - Kadijević, Đorđe
AU  - Hill, Janelle C.
AU  - Malola, Mayamiko
PY  - 2022
UR  - https://ajoted.org/index.php/ajoted/article/view/7
UR  - http://ipir.ipisr.org.rs/handle/123456789/995
AB  - Background:  The coronavirus disease 2019 (COVID-19) pandemic has provided rich data displays informing the public about the spread of infection, risks for certain population groups and the effectiveness of vaccines. These data sources offer opportunities for students and teachers to explore and discuss data of high relevance to their lives and their communities.   Aim:  This article argues that in the teaching of statistics and probability, greater attention needs to be given to understand the three key elements of statistical literacy, namely context, conventions and uncertainty. The article also identifies several key areas linking theory and practice.   Setting:  This article draws on different data displays using COVID-19-related websites internationally; nationally in Africa and South Africa; and locally in the State of Victoria in Australia.   Methods:  By investigating and analysing different data displays, the article shows the importance of assisting students to understand context, data conventions, uncertainty and risk–benefit to understand COVID-19 data. The article examines pertinent ‘frontier’ areas in the teaching of probability and statistics.   Results:  The article identifies important opportunities and challenges for the teaching of statistics in schools and for teacher education, including greater attention to frequentist expressions of probability, risk–benefit analysis, the importance of time series analyses and critical approaches to the evaluation of available data sets.   Conclusion:  For schools, greater attention needs to be given to the different conventions by which data are expressed, including the use of dynamic dashboard representations.   Contribution:  The article shows how available COVID-19 data can be used to enhance students’ statistical literacy and enrich teacher education.
T2  - African Journal of Teacher Education and Development
T1  - The
importance of understanding large data, context, conventions and
uncertainty in a pandemic
IS  - 1
VL  - 1
DO  - 10.4102/ajoted.v1i1.7
ER  - 

@article{
author = "Stephens, Max and Kadijević, Đorđe and Hill, Janelle C. and Malola, Mayamiko",
year = "2022",
abstract = "Background:  The coronavirus disease 2019 (COVID-19) pandemic has provided rich data displays informing the public about the spread of infection, risks for certain population groups and the effectiveness of vaccines. These data sources offer opportunities for students and teachers to explore and discuss data of high relevance to their lives and their communities.   Aim:  This article argues that in the teaching of statistics and probability, greater attention needs to be given to understand the three key elements of statistical literacy, namely context, conventions and uncertainty. The article also identifies several key areas linking theory and practice.   Setting:  This article draws on different data displays using COVID-19-related websites internationally; nationally in Africa and South Africa; and locally in the State of Victoria in Australia.   Methods:  By investigating and analysing different data displays, the article shows the importance of assisting students to understand context, data conventions, uncertainty and risk–benefit to understand COVID-19 data. The article examines pertinent ‘frontier’ areas in the teaching of probability and statistics.   Results:  The article identifies important opportunities and challenges for the teaching of statistics in schools and for teacher education, including greater attention to frequentist expressions of probability, risk–benefit analysis, the importance of time series analyses and critical approaches to the evaluation of available data sets.   Conclusion:  For schools, greater attention needs to be given to the different conventions by which data are expressed, including the use of dynamic dashboard representations.   Contribution:  The article shows how available COVID-19 data can be used to enhance students’ statistical literacy and enrich teacher education.",
journal = "African Journal of Teacher Education and Development",
title = "The
importance of understanding large data, context, conventions and
uncertainty in a pandemic",
number = "1",
volume = "1",
doi = "10.4102/ajoted.v1i1.7"
}

Stephens, M., Kadijević, Đ., Hill, J. C.,& Malola, M.. (2022). The
importance of understanding large data, context, conventions and
uncertainty in a pandemic. in African Journal of Teacher Education and Development, 1(1).
https://doi.org/10.4102/ajoted.v1i1.7

Stephens M, Kadijević Đ, Hill JC, Malola M. The
importance of understanding large data, context, conventions and
uncertainty in a pandemic. in African Journal of Teacher Education and Development. 2022;1(1).
doi:10.4102/ajoted.v1i1.7 .

Stephens, Max, Kadijević, Đorđe, Hill, Janelle C., Malola, Mayamiko, "The
importance of understanding large data, context, conventions and
uncertainty in a pandemic" in African Journal of Teacher Education and Development, 1, no. 1 (2022),
https://doi.org/10.4102/ajoted.v1i1.7 . .

TY  - CONF
AU  - Kadijević, Đorđe
AU  - Gutvajn, Nikoleta
AU  - Ljubojević, Danijela
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/913
AB  - To prepare students to cope successfully with increasingly complex life and work
environments based upon the extensive application of information-communication technology
(ICT), today’s education should focus on cultivating 21st century digital skills. To assess the
extent to which these ICT-based skills have been attained, an appropriate scale with good
psychometric properties needs to be applied. By using a sample of 667 teachers from about
200 secondary schools across Serbia, this study examined the psychometric properties of a 21st
century digital skills scale. These properties dealt with representativity, reliability,
homogeneity, and validity. The examination showed that this scale was of a good quality for
each of these properties. Suggestions for further research are included.
PB  - Belgrade : Metropolitan University
C3  - eLearning
T1  - Psychometric properties of a 21st century digital skills scale
EP  - 88
SP  - 83
UR  - https://hdl.handle.net/21.15107/rcub_ipir_913
ER  - 

