TY  - JOUR
AU  - Maksić, Slavica
AU  - Spasenović, Vera
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/299
AB  - This article presents the results of research into the implicit theories of creativity of Educational Science students preparing for the role of educational counsellors. Educational Science students will soon be working in educational institutions where they are expected to support creativity. Prospective (pre)school counsellors were asked about how they perceive and how they experience creativity in their own schooling by means of a questionnaire and focus group interview. Participants' answers were analyzed using quantitative and qualitative content analyses. The data obtained from the questionnaire showed that the students mainly defined creativity as the characteristic of a person or process. They saw the major possibility for developing creativity during university studies in stimulating teaching activities and a supportive educational climate. The data from the focus group expanded the students' definition of creativity through the domain of the expression and the valuation of creativity. In the discussion about the development of creativity during university studies, the role of the study program and the students' individual characteristics were highlighted. The aspects of Educational Science education that need to be changed to increase the quality of the preparation of future educational counsellors are also considered.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Creativity Research Journal
T1  - Educational Science Students' Implicit Theories of Creativity
EP  - 294
IS  - 3
SP  - 287
VL  - 30
DO  - 10.1080/10400419.2018.1488200
ER  - 

@article{
author = "Maksić, Slavica and Spasenović, Vera",
year = "2018",
abstract = "This article presents the results of research into the implicit theories of creativity of Educational Science students preparing for the role of educational counsellors. Educational Science students will soon be working in educational institutions where they are expected to support creativity. Prospective (pre)school counsellors were asked about how they perceive and how they experience creativity in their own schooling by means of a questionnaire and focus group interview. Participants' answers were analyzed using quantitative and qualitative content analyses. The data obtained from the questionnaire showed that the students mainly defined creativity as the characteristic of a person or process. They saw the major possibility for developing creativity during university studies in stimulating teaching activities and a supportive educational climate. The data from the focus group expanded the students' definition of creativity through the domain of the expression and the valuation of creativity. In the discussion about the development of creativity during university studies, the role of the study program and the students' individual characteristics were highlighted. The aspects of Educational Science education that need to be changed to increase the quality of the preparation of future educational counsellors are also considered.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Creativity Research Journal",
title = "Educational Science Students' Implicit Theories of Creativity",
pages = "294-287",
number = "3",
volume = "30",
doi = "10.1080/10400419.2018.1488200"
}

Maksić, S.,& Spasenović, V.. (2018). Educational Science Students' Implicit Theories of Creativity. in Creativity Research Journal
Routledge Journals, Taylor & Francis Ltd, Abingdon., 30(3), 287-294.
https://doi.org/10.1080/10400419.2018.1488200

Maksić S, Spasenović V. Educational Science Students' Implicit Theories of Creativity. in Creativity Research Journal. 2018;30(3):287-294.
doi:10.1080/10400419.2018.1488200 .

Maksić, Slavica, Spasenović, Vera, "Educational Science Students' Implicit Theories of Creativity" in Creativity Research Journal, 30, no. 3 (2018):287-294,
https://doi.org/10.1080/10400419.2018.1488200 . .

TY  - CHAP
AU  - Spasenović, Vera
AU  - Hebib, E.
AU  - Maksić, Slavica
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/255
AB  - Conditions for literacy development among the Serbs were created by accepting Christianity and developing the Slavic language in the form of Cyrillic in the ninth century. The earliest Serbian schools originate from the Middle Ages and were established at monasteries which represented the centers of literacy, especially in the period of creating the independent Serbian state (twelfth century). There were schools at courts for noblemen’s children whose teachers were clergy or secular people. In the eighteenth century, the first teacher training school, grammar school, theological school, and other schools were established on the territory of today’s north Serbian province of Vojvodina. The first school constitution was adopted in 1833, and soon after that, curricula were adopted, as well as the general law on schools, within which special laws were published (for primary schools, trade schools, grammar school, and lyceum). Compulsory 6-year education for children of both sexes was envisaged by the 1882 law, but at the end of the nineteenth century only one-fifth of children attended school.
PB  - Springer International Publishing
T2  - The Education Systems of Europe, Second Edition
T1  - Serbia
EP  - 723
SP  - 709
DO  - 10.1007/978-3-319-07473-3_42
ER  - 

@inbook{
author = "Spasenović, Vera and Hebib, E. and Maksić, Slavica",
year = "2015",
abstract = "Conditions for literacy development among the Serbs were created by accepting Christianity and developing the Slavic language in the form of Cyrillic in the ninth century. The earliest Serbian schools originate from the Middle Ages and were established at monasteries which represented the centers of literacy, especially in the period of creating the independent Serbian state (twelfth century). There were schools at courts for noblemen’s children whose teachers were clergy or secular people. In the eighteenth century, the first teacher training school, grammar school, theological school, and other schools were established on the territory of today’s north Serbian province of Vojvodina. The first school constitution was adopted in 1833, and soon after that, curricula were adopted, as well as the general law on schools, within which special laws were published (for primary schools, trade schools, grammar school, and lyceum). Compulsory 6-year education for children of both sexes was envisaged by the 1882 law, but at the end of the nineteenth century only one-fifth of children attended school.",
publisher = "Springer International Publishing",
journal = "The Education Systems of Europe, Second Edition",
booktitle = "Serbia",
pages = "723-709",
doi = "10.1007/978-3-319-07473-3_42"
}

Spasenović, V., Hebib, E.,& Maksić, S.. (2015). Serbia. in The Education Systems of Europe, Second Edition
Springer International Publishing., 709-723.
https://doi.org/10.1007/978-3-319-07473-3_42

Spasenović V, Hebib E, Maksić S. Serbia. in The Education Systems of Europe, Second Edition. 2015;:709-723.
doi:10.1007/978-3-319-07473-3_42 .

