TY  - CONF
AU  - Ševa, Nada
AU  - Đerić, Ivana
AU  - Čolaković, Dušica
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1088
AB  - Reflective practice in learning communities is becoming increasingly important for Early
childhood care and education (ECCE) practitioners to continue their professional development.
This paper explores the professional change experienced by ECCE teachers and counsellors
while applying the Model of the Professional Learning Community (MoPLC), which promoted
reflective social practice. This program was organized into four stages: 1) two-day training on
implementation of MoPLC for ECCE practitioners; 2) six months of reflexive practice in
professional learning communities covering topics relevant to the development of curriculum
within the preschool institution (PI); 3) one-day professional meeting of PIs that started with
the implementation of MoPLC at the same time, focused on further analysis of practices and
the formulation of action plans; 4) implementation of action plans within each PI during the
six months. The main research questions were: 1) What changes do practitioners perceive in
reflective-social practice as a result of implementing the MoPLC? 2) Which professional
changes are considered the most significant and why? The participants were 22 practitioners
(6 ECCE counsellors) from five PIs that started implementing the new ECCE curriculum
“Years of Ascent” in 2019. We used the participatory technique, The most significant change
(MSC) stories, to enable the evaluation of changes in complex reform processes of professional
learning. Practitioners wrote stories six months after the implementation of the MoPLC in their
PIs (January-February 2023). Writing of the stories was prompted with several questions,
including what their most significant change was and why. To identify the most significant
changes, thematic analysis was conducted on 121 sentences from stories. Most participants
recognize differences in their reflective social practice due to implementing the MoPLC.
However, only 55% value this professional change as the most significant for strengthening
their practice. Unlike ECCE counsellors, a quarter of teachers had difficulty articulating
reflective insights regarding their practice, i.e., defining why the change is significant. This
might be related to differences in the levels of metacognitive competencies in teachers vs.
counsellors, which is crucial for critical reflection during professional learning. The question
of further improvement of the training programme within the MoPLC in developing
metacognitive competencies is raised.
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Reflective practice in early childhood care and education learning communities: the most significant change stories
EP  - 119
SP  - 119
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1088
ER  - 

@conference{
author = "Ševa, Nada and Đerić, Ivana and Čolaković, Dušica",
year = "2024",
abstract = "Reflective practice in learning communities is becoming increasingly important for Early
childhood care and education (ECCE) practitioners to continue their professional development.
This paper explores the professional change experienced by ECCE teachers and counsellors
while applying the Model of the Professional Learning Community (MoPLC), which promoted
reflective social practice. This program was organized into four stages: 1) two-day training on
implementation of MoPLC for ECCE practitioners; 2) six months of reflexive practice in
professional learning communities covering topics relevant to the development of curriculum
within the preschool institution (PI); 3) one-day professional meeting of PIs that started with
the implementation of MoPLC at the same time, focused on further analysis of practices and
the formulation of action plans; 4) implementation of action plans within each PI during the
six months. The main research questions were: 1) What changes do practitioners perceive in
reflective-social practice as a result of implementing the MoPLC? 2) Which professional
changes are considered the most significant and why? The participants were 22 practitioners
(6 ECCE counsellors) from five PIs that started implementing the new ECCE curriculum
“Years of Ascent” in 2019. We used the participatory technique, The most significant change
(MSC) stories, to enable the evaluation of changes in complex reform processes of professional
learning. Practitioners wrote stories six months after the implementation of the MoPLC in their
PIs (January-February 2023). Writing of the stories was prompted with several questions,
including what their most significant change was and why. To identify the most significant
changes, thematic analysis was conducted on 121 sentences from stories. Most participants
recognize differences in their reflective social practice due to implementing the MoPLC.
However, only 55% value this professional change as the most significant for strengthening
their practice. Unlike ECCE counsellors, a quarter of teachers had difficulty articulating
reflective insights regarding their practice, i.e., defining why the change is significant. This
might be related to differences in the levels of metacognitive competencies in teachers vs.
counsellors, which is crucial for critical reflection during professional learning. The question
of further improvement of the training programme within the MoPLC in developing
metacognitive competencies is raised.",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Reflective practice in early childhood care and education learning communities: the most significant change stories",
pages = "119-119",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1088"
}