@conference{
author = "Kadijević, Đorđe and Gutvajn, Nikoleta and Ljubojević, Danijela",
year = "2022",
abstract = "To prepare students to cope successfully with increasingly complex life and work
environments based upon the extensive application of information-communication technology
(ICT), today’s education should focus on cultivating 21st century digital skills. To assess the
extent to which these ICT-based skills have been attained, an appropriate scale with good
psychometric properties needs to be applied. By using a sample of 667 teachers from about
200 secondary schools across Serbia, this study examined the psychometric properties of a 21st
century digital skills scale. These properties dealt with representativity, reliability,
homogeneity, and validity. The examination showed that this scale was of a good quality for
each of these properties. Suggestions for further research are included.",
publisher = "Belgrade : Metropolitan University",
journal = "eLearning",
title = "Psychometric properties of a 21st century digital skills scale",
pages = "88-83",
url = "https://hdl.handle.net/21.15107/rcub_ipir_913"
}

Kadijević, Đ., Gutvajn, N.,& Ljubojević, D.. (2022). Psychometric properties of a 21st century digital skills scale. in eLearning
Belgrade : Metropolitan University., 83-88.
https://hdl.handle.net/21.15107/rcub_ipir_913

Kadijević Đ, Gutvajn N, Ljubojević D. Psychometric properties of a 21st century digital skills scale. in eLearning. 2022;:83-88.
https://hdl.handle.net/21.15107/rcub_ipir_913 .

Kadijević, Đorđe, Gutvajn, Nikoleta, Ljubojević, Danijela, "Psychometric properties of a 21st century digital skills scale" in eLearning (2022):83-88,
https://hdl.handle.net/21.15107/rcub_ipir_913 .

TY  - JOUR
AU  - Milanović, Milomir S.
AU  - Kadijević, Djordje
AU  - Stojanović, Ljudmila
AU  - Milovanović, Branislav
AU  - Djoković, Aleksandra
PY  - 2022
UR  - https://www.mdpi.com/1648-9144/58/1/76
UR  - http://ipir.ipisr.org.rs/handle/123456789/721
AB  - Background and Objectives: The concentration of antibodies against virus influenza A H1N1 in the titer (≥1:32) positively correlates with resistance to flu in healthy persons. In elderly and immune-compromised patients, an influenza vaccine may be less immunogenic. Hypothesis: A lower post-vaccinal antibody titer (≥1:16) may be sero-protective against respiratory viral infections in patients with autoimmune rheumatic diseases. Materials and Methods: Fifty patients with autoimmune rheumatic diseases (Systemic Lupus Erythematosus—24; Rheumatoid Arthritis—15; and Sjögren’s Syndrome—11), who were at least 65 years old or whose relative disease duration (disease duration/age) was greater than 1/8, were examined. Thirty-four of them were vaccinated with a trivalent inactivated non-adjuvant influenza vaccine. The antibody concentration against influenza virus A H1N1 was measured using the standardized hemagglutination inhibition test and patients who got any respiratory viral infection were registered. To test the hypothesis, a correlative analysis was applied, followed by a binary logistic regression that included potential confounding variables, such as age, disease duration and therapy (personal/health-related conditions). Results: Vaccinated patients were significantly less affected by respiratory viral infections (21% vs. 75%). The lower titer considered (≥1:16) was significantly present more often among vaccinated patients (68% vs. 6%). The correlation between its presence/absence and that of respiratory viral infections was –0.34 (p < 0.05). The binary logistic regression evidenced the relevance of this correlation, confirming the hypothesis. Vaccination was associated with the 87.3% reduction in the likelihood of getting respiratory viral infections, whereas the lower antibody titer (≥1:16) was associated with the 77.6% reduction in the likelihood of getting respiratory viral infections. The vaccine was well tolerated by all patients and after vaccination no exacerbation of the underlying disease was observed. Conclusions: A lower antibody titer (≥1:16) against influenza virus A H1N1 could be protective against respiratory viral infections for certain autoimmune rheumatic diseases patients, which confirms the clinical effectiveness of influenza vaccination.
PB  - MDPI
T2  - Medicina
T1  - A Lower Level of Post-Vaccinal Antibody Titer against Influenza Virus A H1N1 May Protect Patients with Autoimmune Rheumatic Diseases from Respiratory Viral Infections
EP  - 86
IS  - 1
SP  - 76
VL  - 58
DO  - 10.3390/medicina58010076
ER  - 