Spasenović, Vera, Hebib, E., Maksić, Slavica, "Serbia" in The Education Systems of Europe, Second Edition (2015):709-723,
https://doi.org/10.1007/978-3-319-07473-3_42 . .

TY  - CHAP
AU  - Spasenović, Vera
AU  - Maksić, Slavica
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/741
AB  - Educational reforms, as initiated in Serbia in 2001, were based on the concept of
quality education for all. This concept was put into practice as an inclusive approach
in 2010/11. Inclusive education has been defined as a provision of full support and
optimal environment for each student to be taught in the nearest school and in a
regular class. In this paper we review the achieved results in providing necessary
conditions for a successful implementation of the inclusive education, i.e., school
policy, preparation of teachers, building-up their attitudes and system of values, as
well as attitudes and system of values of other participants in the educational
process. It has been shown that educational institutions, teaching staff and other
participants in the educational process are fully aware of the need for an integrated
schooling of all children and accept the concept of inclusive education. However,
several shortcomings of the current inclusive education have been revealed. They
are a consequence of the means it has been implemented, as well as socio-economic
conditions that affect the Serbian society and educational sector as its part.
PB  - Bulgaria : Bulgarian Comparative Education Society
T2  - Education in one world : Perspectives from different Nations
T1  - Challenges of democratisation: development of inclusive education in Serbia
EP  - 215
SP  - 209
VL  - 11
UR  - https://hdl.handle.net/21.15107/rcub_ipir_741
ER  - 

@inbook{
author = "Spasenović, Vera and Maksić, Slavica",
year = "2013",
abstract = "Educational reforms, as initiated in Serbia in 2001, were based on the concept of
quality education for all. This concept was put into practice as an inclusive approach
in 2010/11. Inclusive education has been defined as a provision of full support and
optimal environment for each student to be taught in the nearest school and in a
regular class. In this paper we review the achieved results in providing necessary
conditions for a successful implementation of the inclusive education, i.e., school
policy, preparation of teachers, building-up their attitudes and system of values, as
well as attitudes and system of values of other participants in the educational
process. It has been shown that educational institutions, teaching staff and other
participants in the educational process are fully aware of the need for an integrated
schooling of all children and accept the concept of inclusive education. However,
several shortcomings of the current inclusive education have been revealed. They
are a consequence of the means it has been implemented, as well as socio-economic
conditions that affect the Serbian society and educational sector as its part.",
publisher = "Bulgaria : Bulgarian Comparative Education Society",
journal = "Education in one world : Perspectives from different Nations",
booktitle = "Challenges of democratisation: development of inclusive education in Serbia",
pages = "215-209",
volume = "11",
url = "https://hdl.handle.net/21.15107/rcub_ipir_741"
}

Spasenović, V.,& Maksić, S.. (2013). Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations
Bulgaria : Bulgarian Comparative Education Society., 11, 209-215.
https://hdl.handle.net/21.15107/rcub_ipir_741

Spasenović V, Maksić S. Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations. 2013;11:209-215.
https://hdl.handle.net/21.15107/rcub_ipir_741 .

Spasenović, Vera, Maksić, Slavica, "Challenges of democratisation: development of inclusive education in Serbia" in Education in one world : Perspectives from different Nations, 11 (2013):209-215,
https://hdl.handle.net/21.15107/rcub_ipir_741 .

TY  - JOUR
AU  - Spasenović, Vera
AU  - Mirkov, Snežana
PY  - 2007
UR  - http://ipir.ipisr.org.rs/handle/123456789/109
AB  - Difficulties in developing positive social peer relations often arise from socially undesirable forms of behaviour, i.e. the lack of adequate social skills. The term social skills refers to socially acceptable, learned behaviours that help the individual to interact with others in a way which leads to positive and avoids negative reactions. A great number of the programs for developing social skills is aimed at the development of pro-social behaviour, which is in accordance with the idea that unaccepted students, and/or those who behave asocially or antisocially, lack adequate social skills, and that they will, if they acquire them, enhance the quality of their peer relations. Various techniques are used to develop social skills in students: lecturing, modeling, rehearsing and positive stimulation. In general, the analysis of the effects of the intervenient programs shows that they, in the majority of cases, enhance pro-social behaviour, reduce inappropriate behaviors and lead to better acceptance by the peers, but also that they yield weaker long-term effects. Further efforts in this area are directed towards: a) adjusting intervenient programs to students' specific needs; b) providing adequate context for training: c) enabling students to acquire generalization of the new skills; and d) use of sensible modes to measure the outcomes of the applied programs.
AB  - Teškoće u ostvarivanju pozitivnih socijalnih odnosa s vršnjacima često su posledica ispoljavanja socijalno nepoželjnih oblika ponašanja, odnosno deficita odgovarajući socijalnih veština. Socijalne veštine predstavljaju socijalno prihvatljiva, naučena ponašanja, koja omogućavaju pojedincu da ostvaruje interakciju s drugima na način koji dovodi do pozitivnih i izbegavanja negativnih reakcija. Veliki broj programa razvijanja socijalnih veština usmeren je na razvijanje prosocijalnog ponašanja, što je u skladu s postavkom da neprihvaćenim učenicima i/ili onima koji ispoljavaju asocijalno i antisocijalno ponašanje nedostaju odgovarajuće socijalne veštine me da he ukoliko ovladaju njima, unaprediti kvalitet socijalnih odnosa s vršnjacima. Za razvijanje socijalnih veština učenika koriste se različite tehnike, a najčešće: podučavanje, modelovanje, uvežbavanje ponašanja i pozitivno potkrepljenje. Generalno, istraživanja efekata interventnih programa pokazuju da oni u većini slučajeva doprinose ispoljavanju prosocijalnog ponašanja redukovanju neprihvatljivog ponašanja i većoj prihvaćenosti od vršnjaka, ali i da su da su dugoročni efekti slabiji. Dalji napori u ovoj oblasti okrenuti su ka: (a) prilagođavanju interventnog programa specifičnim potrebama deteta (b) stvaranju odgovarajućeg konteksta za obuku, (c) omogućavanju generalizacije novih veština i (d) korišćenju smislenih načina merenja ishoda primenjenih programa.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Intervenient programs for developing students' social skills
T1  - Interventni programi razvijanja socijalnih veština učenika
EP  - 65
IS  - 1
SP  - 56
VL  - 56
UR  - https://hdl.handle.net/21.15107/rcub_ipir_109
ER  - 