Ševa, N., Đerić, I.,& Čolaković, D.. (2024). Reflective practice in early childhood care and education learning communities: the most significant change stories. in XXX scientific conference: Empirical studies in psychology
Beograd : Filozofski fakultet., 119-119.
https://hdl.handle.net/21.15107/rcub_ipir_1088

Ševa N, Đerić I, Čolaković D. Reflective practice in early childhood care and education learning communities: the most significant change stories. in XXX scientific conference: Empirical studies in psychology. 2024;:119-119.
https://hdl.handle.net/21.15107/rcub_ipir_1088 .

Ševa, Nada, Đerić, Ivana, Čolaković, Dušica, "Reflective practice in early childhood care and education learning communities: the most significant change stories" in XXX scientific conference: Empirical studies in psychology (2024):119-119,
https://hdl.handle.net/21.15107/rcub_ipir_1088 .

TY  - CONF
AU  - Savić, Maja
AU  - Anđelković, Darinka
AU  - Ševa, Nada
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1090
AB  - The human body has a special status during the child's development because through the body
she learns about the world around her, but the body itself is also an object of the child’s
experience. Words that refer to body parts are among the first words in children’s vocabulary,
yet there are few studies on the development of body parts vocabulary. The study aimed to
explore the early acquisition of body part terms based on the adapted Serbian version of
MacArthur-Bates parent report inventories CDI I (8-18 months) and CDI II (19-30 months)
(Anđelković et al., 2017). 22 body parts items were listed in the CDI I inventory, and 28 (6
additional) body parts in the CDI II. In CDI I, 74 parents marked the words their children only
comprehend or comprehend and produce. In CDI II, another group of 73 parents marked only
the words their children produced. The mean number of comprehended words for children aged
8–18 months was 5.9 (SD = 5.7, range 0–19), but 24% of children did not understand any body
part word. The mean number of words comprehended and produced was 1.3 (SD = 3.8, range
0-19), but 83% of children did not produce any body part word. To follow more precisely
developmental trends, children were grouped into four age categories: 8-9, 10-12, 13-15 and
16-18 months. Analysis of variance revealed that the average number of comprehended body
part words per participant significantly increased with age, F(3, 70) = 17.58, p < .001, ηp
2 =
.43. Significant age effect was also obtained for the average number of produced words, F(3,
70) = 6.72, p < .001, ηp
2 = .22. In the sample of children aged 19–30 months, the mean number
of words produced was 16.3 (SD = 8.4, range 0-27), but 9% of children did not produce any
body part word. This sample was also divided into four age categories: 19-21, 22-24, 25-27
and 28-30 months. Analysis of variance with the average number of produced body parts words
per participant significantly increased with age, F(3, 69) = 7.74, p < .001, ηp
2 = .25. As in
previous studies, the first comprehended and produced words refer to body parts that are
perceptually salient and included in a child’s everyday routines: leg, mouth, tummy, hand, and
finger. However, the words less conspicuous from the child's perspective regarding experience
and perception were also recorded, which reveals the importance of playful verbal interaction
sequences with adults (e.g., head, tooth).
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology,
T1  - Early development of body parts vocabulary in Serbian: parent report data
EP  - 83
SP  - 83
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1090
ER  - 