@article{
author = "Milanović, Milomir S. and Kadijević, Djordje and Stojanović, Ljudmila and Milovanović, Branislav and Djoković, Aleksandra",
year = "2022",
abstract = "Background and Objectives: The concentration of antibodies against virus influenza A H1N1 in the titer (≥1:32) positively correlates with resistance to flu in healthy persons. In elderly and immune-compromised patients, an influenza vaccine may be less immunogenic. Hypothesis: A lower post-vaccinal antibody titer (≥1:16) may be sero-protective against respiratory viral infections in patients with autoimmune rheumatic diseases. Materials and Methods: Fifty patients with autoimmune rheumatic diseases (Systemic Lupus Erythematosus—24; Rheumatoid Arthritis—15; and Sjögren’s Syndrome—11), who were at least 65 years old or whose relative disease duration (disease duration/age) was greater than 1/8, were examined. Thirty-four of them were vaccinated with a trivalent inactivated non-adjuvant influenza vaccine. The antibody concentration against influenza virus A H1N1 was measured using the standardized hemagglutination inhibition test and patients who got any respiratory viral infection were registered. To test the hypothesis, a correlative analysis was applied, followed by a binary logistic regression that included potential confounding variables, such as age, disease duration and therapy (personal/health-related conditions). Results: Vaccinated patients were significantly less affected by respiratory viral infections (21% vs. 75%). The lower titer considered (≥1:16) was significantly present more often among vaccinated patients (68% vs. 6%). The correlation between its presence/absence and that of respiratory viral infections was –0.34 (p < 0.05). The binary logistic regression evidenced the relevance of this correlation, confirming the hypothesis. Vaccination was associated with the 87.3% reduction in the likelihood of getting respiratory viral infections, whereas the lower antibody titer (≥1:16) was associated with the 77.6% reduction in the likelihood of getting respiratory viral infections. The vaccine was well tolerated by all patients and after vaccination no exacerbation of the underlying disease was observed. Conclusions: A lower antibody titer (≥1:16) against influenza virus A H1N1 could be protective against respiratory viral infections for certain autoimmune rheumatic diseases patients, which confirms the clinical effectiveness of influenza vaccination.",
publisher = "MDPI",
journal = "Medicina",
title = "A Lower Level of Post-Vaccinal Antibody Titer against Influenza Virus A H1N1 May Protect Patients with Autoimmune Rheumatic Diseases from Respiratory Viral Infections",
pages = "86-76",
number = "1",
volume = "58",
doi = "10.3390/medicina58010076"
}

Milanović, M. S., Kadijević, D., Stojanović, L., Milovanović, B.,& Djoković, A.. (2022). A Lower Level of Post-Vaccinal Antibody Titer against Influenza Virus A H1N1 May Protect Patients with Autoimmune Rheumatic Diseases from Respiratory Viral Infections. in Medicina
MDPI., 58(1), 76-86.
https://doi.org/10.3390/medicina58010076

Milanović MS, Kadijević D, Stojanović L, Milovanović B, Djoković A. A Lower Level of Post-Vaccinal Antibody Titer against Influenza Virus A H1N1 May Protect Patients with Autoimmune Rheumatic Diseases from Respiratory Viral Infections. in Medicina. 2022;58(1):76-86.
doi:10.3390/medicina58010076 .

Milanović, Milomir S., Kadijević, Djordje, Stojanović, Ljudmila, Milovanović, Branislav, Djoković, Aleksandra, "A Lower Level of Post-Vaccinal Antibody Titer against Influenza Virus A H1N1 May Protect Patients with Autoimmune Rheumatic Diseases from Respiratory Viral Infections" in Medicina, 58, no. 1 (2022):76-86,
https://doi.org/10.3390/medicina58010076 . .

TY  - CHAP
AU  - Kadijević, Djordje
AU  - Ljubojević, Danijela
AU  - Gutvajn, Nikoleta
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/782
AB  - E-assessment needs to provide detailed feedback that students would use. To this end, the content of feedback should include assessment information that is important to students. By using a convenient sample of twenty second-year undergraduate students, this study explored the extent to which different kinds of assessment feedback were important to students. Therefore, an online questionnaire was administered which, apart from asking values of some background variables including academic achievement, listed a number of different feedback techniques supporting activities applied in deep and strategic approaches to learning and studying. For each technique, students had to indicate the extent of the importance they assigned to it. It was found that: (1) although feedback techniques supporting a deep approach were as important to students as those supporting a strategic approach, the importance of the former was positively related to that of the latter; (2) feedback techniques supporting a deep approach were more important to females than males; (3) when the importance of all these feedback techniques together was considered in a specific way, their relevance to an increase in students’ knowledge, skills and motivation could be demonstrated. Although this study used a small sample that might characterise it as preliminary research, it revealed valuable findings, which due to their considerable effect size, make the sample size less questionable. Suggestions for further research are included.
PB  - Springer International Publishing
T2  - Digital Transformation of Education and Learning - Past, Present and Future
T1  - What Kind of E-assessment Feedback Is Important to Students? An Empirical Study
EP  - 273
SP  - 261
VL  - 642
DO  - 10.1007/978-3-030-97986-7_22
ER  - 

@inbook{
author = "Kadijević, Djordje and Ljubojević, Danijela and Gutvajn, Nikoleta",
year = "2022",
abstract = "E-assessment needs to provide detailed feedback that students would use. To this end, the content of feedback should include assessment information that is important to students. By using a convenient sample of twenty second-year undergraduate students, this study explored the extent to which different kinds of assessment feedback were important to students. Therefore, an online questionnaire was administered which, apart from asking values of some background variables including academic achievement, listed a number of different feedback techniques supporting activities applied in deep and strategic approaches to learning and studying. For each technique, students had to indicate the extent of the importance they assigned to it. It was found that: (1) although feedback techniques supporting a deep approach were as important to students as those supporting a strategic approach, the importance of the former was positively related to that of the latter; (2) feedback techniques supporting a deep approach were more important to females than males; (3) when the importance of all these feedback techniques together was considered in a specific way, their relevance to an increase in students’ knowledge, skills and motivation could be demonstrated. Although this study used a small sample that might characterise it as preliminary research, it revealed valuable findings, which due to their considerable effect size, make the sample size less questionable. Suggestions for further research are included.",
publisher = "Springer International Publishing",
journal = "Digital Transformation of Education and Learning - Past, Present and Future",
booktitle = "What Kind of E-assessment Feedback Is Important to Students? An Empirical Study",
pages = "273-261",
volume = "642",
doi = "10.1007/978-3-030-97986-7_22"
}

Kadijević, D., Ljubojević, D.,& Gutvajn, N.. (2022). What Kind of E-assessment Feedback Is Important to Students? An Empirical Study. in Digital Transformation of Education and Learning - Past, Present and Future
Springer International Publishing., 642, 261-273.
https://doi.org/10.1007/978-3-030-97986-7_22

Kadijević D, Ljubojević D, Gutvajn N. What Kind of E-assessment Feedback Is Important to Students? An Empirical Study. in Digital Transformation of Education and Learning - Past, Present and Future. 2022;642:261-273.
doi:10.1007/978-3-030-97986-7_22 .