@article{
author = "Spasenović, Vera and Mirkov, Snežana",
year = "2007",
abstract = "Difficulties in developing positive social peer relations often arise from socially undesirable forms of behaviour, i.e. the lack of adequate social skills. The term social skills refers to socially acceptable, learned behaviours that help the individual to interact with others in a way which leads to positive and avoids negative reactions. A great number of the programs for developing social skills is aimed at the development of pro-social behaviour, which is in accordance with the idea that unaccepted students, and/or those who behave asocially or antisocially, lack adequate social skills, and that they will, if they acquire them, enhance the quality of their peer relations. Various techniques are used to develop social skills in students: lecturing, modeling, rehearsing and positive stimulation. In general, the analysis of the effects of the intervenient programs shows that they, in the majority of cases, enhance pro-social behaviour, reduce inappropriate behaviors and lead to better acceptance by the peers, but also that they yield weaker long-term effects. Further efforts in this area are directed towards: a) adjusting intervenient programs to students' specific needs; b) providing adequate context for training: c) enabling students to acquire generalization of the new skills; and d) use of sensible modes to measure the outcomes of the applied programs., Teškoće u ostvarivanju pozitivnih socijalnih odnosa s vršnjacima često su posledica ispoljavanja socijalno nepoželjnih oblika ponašanja, odnosno deficita odgovarajući socijalnih veština. Socijalne veštine predstavljaju socijalno prihvatljiva, naučena ponašanja, koja omogućavaju pojedincu da ostvaruje interakciju s drugima na način koji dovodi do pozitivnih i izbegavanja negativnih reakcija. Veliki broj programa razvijanja socijalnih veština usmeren je na razvijanje prosocijalnog ponašanja, što je u skladu s postavkom da neprihvaćenim učenicima i/ili onima koji ispoljavaju asocijalno i antisocijalno ponašanje nedostaju odgovarajuće socijalne veštine me da he ukoliko ovladaju njima, unaprediti kvalitet socijalnih odnosa s vršnjacima. Za razvijanje socijalnih veština učenika koriste se različite tehnike, a najčešće: podučavanje, modelovanje, uvežbavanje ponašanja i pozitivno potkrepljenje. Generalno, istraživanja efekata interventnih programa pokazuju da oni u većini slučajeva doprinose ispoljavanju prosocijalnog ponašanja redukovanju neprihvatljivog ponašanja i većoj prihvaćenosti od vršnjaka, ali i da su da su dugoročni efekti slabiji. Dalji napori u ovoj oblasti okrenuti su ka: (a) prilagođavanju interventnog programa specifičnim potrebama deteta (b) stvaranju odgovarajućeg konteksta za obuku, (c) omogućavanju generalizacije novih veština i (d) korišćenju smislenih načina merenja ishoda primenjenih programa.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Intervenient programs for developing students' social skills, Interventni programi razvijanja socijalnih veština učenika",
pages = "65-56",
number = "1",
volume = "56",
url = "https://hdl.handle.net/21.15107/rcub_ipir_109"
}

Spasenović, V.,& Mirkov, S.. (2007). Intervenient programs for developing students' social skills. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 56(1), 56-65.
https://hdl.handle.net/21.15107/rcub_ipir_109

Spasenović V, Mirkov S. Intervenient programs for developing students' social skills. in Nastava i vaspitanje. 2007;56(1):56-65.
https://hdl.handle.net/21.15107/rcub_ipir_109 .

Spasenović, Vera, Mirkov, Snežana, "Intervenient programs for developing students' social skills" in Nastava i vaspitanje, 56, no. 1 (2007):56-65,
https://hdl.handle.net/21.15107/rcub_ipir_109 .