@conference{
author = "Savić, Maja and Anđelković, Darinka and Ševa, Nada",
year = "2024",
abstract = "The human body has a special status during the child's development because through the body
she learns about the world around her, but the body itself is also an object of the child’s
experience. Words that refer to body parts are among the first words in children’s vocabulary,
yet there are few studies on the development of body parts vocabulary. The study aimed to
explore the early acquisition of body part terms based on the adapted Serbian version of
MacArthur-Bates parent report inventories CDI I (8-18 months) and CDI II (19-30 months)
(Anđelković et al., 2017). 22 body parts items were listed in the CDI I inventory, and 28 (6
additional) body parts in the CDI II. In CDI I, 74 parents marked the words their children only
comprehend or comprehend and produce. In CDI II, another group of 73 parents marked only
the words their children produced. The mean number of comprehended words for children aged
8–18 months was 5.9 (SD = 5.7, range 0–19), but 24% of children did not understand any body
part word. The mean number of words comprehended and produced was 1.3 (SD = 3.8, range
0-19), but 83% of children did not produce any body part word. To follow more precisely
developmental trends, children were grouped into four age categories: 8-9, 10-12, 13-15 and
16-18 months. Analysis of variance revealed that the average number of comprehended body
part words per participant significantly increased with age, F(3, 70) = 17.58, p < .001, ηp
2 =
.43. Significant age effect was also obtained for the average number of produced words, F(3,
70) = 6.72, p < .001, ηp
2 = .22. In the sample of children aged 19–30 months, the mean number
of words produced was 16.3 (SD = 8.4, range 0-27), but 9% of children did not produce any
body part word. This sample was also divided into four age categories: 19-21, 22-24, 25-27
and 28-30 months. Analysis of variance with the average number of produced body parts words
per participant significantly increased with age, F(3, 69) = 7.74, p < .001, ηp
2 = .25. As in
previous studies, the first comprehended and produced words refer to body parts that are
perceptually salient and included in a child’s everyday routines: leg, mouth, tummy, hand, and
finger. However, the words less conspicuous from the child's perspective regarding experience
and perception were also recorded, which reveals the importance of playful verbal interaction
sequences with adults (e.g., head, tooth).",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology,",
title = "Early development of body parts vocabulary in Serbian: parent report data",
pages = "83-83",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1090"
}

Savić, M., Anđelković, D.,& Ševa, N.. (2024). Early development of body parts vocabulary in Serbian: parent report data. in XXX scientific conference: Empirical studies in psychology,
Beograd : Filozofski fakultet., 83-83.
https://hdl.handle.net/21.15107/rcub_ipir_1090

Savić M, Anđelković D, Ševa N. Early development of body parts vocabulary in Serbian: parent report data. in XXX scientific conference: Empirical studies in psychology,. 2024;:83-83.
https://hdl.handle.net/21.15107/rcub_ipir_1090 .

Savić, Maja, Anđelković, Darinka, Ševa, Nada, "Early development of body parts vocabulary in Serbian: parent report data" in XXX scientific conference: Empirical studies in psychology, (2024):83-83,
https://hdl.handle.net/21.15107/rcub_ipir_1090 .

TY  - CHAP
AU  - Lalić-Vučetić, Nataša
AU  - Bodroški Spariosu, Biljana
AU  - Komar, Zvonimir
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1030
AB  - The papers collected in the book Motivation in education: Challenges and different
perspectives in research, all written in the past two years, constitute an attempt
to emphasize the significance of researching motivation in different educational
contexts. The selection of these thirteen chapters was based on the desire to
present a more comprehensive framework that would allow for the understanding
of different individual perspectives in research on motivation in education. In
spite of a certain degree of thematic dispersion, primarily stemming from authors’
personal choices and professional preferences, the papers aim to encourage
the resurgence of and reflection on critical issues in research on motivation and
education (education philosophy – the dominant perspective on the nature of
motivation in pedagogy; the conceptualization of motivation in higher education,
motivation in mathematics and science in different countries; the motivational
constructs of PISA and STEM education; the link between motivation and emotion
and strategies for connecting these areas; parents’ beliefs and student motivation;
the learning environment and parental support; the contextualization of teacher
motivation; teacher motivation and the development of the teaching profession;
on motivation and boredom in class; different school practices and motivation;
analyzing and reviewing published papers on motivation in journals; and more).
Sharing their research results and thoughts on motivation and offering different
insights and analyses, the authors showed immense dedication to this endeavor.
They demonstrated their professional work in action and showcased it to actors
in education as proof that it can be likened to a case study process aimed to
encourage collaboration and active reflection.
PB  - Belgrade : Institute for Educational Research
T2  - Motivation in education: challenges and different perspectives in research
T1  - Foreword
EP  - 13
SP  - 7
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1030
ER  - 