Kadijević, Djordje, Ljubojević, Danijela, Gutvajn, Nikoleta, "What Kind of E-assessment Feedback Is Important to Students? An Empirical Study" in Digital Transformation of Education and Learning - Past, Present and Future, 642 (2022):261-273,
https://doi.org/10.1007/978-3-030-97986-7_22 . .

TY  - CONF
AU  - Kadijević, Đorđe
PY  - 2021
UR  - https://zalozba.upr.si/ISBN/978-961-293-084-4/mobile/index.html
UR  - http://ipir.ipisr.org.rs/handle/123456789/997
PB  - Kopar, Slovenia : University of Primorska
C3  - 8th European Congress of Mathematics
T1  - Computational/algorithmic thinking in the school mathematics
EP  - 406
SP  - 405
UR  - https://hdl.handle.net/21.15107/rcub_ipir_997
ER  - 

@conference{
author = "Kadijević, Đorđe",
year = "2021",
publisher = "Kopar, Slovenia : University of Primorska",
journal = "8th European Congress of Mathematics",
title = "Computational/algorithmic thinking in the school mathematics",
pages = "406-405",
url = "https://hdl.handle.net/21.15107/rcub_ipir_997"
}

Kadijević, Đ.. (2021). Computational/algorithmic thinking in the school mathematics. in 8th European Congress of Mathematics
Kopar, Slovenia : University of Primorska., 405-406.
https://hdl.handle.net/21.15107/rcub_ipir_997

Kadijević Đ. Computational/algorithmic thinking in the school mathematics. in 8th European Congress of Mathematics. 2021;:405-406.
https://hdl.handle.net/21.15107/rcub_ipir_997 .

Kadijević, Đorđe, "Computational/algorithmic thinking in the school mathematics" in 8th European Congress of Mathematics (2021):405-406,
https://hdl.handle.net/21.15107/rcub_ipir_997 .

TY  - CONF
AU  - Kadijević, Đorđe
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/717
AB  - This paper presents the content of, a didactic approach to, and achievement of a first programming course for students engaged in business studies. Visual and textual programming were combined and a didactic approach that mainly focused on programming and fulfilling sub-tasks was used. This educational approach was applied to novice students of average ability and resulted in modest programming achievements. These achievements are first summarized, presenting the solution of a web application whose development was accessible to most students. Then, possible reasons for such achievements are discussed. The paper ends with several suggestions for practice and research, including a proposal for another sequencing of programming topics that would increase students’ motivation to learn programming and improve their learning outcomes. Requirements for hybrid environments supporting both visual and textual programming are also considered. Although the applied methodology and resulting achievements reflect the authors experience in teaching programming to second-year undergraduate students, they are relevant to teaching programming in high school education as well.
PB  - Springer Science and Business Media Deutschland GmbH
C3  - Informatics in Schools. Rethinking Computing Education
T1  - First Programming Course in Business Studies: Content, Approach, and Achievement
EP  - 56
SP  - 45
VL  - 13057 LNCS
DO  - 10.1007/978-3-030-90228-5_4
ER  - 

@conference{
author = "Kadijević, Đorđe",
year = "2021",
abstract = "This paper presents the content of, a didactic approach to, and achievement of a first programming course for students engaged in business studies. Visual and textual programming were combined and a didactic approach that mainly focused on programming and fulfilling sub-tasks was used. This educational approach was applied to novice students of average ability and resulted in modest programming achievements. These achievements are first summarized, presenting the solution of a web application whose development was accessible to most students. Then, possible reasons for such achievements are discussed. The paper ends with several suggestions for practice and research, including a proposal for another sequencing of programming topics that would increase students’ motivation to learn programming and improve their learning outcomes. Requirements for hybrid environments supporting both visual and textual programming are also considered. Although the applied methodology and resulting achievements reflect the authors experience in teaching programming to second-year undergraduate students, they are relevant to teaching programming in high school education as well.",
publisher = "Springer Science and Business Media Deutschland GmbH",
journal = "Informatics in Schools. Rethinking Computing Education",
title = "First Programming Course in Business Studies: Content, Approach, and Achievement",
pages = "56-45",
volume = "13057 LNCS",
doi = "10.1007/978-3-030-90228-5_4"
}

Kadijević, Đ.. (2021). First Programming Course in Business Studies: Content, Approach, and Achievement. in Informatics in Schools. Rethinking Computing Education
Springer Science and Business Media Deutschland GmbH., 13057 LNCS, 45-56.
https://doi.org/10.1007/978-3-030-90228-5_4

Kadijević Đ. First Programming Course in Business Studies: Content, Approach, and Achievement. in Informatics in Schools. Rethinking Computing Education. 2021;13057 LNCS:45-56.
doi:10.1007/978-3-030-90228-5_4 .

Kadijević, Đorđe, "First Programming Course in Business Studies: Content, Approach, and Achievement" in Informatics in Schools. Rethinking Computing Education, 13057 LNCS (2021):45-56,
https://doi.org/10.1007/978-3-030-90228-5_4 . .