TY  - JOUR
AU  - Lalić-Vučetić, Nataša
AU  - Spasenović, Vera
PY  - 2007
UR  - http://ipir.ipisr.org.rs/handle/123456789/100
AB  - This paper discusses the actions of rewarding and punishing children of different social behavior. The application of rewarding and punishing demands knowing and fulfilling several conditions which enable their efficiency: the nature of reward and punishment, the way in which pupils receive them, the context in which rewarding and punishing takes place and the characteristics of the subject (age, gender, cognitive capacities, social behavior). It is familiar that teachers prefer pupils who are cooperative, socially responsible, prone to conforming to school rules, kind, friendly and polite, while teacher’s work can often be aggravated on the part of the pupils who are aggressive, asocial, socially irresponsible, disruptive or prone to deviant behavior. In order to accomplish the outcomes which want to be achieved by these procedures, in applying reward and punishment, it is necessary to figure out carefully the criteria of rewarding and punishing and adhere to them consistently, paying attention to the characteristics of social behavior of the pupils. A special chapter is devoted to the consideration of unjust reward and punishment as one of the phenomena present in the experience of a large number of children. The analyzed problems assume adequate preparation of teachers, that is, the knowledge about basic characteristics of upbringing procedures applied in working with pupils, and which will have as a result a more successful social behavior, a more positive attitude towards school and studying.
AB  - U radu se razmatraju postupci nagrađivanja i kažnjavanja dece različitog socijalnog ponašanja. Primena nagrađivanja i kažnjavanja zahteva poznavanje i ispunjavanje nekoliko uslova kojima se obezbeđuje njihova efikasnost: priroda nagrade i kazne, način na koji ih učenici primaju, konteksta u kome se nagrađivanje i kažnjavanje odvija i karakteristike subjekta (uzrast, pol, kognitivni kapaciteti, socijalno ponašanje). Poznato je da nastavnici više vole učenike koji su kooperativni, socijalno odgovorni, skloni konformiranju školskim pravilima, ljubazni, druželjubivi i učtivi, dok rad nastavnika često mogu otežavati učenici koji su agresivni, asocijalni, socijalno neodgovorni, disruptivni ili skloni devijantnom ponašanju. Da bi se primenom nagrade i kazne ostvarili ishodi koji se ovim postupcima žele postići, potrebno je pažljivo osmisliti kriterijume nagrađivanja i kažnjavanja i dosledno ih se pridržavati, vodeći računa o karakteristikama socijalnog ponašanja učenika. Posebno poglavlje predstavlja razmatranje nepravedne nagrade i kazne kao jednog od fenomena prisutnog u iskustvu velikog broja dece. Analizirani problemi podrazumevaju adekvatnu pripremu nastavnika, odnosno poznavanje osnovnih karakteristika vaspitnih postupaka koje primenjuje u radu sa učenicima, a koja će kao rezultat imati uspešnije socijalno ponašanje, pozitivniji stav prema školi i učenju.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Rewarding and punishing children of different social behavior
T1  - Nagrađivanje i kažnjavanje dece različitog socijalnog ponašanja
EP  - 382
IS  - 2
SP  - 367
VL  - 39
UR  - https://hdl.handle.net/21.15107/rcub_ipir_100
ER  - 

@article{
author = "Lalić-Vučetić, Nataša and Spasenović, Vera",
year = "2007",
abstract = "This paper discusses the actions of rewarding and punishing children of different social behavior. The application of rewarding and punishing demands knowing and fulfilling several conditions which enable their efficiency: the nature of reward and punishment, the way in which pupils receive them, the context in which rewarding and punishing takes place and the characteristics of the subject (age, gender, cognitive capacities, social behavior). It is familiar that teachers prefer pupils who are cooperative, socially responsible, prone to conforming to school rules, kind, friendly and polite, while teacher’s work can often be aggravated on the part of the pupils who are aggressive, asocial, socially irresponsible, disruptive or prone to deviant behavior. In order to accomplish the outcomes which want to be achieved by these procedures, in applying reward and punishment, it is necessary to figure out carefully the criteria of rewarding and punishing and adhere to them consistently, paying attention to the characteristics of social behavior of the pupils. A special chapter is devoted to the consideration of unjust reward and punishment as one of the phenomena present in the experience of a large number of children. The analyzed problems assume adequate preparation of teachers, that is, the knowledge about basic characteristics of upbringing procedures applied in working with pupils, and which will have as a result a more successful social behavior, a more positive attitude towards school and studying., U radu se razmatraju postupci nagrađivanja i kažnjavanja dece različitog socijalnog ponašanja. Primena nagrađivanja i kažnjavanja zahteva poznavanje i ispunjavanje nekoliko uslova kojima se obezbeđuje njihova efikasnost: priroda nagrade i kazne, način na koji ih učenici primaju, konteksta u kome se nagrađivanje i kažnjavanje odvija i karakteristike subjekta (uzrast, pol, kognitivni kapaciteti, socijalno ponašanje). Poznato je da nastavnici više vole učenike koji su kooperativni, socijalno odgovorni, skloni konformiranju školskim pravilima, ljubazni, druželjubivi i učtivi, dok rad nastavnika često mogu otežavati učenici koji su agresivni, asocijalni, socijalno neodgovorni, disruptivni ili skloni devijantnom ponašanju. Da bi se primenom nagrade i kazne ostvarili ishodi koji se ovim postupcima žele postići, potrebno je pažljivo osmisliti kriterijume nagrađivanja i kažnjavanja i dosledno ih se pridržavati, vodeći računa o karakteristikama socijalnog ponašanja učenika. Posebno poglavlje predstavlja razmatranje nepravedne nagrade i kazne kao jednog od fenomena prisutnog u iskustvu velikog broja dece. Analizirani problemi podrazumevaju adekvatnu pripremu nastavnika, odnosno poznavanje osnovnih karakteristika vaspitnih postupaka koje primenjuje u radu sa učenicima, a koja će kao rezultat imati uspešnije socijalno ponašanje, pozitivniji stav prema školi i učenju.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Rewarding and punishing children of different social behavior, Nagrađivanje i kažnjavanje dece različitog socijalnog ponašanja",
pages = "382-367",
number = "2",
volume = "39",
url = "https://hdl.handle.net/21.15107/rcub_ipir_100"
}

Lalić-Vučetić, N.,& Spasenović, V.. (2007). Rewarding and punishing children of different social behavior. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 39(2), 367-382.
https://hdl.handle.net/21.15107/rcub_ipir_100

Lalić-Vučetić N, Spasenović V. Rewarding and punishing children of different social behavior. in Zbornik Instituta za pedagoška istraživanja. 2007;39(2):367-382.
https://hdl.handle.net/21.15107/rcub_ipir_100 .