@inbook{
author = "Lalić-Vučetić, Nataša and Bodroški Spariosu, Biljana and Komar, Zvonimir",
year = "2023",
abstract = "The papers collected in the book Motivation in education: Challenges and different
perspectives in research, all written in the past two years, constitute an attempt
to emphasize the significance of researching motivation in different educational
contexts. The selection of these thirteen chapters was based on the desire to
present a more comprehensive framework that would allow for the understanding
of different individual perspectives in research on motivation in education. In
spite of a certain degree of thematic dispersion, primarily stemming from authors’
personal choices and professional preferences, the papers aim to encourage
the resurgence of and reflection on critical issues in research on motivation and
education (education philosophy – the dominant perspective on the nature of
motivation in pedagogy; the conceptualization of motivation in higher education,
motivation in mathematics and science in different countries; the motivational
constructs of PISA and STEM education; the link between motivation and emotion
and strategies for connecting these areas; parents’ beliefs and student motivation;
the learning environment and parental support; the contextualization of teacher
motivation; teacher motivation and the development of the teaching profession;
on motivation and boredom in class; different school practices and motivation;
analyzing and reviewing published papers on motivation in journals; and more).
Sharing their research results and thoughts on motivation and offering different
insights and analyses, the authors showed immense dedication to this endeavor.
They demonstrated their professional work in action and showcased it to actors
in education as proof that it can be likened to a case study process aimed to
encourage collaboration and active reflection.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Motivation in education: challenges and different perspectives in research",
booktitle = "Foreword",
pages = "13-7",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1030"
}

Lalić-Vučetić, N., Bodroški Spariosu, B.,& Komar, Z.. (2023). Foreword. in Motivation in education: challenges and different perspectives in research
Belgrade : Institute for Educational Research., 7-13.
https://hdl.handle.net/21.15107/rcub_ipir_1030

Lalić-Vučetić N, Bodroški Spariosu B, Komar Z. Foreword. in Motivation in education: challenges and different perspectives in research. 2023;:7-13.
https://hdl.handle.net/21.15107/rcub_ipir_1030 .

Lalić-Vučetić, Nataša, Bodroški Spariosu, Biljana, Komar, Zvonimir, "Foreword" in Motivation in education: challenges and different perspectives in research (2023):7-13,
https://hdl.handle.net/21.15107/rcub_ipir_1030 .