TY  - JOUR
AU  - Kadijević, Đorđe
AU  - Masliković, Dejan
AU  - Tomić, Bojan M.
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/5
AB  - The quality of life of people with disabilities is largely influenced by their access to information. Good communication with state authorities is the key to knowing state regulations regarding this access, proposing their improvement, and monitoring their application in society. By using a convenient sample of 89 persons with disabilities, this study examined the extent to which the participants were familiar with these regulations, and whether this familiarity could be explained in terms of the quality of the participants' communication with state authorities concerning their access to information, as well as several background variables regarding the participants, including their gender, age, and educational level completed. It was found that the majority of participants were not familiar with these regulations. Path analysis evidenced the positive and significant direct influence of communication quality on familiarity with regulations (0.356,p  lt 0.01), with the former positively influenced by age (40-49) and educational level completed (upper-secondary) to a significant degree (corresponding regression weights were 0.432,p  lt 0.01, and 0.171,p  lt 0.05, respectively). The path model applied could explain 12.7% of the variability of the familiarity in question. Implications for research and practice are included.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - International Journal of Disability Development and Education
T1  - Familiarity with State Regulations regarding Access to Information for Persons with Disabilities in Serbia
DO  - 10.1080/1034912X.2020.1802646
ER  - 

@article{
author = "Kadijević, Đorđe and Masliković, Dejan and Tomić, Bojan M.",
year = "2021",
abstract = "The quality of life of people with disabilities is largely influenced by their access to information. Good communication with state authorities is the key to knowing state regulations regarding this access, proposing their improvement, and monitoring their application in society. By using a convenient sample of 89 persons with disabilities, this study examined the extent to which the participants were familiar with these regulations, and whether this familiarity could be explained in terms of the quality of the participants' communication with state authorities concerning their access to information, as well as several background variables regarding the participants, including their gender, age, and educational level completed. It was found that the majority of participants were not familiar with these regulations. Path analysis evidenced the positive and significant direct influence of communication quality on familiarity with regulations (0.356,p  lt 0.01), with the former positively influenced by age (40-49) and educational level completed (upper-secondary) to a significant degree (corresponding regression weights were 0.432,p  lt 0.01, and 0.171,p  lt 0.05, respectively). The path model applied could explain 12.7% of the variability of the familiarity in question. Implications for research and practice are included.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "International Journal of Disability Development and Education",
title = "Familiarity with State Regulations regarding Access to Information for Persons with Disabilities in Serbia",
doi = "10.1080/1034912X.2020.1802646"
}

Kadijević, Đ., Masliković, D.,& Tomić, B. M.. (2021). Familiarity with State Regulations regarding Access to Information for Persons with Disabilities in Serbia. in International Journal of Disability Development and Education
Routledge Journals, Taylor & Francis Ltd, Abingdon..
https://doi.org/10.1080/1034912X.2020.1802646

Kadijević Đ, Masliković D, Tomić BM. Familiarity with State Regulations regarding Access to Information for Persons with Disabilities in Serbia. in International Journal of Disability Development and Education. 2021;.
doi:10.1080/1034912X.2020.1802646 .

Kadijević, Đorđe, Masliković, Dejan, Tomić, Bojan M., "Familiarity with State Regulations regarding Access to Information for Persons with Disabilities in Serbia" in International Journal of Disability Development and Education (2021),
https://doi.org/10.1080/1034912X.2020.1802646 . .

TY  - CONF
AU  - Kadijevich, Djordje
AU  - Gutvajn, Nikoleta
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/864
AB  - Feedback has one of the highest effects on learning. To benefit from its use, it should provide information
important to students. This information may support activities applied in deep and strategic approaches to learning and
studying. Bearing in mind that the production of quality feedback can be a costly enterprise, this paper examines the
actual implementation cost of feedback techniques that provide such information. Although this cost may appear high at
first sight, it becomes (much) lower if the developer task is consider as a “fill in a form” task because only modest extra
work beyond the typical is needed. An example how this task might be done is included.
PB  - Belgrade : Metropolitan
C3  - E-Learning
T1  - Feedback supporting deep and strategic approaches to learning and studying: A case study on production cost
EP  - 121
SP  - 119
UR  - https://hdl.handle.net/21.15107/rcub_ipir_864
ER  - 

@conference{
author = "Kadijevich, Djordje and Gutvajn, Nikoleta",
year = "2021",
abstract = "Feedback has one of the highest effects on learning. To benefit from its use, it should provide information
important to students. This information may support activities applied in deep and strategic approaches to learning and
studying. Bearing in mind that the production of quality feedback can be a costly enterprise, this paper examines the
actual implementation cost of feedback techniques that provide such information. Although this cost may appear high at
first sight, it becomes (much) lower if the developer task is consider as a “fill in a form” task because only modest extra
work beyond the typical is needed. An example how this task might be done is included.",
publisher = "Belgrade : Metropolitan",
journal = "E-Learning",
title = "Feedback supporting deep and strategic approaches to learning and studying: A case study on production cost",
pages = "121-119",
url = "https://hdl.handle.net/21.15107/rcub_ipir_864"
}

Kadijevich, D.,& Gutvajn, N.. (2021). Feedback supporting deep and strategic approaches to learning and studying: A case study on production cost. in E-Learning
Belgrade : Metropolitan., 119-121.
https://hdl.handle.net/21.15107/rcub_ipir_864

Kadijevich D, Gutvajn N. Feedback supporting deep and strategic approaches to learning and studying: A case study on production cost. in E-Learning. 2021;:119-121.
https://hdl.handle.net/21.15107/rcub_ipir_864 .