Lalić-Vučetić, Nataša, Spasenović, Vera, "Rewarding and punishing children of different social behavior" in Zbornik Instituta za pedagoška istraživanja, 39, no. 2 (2007):367-382,
https://hdl.handle.net/21.15107/rcub_ipir_100 .

TY  - JOUR
AU  - Mirkov, Snežana
AU  - Spasenović, Vera
AU  - Trebješanin, Biljana M.
PY  - 2001
UR  - http://ipir.ipisr.org.rs/handle/123456789/51
AB  - Four groups of learning goals, such as intrinsic goals, status goals, goals oriented to gaining positive responses from persons in immediate setting and goals oriented to avoiding negative responses from the same persons were analyzed on the sample of higher-grade students from primary school (N=319). Apart from the distribution of each group of learning goals, findings for interrelationships between different groups of goals were presented. Also relatedness of the said groups of goals to intellectual self-concept was analyzed. The results show that intrinsic and status goals are distributed to a higher degree than other groups of goals. Intrinsic goals proved to be relatively independent compared with other groups of goals and the same holds true for status goals, which means they tend to mutual exclusion to a certain degree. These two groups of goals correlate positively with self-perception of intellectual abilities, which is in agreement with theoretical views and findings of other investigations, other groups of goals being negatively correlated with it. On the basis of conclusions drawn from obtained findings, linked to other authors' findings for the herein investigated issues, some implications for education work were suggested.
AB  - U istraživanju su analizirane četiri grupe ciljeva učenja na uzorku učenika viših razreda osnovne škole (N=319): intrinzični ciljevi, statusni ciljevi ciljevi usmereni na pridobijanje pozitivnih reakcija osoba iz neposrednog okruženja i ciljevi usmereni na izbegavanje negativnih reakcija od strane istih osoba. Pored zastupljenosti svake od navedenih grupa ciljeva prikazani su i nalazi koji se odnose na veze između različitih grupa ciljeva. Analizirana je i povezanost navedenih grupa ciljeva učenja sa intelektualnim self-konceptom. Rezultati istraživanja pokazuju da su intrinzični i statusni ciljevi zastušveni u većoj meri u odnosu na druge grupe ciljeva. Pokazalo se da su intrinzični ciljevi relativno nezavisni u odnosu na ostale grupe ciljeva, a isto važi i za statusne ciljeve, što znači da postoji tendencija da se međusobno isključuju u izvesnoj meri. Ove dve grupe ciljeva u pozitivnoj su vezi sa procenom sopstvenih intelektualnih sposobnosti, što je u skladu sa teorijskim shvatanjima i nalazima drugih istraživanja, dok su druge grupe ciljeva negativno povezane sa njom. Na osnovu zaključaka izvedenih iz dobijenih nalaza, dovedenih u vezu sa nalazima istraživanja drugih autora koja se odnose na ovde ispitivane probleme, date su određene implikacije za vaspitno-obrazovni rad.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Learning goals: Distribution, interrelationships and relations with intellectual aspect of self-concept
T1  - Ciljevi učenja - zastupljenost, međusobni odnosi i povezanost sa intelektualnim aspektom pojma o sebi
EP  - 322
IS  - 33
SP  - 307
UR  - https://hdl.handle.net/21.15107/rcub_ipir_51
ER  - 

@article{
author = "Mirkov, Snežana and Spasenović, Vera and Trebješanin, Biljana M.",
year = "2001",
abstract = "Four groups of learning goals, such as intrinsic goals, status goals, goals oriented to gaining positive responses from persons in immediate setting and goals oriented to avoiding negative responses from the same persons were analyzed on the sample of higher-grade students from primary school (N=319). Apart from the distribution of each group of learning goals, findings for interrelationships between different groups of goals were presented. Also relatedness of the said groups of goals to intellectual self-concept was analyzed. The results show that intrinsic and status goals are distributed to a higher degree than other groups of goals. Intrinsic goals proved to be relatively independent compared with other groups of goals and the same holds true for status goals, which means they tend to mutual exclusion to a certain degree. These two groups of goals correlate positively with self-perception of intellectual abilities, which is in agreement with theoretical views and findings of other investigations, other groups of goals being negatively correlated with it. On the basis of conclusions drawn from obtained findings, linked to other authors' findings for the herein investigated issues, some implications for education work were suggested., U istraživanju su analizirane četiri grupe ciljeva učenja na uzorku učenika viših razreda osnovne škole (N=319): intrinzični ciljevi, statusni ciljevi ciljevi usmereni na pridobijanje pozitivnih reakcija osoba iz neposrednog okruženja i ciljevi usmereni na izbegavanje negativnih reakcija od strane istih osoba. Pored zastupljenosti svake od navedenih grupa ciljeva prikazani su i nalazi koji se odnose na veze između različitih grupa ciljeva. Analizirana je i povezanost navedenih grupa ciljeva učenja sa intelektualnim self-konceptom. Rezultati istraživanja pokazuju da su intrinzični i statusni ciljevi zastušveni u većoj meri u odnosu na druge grupe ciljeva. Pokazalo se da su intrinzični ciljevi relativno nezavisni u odnosu na ostale grupe ciljeva, a isto važi i za statusne ciljeve, što znači da postoji tendencija da se međusobno isključuju u izvesnoj meri. Ove dve grupe ciljeva u pozitivnoj su vezi sa procenom sopstvenih intelektualnih sposobnosti, što je u skladu sa teorijskim shvatanjima i nalazima drugih istraživanja, dok su druge grupe ciljeva negativno povezane sa njom. Na osnovu zaključaka izvedenih iz dobijenih nalaza, dovedenih u vezu sa nalazima istraživanja drugih autora koja se odnose na ovde ispitivane probleme, date su određene implikacije za vaspitno-obrazovni rad.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Learning goals: Distribution, interrelationships and relations with intellectual aspect of self-concept, Ciljevi učenja - zastupljenost, međusobni odnosi i povezanost sa intelektualnim aspektom pojma o sebi",
pages = "322-307",
number = "33",
url = "https://hdl.handle.net/21.15107/rcub_ipir_51"
}