TY  - JOUR
AU  - Lalić-Vučetić, Nataša
AU  - Ševkušić, Slavica
PY  - 2023
UR  - https://cje2.ufzg.hr/ojs/index.php/CJOE/article/view/4701
UR  - http://ipir.ipisr.org.rs/handle/123456789/980
AB  - Studies conducted with constructivist and sociocultural approaches have shown that teachers’ beliefs represent a filter through which teachers interpret phenomena within their practice. These beliefs significantly influence their behavior and they are linked to strategies applied in the classroom. The aim of this research was to broaden and deepen the understanding of teachers’ beliefs about student motivation. The sample comprised 30 elementary school teachers from the wider area of Belgrade. Data were collected using the focus group method and the material was analyzed using qualitative thematic analysis. The results showed that teachers understood the importance of intrinsic motivation for learning and for encouraging student autonomy as one of the key motivational strategies. They were aware of their own responsibility and that motivating students is a creative act that depends on teachers’ individual qualities, skills, and their attitude towards their profession. Bearing in mind that their own professional identity is threatened by the low value attributed to education in society, it becomes clearer how these circumstances can negatively affect the teachers' sense of agency. Generally, the results indicate that teachers should acquire knowledge about students’ motivation more systematically and reflect more on their own beliefs. That is how teachers would become more flexible in relation to system demands and more confident in relying on their own resources and creativity in teaching.Keywords: elementary school; motivation; learning; motivational strategies, teachers’ beliefs.---SažetakIstraživanja provedena konstruktivističkim i sociokulturnim pristupima pokazala su da uvjerenja učitelja predstavljaju filtar kroz koji učitelji tumače pojave u svojoj praksi. Ta uvjerenja značajno utječu na njihovo ponašanje i povezana su sa strategijama koje se primjenjuju u učionici. Cilj ovoga istraživanja bio je proširiti i produbiti razumijevanje uvjerenja učitelja o motivaciji učenika. Uzorak se sastojao od 30 učitelja osnovnih škola iz širega područja Beograda. Podatci su prikupljeni metodom fokus-grupa, a materijal je analiziran kvalitativnom tematskom analizom. Rezultati su pokazali da učitelji razumiju važnost intrinzične motivacije učenika kao jedne od ključnih motivacijskih strategija za učenje i poticanje autonomije. Svjesni su vlastite odgovornosti i da je motiviranje učenika kreativan čin koji ovisi o individualnim osobinama i vještinama učitelja te njihovu odnosu prema profesiji. Imajući na umu da je njihov vlastiti profesionalni identitet ugrožen niskom vrijednošću koja se pripisuje obrazovanju u društvu, postaje jasnije kako te okolnosti mogu negativno utjecati na učiteljev osjećaj konstruktivnoga djelovanja. Općenito, rezultati upućuju na to da bi učitelji trebali sustavnije stjecati znanja o motivaciji učenika i više razmišljati o vlastitim uvjerenjima. Na taj bi način učitelji postali fleksibilniji u odnosu na zahtjeve sustava i sigurniji u oslanjanju na vlastite resurse i kreativnost u nastavi.Ključne riječi: motivacija; motivacijske strategije; osnovna škola; učenje; uvjerenja učitelja.
T2  - Hrvatski časopis za odgoj i obrazovanje
T1  - Motivating Students to Learn is a Creative Act: A Qualitative Study on Teachers’ Beliefs
T1  - Uvjerenja učitelja o motivaciji učenika za učenje: kvalitativna studija
EP  - 490
IS  - 2
SP  - 453