Kadijevich, Djordje, Gutvajn, Nikoleta, "Feedback supporting deep and strategic approaches to learning and studying: A case study on production cost" in E-Learning (2021):119-121,
https://hdl.handle.net/21.15107/rcub_ipir_864 .

TY  - CONF
AU  - Kadijevich, Djordje
AU  - Ljubojević, Danijela
AU  - Gutvajn, Nikoleta
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/865
AB  - An answer to an item in a questionnaire may provide a cognitive anchor that limits respondent’s adjusting to
answer the next questionnaire item. This paper examines the issues of anchoring and adjusting in response to a
questionnaire about the importance of listed e-feedback techniques. Two measures of anchoring and adjusting were
applied, which revealed not only whether more anchoring and less adjusting were present, but also which respondents
might apply more anchoring and less adjusting in their responses. Addressing these questions, especially when responses
to two sets of items are similar overall, may be an important step in completing an appropriate discussion of
questionnaire-based findings.
PB  - Belgrade : Metropolitan
C3  - E-Learning
T1  - Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques
EP  - 124
IS  - 122
UR  - https://hdl.handle.net/21.15107/rcub_ipir_865
ER  - 

@conference{
author = "Kadijevich, Djordje and Ljubojević, Danijela and Gutvajn, Nikoleta",
year = "2021",
abstract = "An answer to an item in a questionnaire may provide a cognitive anchor that limits respondent’s adjusting to
answer the next questionnaire item. This paper examines the issues of anchoring and adjusting in response to a
questionnaire about the importance of listed e-feedback techniques. Two measures of anchoring and adjusting were
applied, which revealed not only whether more anchoring and less adjusting were present, but also which respondents
might apply more anchoring and less adjusting in their responses. Addressing these questions, especially when responses
to two sets of items are similar overall, may be an important step in completing an appropriate discussion of
questionnaire-based findings.",
publisher = "Belgrade : Metropolitan",
journal = "E-Learning",
title = "Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques",
pages = "124",
number = "122",
url = "https://hdl.handle.net/21.15107/rcub_ipir_865"
}

Kadijevich, D., Ljubojević, D.,& Gutvajn, N.. (2021). Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques. in E-Learning
Belgrade : Metropolitan.(122).
https://hdl.handle.net/21.15107/rcub_ipir_865

Kadijevich D, Ljubojević D, Gutvajn N. Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques. in E-Learning. 2021;(122):null-124.
https://hdl.handle.net/21.15107/rcub_ipir_865 .

Kadijevich, Djordje, Ljubojević, Danijela, Gutvajn, Nikoleta, "Anchoring and adjusting in students’ responses to a questionnaire about the importance of given e-feedback techniques" in E-Learning, no. 122 (2021),
https://hdl.handle.net/21.15107/rcub_ipir_865 .

TY  - JOUR
AU  - Kadijević, Đorđe
AU  - Stephens, Max
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/322
AB  - With regard to the internationalization of statistics education, this paper considers first a global context concerning modern statistical literacy, data science, and dashboards. Then, it examines data discovery using automated analytics, whereby data insights may be indicated by suitable signals generated by the computer environment used. This theoretical paper, directed towards statistics educators, as well as other educators in relevant high school subjects, should make them (more) aware of this context and such analytics, supporting them to identify issues that need be considered in their teaching (and research) in order to have their students better prepared for the jobs of tomorrow.
PB  - Društvo matematičara Srbije, Beograd
T2  - Teaching of Mathematics
T1  - Modern statistical literacy, data science, dashboards, and automated analytics and its applications
EP  - 80
IS  - 1
SP  - 71
VL  - 23
UR  - https://hdl.handle.net/21.15107/rcub_ipir_322
ER  - 

@article{
author = "Kadijević, Đorđe and Stephens, Max",
year = "2020",
abstract = "With regard to the internationalization of statistics education, this paper considers first a global context concerning modern statistical literacy, data science, and dashboards. Then, it examines data discovery using automated analytics, whereby data insights may be indicated by suitable signals generated by the computer environment used. This theoretical paper, directed towards statistics educators, as well as other educators in relevant high school subjects, should make them (more) aware of this context and such analytics, supporting them to identify issues that need be considered in their teaching (and research) in order to have their students better prepared for the jobs of tomorrow.",
publisher = "Društvo matematičara Srbije, Beograd",
journal = "Teaching of Mathematics",
title = "Modern statistical literacy, data science, dashboards, and automated analytics and its applications",
pages = "80-71",
number = "1",
volume = "23",
url = "https://hdl.handle.net/21.15107/rcub_ipir_322"
}

Kadijević, Đ.,& Stephens, M.. (2020). Modern statistical literacy, data science, dashboards, and automated analytics and its applications. in Teaching of Mathematics
Društvo matematičara Srbije, Beograd., 23(1), 71-80.
https://hdl.handle.net/21.15107/rcub_ipir_322

Kadijević Đ, Stephens M. Modern statistical literacy, data science, dashboards, and automated analytics and its applications. in Teaching of Mathematics. 2020;23(1):71-80.
https://hdl.handle.net/21.15107/rcub_ipir_322 .

Kadijević, Đorđe, Stephens, Max, "Modern statistical literacy, data science, dashboards, and automated analytics and its applications" in Teaching of Mathematics, 23, no. 1 (2020):71-80,
https://hdl.handle.net/21.15107/rcub_ipir_322 .