Mirkov, S., Spasenović, V.,& Trebješanin, B. M.. (2001). Learning goals: Distribution, interrelationships and relations with intellectual aspect of self-concept. in Zbornik Instituta za pedagoška istraživanja
Beograd : Institut za pedagoška istraživanja.(33), 307-322.
https://hdl.handle.net/21.15107/rcub_ipir_51

Mirkov S, Spasenović V, Trebješanin BM. Learning goals: Distribution, interrelationships and relations with intellectual aspect of self-concept. in Zbornik Instituta za pedagoška istraživanja. 2001;(33):307-322.
https://hdl.handle.net/21.15107/rcub_ipir_51 .

Mirkov, Snežana, Spasenović, Vera, Trebješanin, Biljana M., "Learning goals: Distribution, interrelationships and relations with intellectual aspect of self-concept" in Zbornik Instituta za pedagoška istraživanja, no. 33 (2001):307-322,
https://hdl.handle.net/21.15107/rcub_ipir_51 .

TY  - JOUR
AU  - Spasenović, Vera
AU  - Mirkov, Snežana
AU  - Lalić, Nataša
PY  - 2000
UR  - http://ipir.ipisr.org.rs/handle/123456789/43
AB  - The present paper gives an account of theoretical and empirical studies dealing with learning and cognition in the teaching process. Attention is particularly directed to cognition development during teaching, the starting point being the issue of choice of knowledge and skills taught and of optimum methods for their transfer. Component and integral theories of teaching were considered as well as various theoretical approaches to child cognitive development and their likely application in the teaching process. Starting from theoretical foundations of cognition in teaching peculiarities of teaching are analyzed, depending on theories of learning especially different forms of cognition in teaching. In considering the issue of knowledge acquisition in teaching, development of student thinking is considered to be the chief goal of education, therefore the greatest importance is attached to comprehension. That is why a number of investigations focused on thinking activation of students in the teaching process. Also, the paper gives an account of experimental investigations centered on qualitative changes of cognitive process (heuristic modeling of learning process), training for structuring of teaching content and flexible reading. Particularly, studies were conducted on cybernetic-informatics approaches in modern didactics via theoretical analysis and experimental control. Experiments were performed on various forms of programmed teaching at different age levels of students and within different teaching subjects as well as on learning by means of problem-solving. A number of investigations concern causes of failure at school and models for its prevention, starting from basic problems in the learning-development relations. Experimental models based on the theory of stage formation of mental activities were applied.
AB  - U ovom radu dat je pregled teorijskih i empirijskih studija koje se bave učenjem i saznavanjem u nastavi. Posebna pažnja posvećena je razvoju saznavanja kroz obrazovni proces, pri čemu se polazi od pitanja izbora znanja i veština koje se predaju i optimalnih metoda za njihovo prenošenje Razmatrane su komponentne i celovite teorije nastave, kao i različiti teorijski pristupi kognitivnom razvoju dece i mogućnosti njihove primene u obrazovnom procesu. Polazeći od teorijskih osnova saznavanja u nastavi analiziraju se specifičnosti nastave u zavisnosti od teorija učenja, a posebno različiti oblici saznavanja u nastavi. U razmatranju problema sticanja znanja u nastavi kao glavni cilj obrazovnog procesa shvata se razvoj mišljenja učenika, tako da se najveći značaj pridaje razumevanju. Zbog toga je jedan broj istraživanja posvećen misaonoj aktivizaciji učenika u nastavnom procesu. Prikazana su i eksperimentalna istraživanja usmerena na kvalitativne promene kognitivnog procesa (heurističko modelovanje procesa učenja), obučavanje u strukturisanju gradiva i fleksibilnom čitanju. Posebno su proučavani kibernetičko-informacioni pristupi u savremenoj didaktici, i to putem teorijske analize i eksperimentalne provere. Eksperimentalno su ispitivani različiti oblici programirane nastave, na različitim uzrastima učenika i u okviru različitih nastavnih predmeta, kao i učenje putem rešavanja problema. Jedan broj istraživanja posvećen je uzrocima školskog neuspeha i modelima za prevenciju neuspeha, polazeći od suštinskih problema na relaciji učenje-razvoj. Primenjeni su eksperimentalni modeli zasnovani na teoriji etapnog formiranja umnih radnji.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Learning in the process of teaching
T1  - Učenje u procesu nastave
EP  - 167
IS  - 32
SP  - 150
UR  - https://hdl.handle.net/21.15107/rcub_ipir_43
ER  - 