VL  - 25
DO  - 10.15516/cje.v25i2.4701
ER  - 

@article{
author = "Lalić-Vučetić, Nataša and Ševkušić, Slavica",
year = "2023",
abstract = "Studies conducted with constructivist and sociocultural approaches have shown that teachers’ beliefs represent a filter through which teachers interpret phenomena within their practice. These beliefs significantly influence their behavior and they are linked to strategies applied in the classroom. The aim of this research was to broaden and deepen the understanding of teachers’ beliefs about student motivation. The sample comprised 30 elementary school teachers from the wider area of Belgrade. Data were collected using the focus group method and the material was analyzed using qualitative thematic analysis. The results showed that teachers understood the importance of intrinsic motivation for learning and for encouraging student autonomy as one of the key motivational strategies. They were aware of their own responsibility and that motivating students is a creative act that depends on teachers’ individual qualities, skills, and their attitude towards their profession. Bearing in mind that their own professional identity is threatened by the low value attributed to education in society, it becomes clearer how these circumstances can negatively affect the teachers' sense of agency. Generally, the results indicate that teachers should acquire knowledge about students’ motivation more systematically and reflect more on their own beliefs. That is how teachers would become more flexible in relation to system demands and more confident in relying on their own resources and creativity in teaching.Keywords: elementary school; motivation; learning; motivational strategies, teachers’ beliefs.---SažetakIstraživanja provedena konstruktivističkim i sociokulturnim pristupima pokazala su da uvjerenja učitelja predstavljaju filtar kroz koji učitelji tumače pojave u svojoj praksi. Ta uvjerenja značajno utječu na njihovo ponašanje i povezana su sa strategijama koje se primjenjuju u učionici. Cilj ovoga istraživanja bio je proširiti i produbiti razumijevanje uvjerenja učitelja o motivaciji učenika. Uzorak se sastojao od 30 učitelja osnovnih škola iz širega područja Beograda. Podatci su prikupljeni metodom fokus-grupa, a materijal je analiziran kvalitativnom tematskom analizom. Rezultati su pokazali da učitelji razumiju važnost intrinzične motivacije učenika kao jedne od ključnih motivacijskih strategija za učenje i poticanje autonomije. Svjesni su vlastite odgovornosti i da je motiviranje učenika kreativan čin koji ovisi o individualnim osobinama i vještinama učitelja te njihovu odnosu prema profesiji. Imajući na umu da je njihov vlastiti profesionalni identitet ugrožen niskom vrijednošću koja se pripisuje obrazovanju u društvu, postaje jasnije kako te okolnosti mogu negativno utjecati na učiteljev osjećaj konstruktivnoga djelovanja. Općenito, rezultati upućuju na to da bi učitelji trebali sustavnije stjecati znanja o motivaciji učenika i više razmišljati o vlastitim uvjerenjima. Na taj bi način učitelji postali fleksibilniji u odnosu na zahtjeve sustava i sigurniji u oslanjanju na vlastite resurse i kreativnost u nastavi.Ključne riječi: motivacija; motivacijske strategije; osnovna škola; učenje; uvjerenja učitelja.",
journal = "Hrvatski časopis za odgoj i obrazovanje",
title = "Motivating Students to Learn is a Creative Act: A Qualitative Study on Teachers’ Beliefs, Uvjerenja učitelja o motivaciji učenika za učenje: kvalitativna studija",
pages = "490-453",
number = "2",
volume = "25",
doi = "10.15516/cje.v25i2.4701"
}