TY  - JOUR
AU  - Kadijević, Đorđe
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/327
AB  - This paper presents a way to introduce data science to college (business) students. To this end, data mining using neural networks may be practiced. After briefly clarifying the main differences between data science and data mining, the work with neural networks is examined in detail. The examination deals with the features and affordances of this work, as well as its expected challenges with possible reasons. The paper ends with a number of implications for practice, teacher education, and research.
PB  - Društvo matematičara Srbije, Beograd
T2  - Teaching of Mathematics
T1  - Data science for novice students: A didactic approach to data mining using neural networks
EP  - 101
IS  - 2
SP  - 90
VL  - 23
UR  - https://hdl.handle.net/21.15107/rcub_ipir_327
ER  - 

@article{
author = "Kadijević, Đorđe",
year = "2020",
abstract = "This paper presents a way to introduce data science to college (business) students. To this end, data mining using neural networks may be practiced. After briefly clarifying the main differences between data science and data mining, the work with neural networks is examined in detail. The examination deals with the features and affordances of this work, as well as its expected challenges with possible reasons. The paper ends with a number of implications for practice, teacher education, and research.",
publisher = "Društvo matematičara Srbije, Beograd",
journal = "Teaching of Mathematics",
title = "Data science for novice students: A didactic approach to data mining using neural networks",
pages = "101-90",
number = "2",
volume = "23",
url = "https://hdl.handle.net/21.15107/rcub_ipir_327"
}

Kadijević, Đ.. (2020). Data science for novice students: A didactic approach to data mining using neural networks. in Teaching of Mathematics
Društvo matematičara Srbije, Beograd., 23(2), 90-101.
https://hdl.handle.net/21.15107/rcub_ipir_327

Kadijević Đ. Data science for novice students: A didactic approach to data mining using neural networks. in Teaching of Mathematics. 2020;23(2):90-101.
https://hdl.handle.net/21.15107/rcub_ipir_327 .

Kadijević, Đorđe, "Data science for novice students: A didactic approach to data mining using neural networks" in Teaching of Mathematics, 23, no. 2 (2020):90-101,
https://hdl.handle.net/21.15107/rcub_ipir_327 .

TY  - JOUR
AU  - Kadijević, Đorđe
AU  - Masliković, Dejan
AU  - Tomić, Bojan M.
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/328
AB  - Access to information is key for improving the position of persons with disabilities in society. Familiarity with state regulations regarding access to information could be influenced by communication with state authorities concerning the rights of persons with disabilities, especially access to information. Familiarity with these regulations and the specified communication with state authorities might be affected by a number of background variables, such as age and education completed. To clarify relations among these variables, which would enable state authorities and other relevant institutions to define and implement policies that might improve matters, there is a need to prepare and analyze appropriate datasets concerning them. This paper describes such a dataset, preliminary in nature, obtained from answers to part of a questionnaire administered to persons with disabilities living in Serbia. Persons with innate or acquired physical and/or sensory disability were included in the research. This dataset contains raw data of nine variables, as well as analyzed data of ten variables derived from most of the raw data. Besides correlative analyses, the dataset was previously analyzed using PLS (partial least squares) path modeling. To reuse the dataset, a path model with Bayesian estimations may be applied, whose outcomes for different model priors (prior distributions) may be compared to those of the PLS path modeling. The dataset also contains data of two variables that may be included in further research.
PB  - Elsevier, Amsterdam
T2  - Data In Brief
T1  - Dataset regarding access to information for persons with disabilities in Serbia
VL  - 32
DO  - 10.1016/j.dib.2020.106309
ER  - 

@article{
author = "Kadijević, Đorđe and Masliković, Dejan and Tomić, Bojan M.",
year = "2020",
abstract = "Access to information is key for improving the position of persons with disabilities in society. Familiarity with state regulations regarding access to information could be influenced by communication with state authorities concerning the rights of persons with disabilities, especially access to information. Familiarity with these regulations and the specified communication with state authorities might be affected by a number of background variables, such as age and education completed. To clarify relations among these variables, which would enable state authorities and other relevant institutions to define and implement policies that might improve matters, there is a need to prepare and analyze appropriate datasets concerning them. This paper describes such a dataset, preliminary in nature, obtained from answers to part of a questionnaire administered to persons with disabilities living in Serbia. Persons with innate or acquired physical and/or sensory disability were included in the research. This dataset contains raw data of nine variables, as well as analyzed data of ten variables derived from most of the raw data. Besides correlative analyses, the dataset was previously analyzed using PLS (partial least squares) path modeling. To reuse the dataset, a path model with Bayesian estimations may be applied, whose outcomes for different model priors (prior distributions) may be compared to those of the PLS path modeling. The dataset also contains data of two variables that may be included in further research.",
publisher = "Elsevier, Amsterdam",
journal = "Data In Brief",
title = "Dataset regarding access to information for persons with disabilities in Serbia",
volume = "32",
doi = "10.1016/j.dib.2020.106309"
}

Kadijević, Đ., Masliković, D.,& Tomić, B. M.. (2020). Dataset regarding access to information for persons with disabilities in Serbia. in Data In Brief
Elsevier, Amsterdam., 32.
https://doi.org/10.1016/j.dib.2020.106309

Kadijević Đ, Masliković D, Tomić BM. Dataset regarding access to information for persons with disabilities in Serbia. in Data In Brief. 2020;32.
doi:10.1016/j.dib.2020.106309 .