@article{
author = "Spasenović, Vera and Mirkov, Snežana and Lalić, Nataša",
year = "2000",
abstract = "The present paper gives an account of theoretical and empirical studies dealing with learning and cognition in the teaching process. Attention is particularly directed to cognition development during teaching, the starting point being the issue of choice of knowledge and skills taught and of optimum methods for their transfer. Component and integral theories of teaching were considered as well as various theoretical approaches to child cognitive development and their likely application in the teaching process. Starting from theoretical foundations of cognition in teaching peculiarities of teaching are analyzed, depending on theories of learning especially different forms of cognition in teaching. In considering the issue of knowledge acquisition in teaching, development of student thinking is considered to be the chief goal of education, therefore the greatest importance is attached to comprehension. That is why a number of investigations focused on thinking activation of students in the teaching process. Also, the paper gives an account of experimental investigations centered on qualitative changes of cognitive process (heuristic modeling of learning process), training for structuring of teaching content and flexible reading. Particularly, studies were conducted on cybernetic-informatics approaches in modern didactics via theoretical analysis and experimental control. Experiments were performed on various forms of programmed teaching at different age levels of students and within different teaching subjects as well as on learning by means of problem-solving. A number of investigations concern causes of failure at school and models for its prevention, starting from basic problems in the learning-development relations. Experimental models based on the theory of stage formation of mental activities were applied., U ovom radu dat je pregled teorijskih i empirijskih studija koje se bave učenjem i saznavanjem u nastavi. Posebna pažnja posvećena je razvoju saznavanja kroz obrazovni proces, pri čemu se polazi od pitanja izbora znanja i veština koje se predaju i optimalnih metoda za njihovo prenošenje Razmatrane su komponentne i celovite teorije nastave, kao i različiti teorijski pristupi kognitivnom razvoju dece i mogućnosti njihove primene u obrazovnom procesu. Polazeći od teorijskih osnova saznavanja u nastavi analiziraju se specifičnosti nastave u zavisnosti od teorija učenja, a posebno različiti oblici saznavanja u nastavi. U razmatranju problema sticanja znanja u nastavi kao glavni cilj obrazovnog procesa shvata se razvoj mišljenja učenika, tako da se najveći značaj pridaje razumevanju. Zbog toga je jedan broj istraživanja posvećen misaonoj aktivizaciji učenika u nastavnom procesu. Prikazana su i eksperimentalna istraživanja usmerena na kvalitativne promene kognitivnog procesa (heurističko modelovanje procesa učenja), obučavanje u strukturisanju gradiva i fleksibilnom čitanju. Posebno su proučavani kibernetičko-informacioni pristupi u savremenoj didaktici, i to putem teorijske analize i eksperimentalne provere. Eksperimentalno su ispitivani različiti oblici programirane nastave, na različitim uzrastima učenika i u okviru različitih nastavnih predmeta, kao i učenje putem rešavanja problema. Jedan broj istraživanja posvećen je uzrocima školskog neuspeha i modelima za prevenciju neuspeha, polazeći od suštinskih problema na relaciji učenje-razvoj. Primenjeni su eksperimentalni modeli zasnovani na teoriji etapnog formiranja umnih radnji.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Learning in the process of teaching, Učenje u procesu nastave",
pages = "167-150",
number = "32",
url = "https://hdl.handle.net/21.15107/rcub_ipir_43"
}

Spasenović, V., Mirkov, S.,& Lalić, N.. (2000). Learning in the process of teaching. in Zbornik Instituta za pedagoška istraživanja
Beograd : Institut za pedagoška istraživanja.(32), 150-167.
https://hdl.handle.net/21.15107/rcub_ipir_43

Spasenović V, Mirkov S, Lalić N. Learning in the process of teaching. in Zbornik Instituta za pedagoška istraživanja. 2000;(32):150-167.
https://hdl.handle.net/21.15107/rcub_ipir_43 .

Spasenović, Vera, Mirkov, Snežana, Lalić, Nataša, "Learning in the process of teaching" in Zbornik Instituta za pedagoška istraživanja, no. 32 (2000):150-167,
https://hdl.handle.net/21.15107/rcub_ipir_43 .