Kadijević, Đorđe, Masliković, Dejan, Tomić, Bojan M., "Dataset regarding access to information for persons with disabilities in Serbia" in Data In Brief, 32 (2020),
https://doi.org/10.1016/j.dib.2020.106309 . .

TY  - JOUR
AU  - Kadijević, Đorđe
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/304
AB  - This study deals with relevant components of a technology innovation framework suitable for the examination of online collaborative professional development. By using a sample of 55 lower-secondary mathematics teachers and 155 primary school teachers, this study examined the relationships among teachers' intention to participate in online collaborative professional development (OCPD), their perspective taking, and their computer self-concept. It was found that while this intention was positively related to computer self-concept, perspective taking could positively relate to this intention only indirectly through computer self-concept. It was also found that, among three OCPD activities used to describe the intention, the activity of cooperatively analyzing videos of lessons given was preferred least by all these teachers. Implications for research are also included.
PB  - Društvo matematičara Srbije, Beograd
T2  - Teaching of Mathematics
T1  - Participation in online cooperative professional development: Factors to consider and activities to practice
EP  - 57
IS  - 2
SP  - 49
VL  - 22
UR  - https://hdl.handle.net/21.15107/rcub_ipir_304
ER  - 

@article{
author = "Kadijević, Đorđe",
year = "2019",
abstract = "This study deals with relevant components of a technology innovation framework suitable for the examination of online collaborative professional development. By using a sample of 55 lower-secondary mathematics teachers and 155 primary school teachers, this study examined the relationships among teachers' intention to participate in online collaborative professional development (OCPD), their perspective taking, and their computer self-concept. It was found that while this intention was positively related to computer self-concept, perspective taking could positively relate to this intention only indirectly through computer self-concept. It was also found that, among three OCPD activities used to describe the intention, the activity of cooperatively analyzing videos of lessons given was preferred least by all these teachers. Implications for research are also included.",
publisher = "Društvo matematičara Srbije, Beograd",
journal = "Teaching of Mathematics",
title = "Participation in online cooperative professional development: Factors to consider and activities to practice",
pages = "57-49",
number = "2",
volume = "22",
url = "https://hdl.handle.net/21.15107/rcub_ipir_304"
}

Kadijević, Đ.. (2019). Participation in online cooperative professional development: Factors to consider and activities to practice. in Teaching of Mathematics
Društvo matematičara Srbije, Beograd., 22(2), 49-57.
https://hdl.handle.net/21.15107/rcub_ipir_304

Kadijević Đ. Participation in online cooperative professional development: Factors to consider and activities to practice. in Teaching of Mathematics. 2019;22(2):49-57.
https://hdl.handle.net/21.15107/rcub_ipir_304 .

Kadijević, Đorđe, "Participation in online cooperative professional development: Factors to consider and activities to practice" in Teaching of Mathematics, 22, no. 2 (2019):49-57,
https://hdl.handle.net/21.15107/rcub_ipir_304 .

TY  - JOUR
AU  - Kadijević, Đorđe
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/308
AB  - Since 1995, achievements in mathematics and science have been assessed worldwide every four years by TIMSS (Trends in International Mathematics and Science Study), whose outcomes have influenced the development and (re)design of mathematics and science education curricula in a number of countries. This paper examines how TIMSS has influenced changes in the mathematics curriculum in Serbia in primary education. The paper first briefly presents TIMSS results of Serbian students that call for curricular improvements. It then gives a summary of these changes regarding educational standards for the end of primary education. The paper ends with a critical examination of these standards and suggestions for their enhancement.
PB  - Društvo matematičara Srbije, Beograd
T2  - Teaching of Mathematics
T1  - Influence of TIMSS research on the mathematics curriculum in Serbia: educational standards in primary education
EP  - 41
IS  - 1
SP  - 33
VL  - 22
UR  - https://hdl.handle.net/21.15107/rcub_ipir_308
ER  - 

@article{
author = "Kadijević, Đorđe",
year = "2019",
abstract = "Since 1995, achievements in mathematics and science have been assessed worldwide every four years by TIMSS (Trends in International Mathematics and Science Study), whose outcomes have influenced the development and (re)design of mathematics and science education curricula in a number of countries. This paper examines how TIMSS has influenced changes in the mathematics curriculum in Serbia in primary education. The paper first briefly presents TIMSS results of Serbian students that call for curricular improvements. It then gives a summary of these changes regarding educational standards for the end of primary education. The paper ends with a critical examination of these standards and suggestions for their enhancement.",
publisher = "Društvo matematičara Srbije, Beograd",
journal = "Teaching of Mathematics",
title = "Influence of TIMSS research on the mathematics curriculum in Serbia: educational standards in primary education",
pages = "41-33",
number = "1",
volume = "22",
url = "https://hdl.handle.net/21.15107/rcub_ipir_308"
}

Kadijević, Đ.. (2019). Influence of TIMSS research on the mathematics curriculum in Serbia: educational standards in primary education. in Teaching of Mathematics
Društvo matematičara Srbije, Beograd., 22(1), 33-41.
https://hdl.handle.net/21.15107/rcub_ipir_308

Kadijević Đ. Influence of TIMSS research on the mathematics curriculum in Serbia: educational standards in primary education. in Teaching of Mathematics. 2019;22(1):33-41.
https://hdl.handle.net/21.15107/rcub_ipir_308 .

Kadijević, Đorđe, "Influence of TIMSS research on the mathematics curriculum in Serbia: educational standards in primary education" in Teaching of Mathematics, 22, no. 1 (2019):33-41,
https://hdl.handle.net/21.15107/rcub_ipir_308 .