TY  - JOUR
AU  - Lalić, Nataša
AU  - Mirkov, Snežana
AU  - Spasenović, Vera
PY  - 2000
UR  - http://ipir.ipisr.org.rs/handle/123456789/48
AB  - The paper surveys investigations on the level of teaching content acquired in different teaching subjects. Examinations were centered on concepts and development of thinking in concepts. Actually, we studied the level of program content acquired, extent of knowledge about the meaning of concepts how successful the application of different didactic procedures were in the formation and structuring of concepts, role of concepts in independent judgement development, relationship between the quality of knowledge and success in knowledge application, and the process of acquisition of scientific concepts and their relationship with spontaneously acquired concepts. A number of investigations focused on the analysis of curricula and textbooks for different teaching subjects. Curricula for mother tongue teaching, existing in different countries, were comparatively analyzed their overall structure, basic structural elements and didactic-methodic demands. In addition, comparative analysis of textbooks for foreign language teaching was performed from didactic-methodic aspect of vocabulary teaching. Using philosophical-epistemological, psychological-pedagogic and sociocultural criteria, we reviewed a study concerned with issues of contemporary student-oriented curriculum. We gave careful consideration to problems concerning curriculum concept and its development and acquisition strategies, defining of education goals and selection of content, theory of curriculum and innovative approaches.
AB  - U radu su prikazana istraživanja usvojenosti sadržaja različitih nastavnih predmeta. Posebno su ispitivani pojmovi i razvoj pojmovnog mišljenja. Konkretno, proučavan je nivo usvojenosti programskih sadržaja, stepen poznavanja značenja pojmova, uspešnost različitih didaktičkih postupaka u formiranju i strukturisanju pojmova, uloga pojmova u razvoju samostalnog rasuđivanja, veza kvaliteta znanja i uspeha u primeni znanja i proces sticanja naučnih pojmova i njihov odnos sa spontanim pojmovima. Jedan broj istraživanja bio je usmeren na analizu nastavnih programa i udžbenika za pojedine predmete. Komparativno su analizirani programi maternjeg jezika u različitim zemljama i to: ukupna struktura, osnovni strukturni elementi programa i didaktičko-metodički zahtevi. Pored toga, izvršena je i komparativna analiza udžbenika stranog jezika koja je obuhvatala didaktičko-metodički aspekt leksičke problematike. Prikazana je studija koja se bavi pitanjima savremenog kurikuluma okrenutog učeniku sa aspekata različitih kriterijuma: filozofsko-epistemoloških, psihološko-pedagoških i sociokulturnih. Razmatrani su problemi koji se odnose na koncept kurikuluma i strategije njegovog stvaranja i usvajanja, definisane ciljeva obrazovanja i izbor sadržaja, teoriju kurikuluma i inovativne pristupe.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Curricula and acquisition of teaching content
T1  - Nastavni programi i usvajanje nastavnih sadržaja
EP  - 178
IS  - 32
SP  - 168
UR  - https://hdl.handle.net/21.15107/rcub_ipir_48
ER  - 

@article{
author = "Lalić, Nataša and Mirkov, Snežana and Spasenović, Vera",
year = "2000",
abstract = "The paper surveys investigations on the level of teaching content acquired in different teaching subjects. Examinations were centered on concepts and development of thinking in concepts. Actually, we studied the level of program content acquired, extent of knowledge about the meaning of concepts how successful the application of different didactic procedures were in the formation and structuring of concepts, role of concepts in independent judgement development, relationship between the quality of knowledge and success in knowledge application, and the process of acquisition of scientific concepts and their relationship with spontaneously acquired concepts. A number of investigations focused on the analysis of curricula and textbooks for different teaching subjects. Curricula for mother tongue teaching, existing in different countries, were comparatively analyzed their overall structure, basic structural elements and didactic-methodic demands. In addition, comparative analysis of textbooks for foreign language teaching was performed from didactic-methodic aspect of vocabulary teaching. Using philosophical-epistemological, psychological-pedagogic and sociocultural criteria, we reviewed a study concerned with issues of contemporary student-oriented curriculum. We gave careful consideration to problems concerning curriculum concept and its development and acquisition strategies, defining of education goals and selection of content, theory of curriculum and innovative approaches., U radu su prikazana istraživanja usvojenosti sadržaja različitih nastavnih predmeta. Posebno su ispitivani pojmovi i razvoj pojmovnog mišljenja. Konkretno, proučavan je nivo usvojenosti programskih sadržaja, stepen poznavanja značenja pojmova, uspešnost različitih didaktičkih postupaka u formiranju i strukturisanju pojmova, uloga pojmova u razvoju samostalnog rasuđivanja, veza kvaliteta znanja i uspeha u primeni znanja i proces sticanja naučnih pojmova i njihov odnos sa spontanim pojmovima. Jedan broj istraživanja bio je usmeren na analizu nastavnih programa i udžbenika za pojedine predmete. Komparativno su analizirani programi maternjeg jezika u različitim zemljama i to: ukupna struktura, osnovni strukturni elementi programa i didaktičko-metodički zahtevi. Pored toga, izvršena je i komparativna analiza udžbenika stranog jezika koja je obuhvatala didaktičko-metodički aspekt leksičke problematike. Prikazana je studija koja se bavi pitanjima savremenog kurikuluma okrenutog učeniku sa aspekata različitih kriterijuma: filozofsko-epistemoloških, psihološko-pedagoških i sociokulturnih. Razmatrani su problemi koji se odnose na koncept kurikuluma i strategije njegovog stvaranja i usvajanja, definisane ciljeva obrazovanja i izbor sadržaja, teoriju kurikuluma i inovativne pristupe.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Curricula and acquisition of teaching content, Nastavni programi i usvajanje nastavnih sadržaja",
pages = "178-168",
number = "32",
url = "https://hdl.handle.net/21.15107/rcub_ipir_48"
}

Lalić, N., Mirkov, S.,& Spasenović, V.. (2000). Curricula and acquisition of teaching content. in Zbornik Instituta za pedagoška istraživanja
Beograd : Institut za pedagoška istraživanja.(32), 168-178.
https://hdl.handle.net/21.15107/rcub_ipir_48

Lalić N, Mirkov S, Spasenović V. Curricula and acquisition of teaching content. in Zbornik Instituta za pedagoška istraživanja. 2000;(32):168-178.
https://hdl.handle.net/21.15107/rcub_ipir_48 .

Lalić, Nataša, Mirkov, Snežana, Spasenović, Vera, "Curricula and acquisition of teaching content" in Zbornik Instituta za pedagoška istraživanja, no. 32 (2000):168-178,
https://hdl.handle.net/21.15107/rcub_ipir_48 .