Lalić-Vučetić, N.,& Ševkušić, S.. (2023). Motivating Students to Learn is a Creative Act: A Qualitative Study on Teachers’ Beliefs. in Hrvatski časopis za odgoj i obrazovanje, 25(2), 453-490.
https://doi.org/10.15516/cje.v25i2.4701

Lalić-Vučetić N, Ševkušić S. Motivating Students to Learn is a Creative Act: A Qualitative Study on Teachers’ Beliefs. in Hrvatski časopis za odgoj i obrazovanje. 2023;25(2):453-490.
doi:10.15516/cje.v25i2.4701 .

Lalić-Vučetić, Nataša, Ševkušić, Slavica, "Motivating Students to Learn is a Creative Act: A Qualitative Study on Teachers’ Beliefs" in Hrvatski časopis za odgoj i obrazovanje, 25, no. 2 (2023):453-490,
https://doi.org/10.15516/cje.v25i2.4701 . .

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  - JOUR
AU  - Stevanović, Jelena
AU  - Antić, Slobodanka
AU  - Mijatović, Luka
AU  - Blažin, Barbara
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1035
AB  - Функционална, вишеструка, контекстуална писменост („нова писменост”) је доминантни концепт у савременој теорији, истраживањима и образовној политици. Иако функционална писменост садржи више различитих димензија, највећи значај имају језичка
и читалачка писменост. У досадашњим истраживањима о писмености испитаници су
најчешће били ученици до почетка средње школе, док су друге популације (на пример
млади и одрасли) често биле занемарене. У овом експлоративном истраживању у фокусу
је функционална писменост (превасходно њена два домена: читалачка и језичка писменост) студентске популације. С тим у вези, циљ овог рада јесте да се утврди какве су,
из перспективе студената, њихове језичке праксе и како процењују властиту писменост.
Истовремено, мерили смо постигнуће испитаника на задацима читалачке писмености и
разматрали односе између наведених варијабли. У истраживању је учествовало 225 студената факултета друштвених наука Универзитета у Београду који су онлајн попуњавали композитни упитник. Резултати указују на то да студенти: а) високо процењују своју
писменост, али да њихов успех на задацима читалачке писмености није с тим у складу; б)
да је језичка пракса композитна варијабла у којој су читање и писање на различит начин
повезани са успехом на задацима читалачке писмености. У раду је предложен модел од носа ових варијабли. На крају је указано на педагошке интервенције које могу допринети
унапређивању и развијању функционалне писмености студената у целини.
AB  - Funkcionalna, višestruka, kontekstualna pismenost („nova pismenost”) je dominantni koncept u savremenoj teoriji, istraživanjima i obrazovnoj politici. Iako funkcionalna pismenost sadrži više različitih dimenzija, najveći značaj imaju jezička i čitalačka pismenost. U dosadašnjim istraživanjima o pismenosti ispitanici su najčešće bili učenici do početka srednje škole, dok su druge populacije (na primer mladi i odrasli) često bile zanemarene. U ovom eksplorativnom istraživanju u fokusu je funkcionalna pismenost (prevashodno njena dva domena: čitalačka i jezička pismenost) studentske populacije. S tim u vezi, cilj ovog rada jeste da se utvrdi kakve su, iz perspektive studenata, njihove jezičke prakse i kako procenjuju vlastitu pismenost. Istovremeno, merili smo postignuće ispitanika na zadacima čitalačke pismenosti i razmatrali odnose između navedenih varijabli. U istraživanju je učestvovalo 225 studenata fakulteta društvenih nauka Univerziteta u Beogradu koji su onlajn popunjavali kompozitni upitnik. Rezultati ukazuju na to da studenti: a) visoko procenjuju svoju pismenost, ali da njihov uspeh na zadacima čitalačke pismenosti nije s tim u skladu; b) da je jezička praksa kompozitna varijabla u kojoj su čitanje i pisanje na različit način povezani sa uspehom na zadacima čitalačke pismenosti. U radu je predložen model od nosa ovih varijabli. Na kraju je ukazano na pedagoške intervencije koje mogu doprineti unapređivanju i razvijanju funkcionalne pismenosti studenata u celini.
PB  - Београд : Институт за педагошка истраживања
T2  - Зборник Института за педагошка истраживања
T1  - Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног
T1  - Odnos studenata prema vlastitoj jezičkoj praksi, samoproceni pismenosti i njihovo razumevanje pročitanog
EP  - 274
IS  - 2
SP  - 255
VL  - 55
DO  - 10.2298/ZIPI2302255S
ER  - 

@article{
author = "Stevanović, Jelena and Antić, Slobodanka and Mijatović, Luka and Blažin, Barbara",
year = "2023",
abstract = "Функционална, вишеструка, контекстуална писменост („нова писменост”) је доминантни концепт у савременој теорији, истраживањима и образовној политици. Иако функционална писменост садржи више различитих димензија, највећи значај имају језичка
и читалачка писменост. У досадашњим истраживањима о писмености испитаници су
најчешће били ученици до почетка средње школе, док су друге популације (на пример
млади и одрасли) често биле занемарене. У овом експлоративном истраживању у фокусу
је функционална писменост (превасходно њена два домена: читалачка и језичка писменост) студентске популације. С тим у вези, циљ овог рада јесте да се утврди какве су,
из перспективе студената, њихове језичке праксе и како процењују властиту писменост.
Истовремено, мерили смо постигнуће испитаника на задацима читалачке писмености и
разматрали односе између наведених варијабли. У истраживању је учествовало 225 студената факултета друштвених наука Универзитета у Београду који су онлајн попуњавали композитни упитник. Резултати указују на то да студенти: а) високо процењују своју
писменост, али да њихов успех на задацима читалачке писмености није с тим у складу; б)
да је језичка пракса композитна варијабла у којој су читање и писање на различит начин
повезани са успехом на задацима читалачке писмености. У раду је предложен модел од носа ових варијабли. На крају је указано на педагошке интервенције које могу допринети
унапређивању и развијању функционалне писмености студената у целини., Funkcionalna, višestruka, kontekstualna pismenost („nova pismenost”) je dominantni koncept u savremenoj teoriji, istraživanjima i obrazovnoj politici. Iako funkcionalna pismenost sadrži više različitih dimenzija, najveći značaj imaju jezička i čitalačka pismenost. U dosadašnjim istraživanjima o pismenosti ispitanici su najčešće bili učenici do početka srednje škole, dok su druge populacije (na primer mladi i odrasli) često bile zanemarene. U ovom eksplorativnom istraživanju u fokusu je funkcionalna pismenost (prevashodno njena dva domena: čitalačka i jezička pismenost) studentske populacije. S tim u vezi, cilj ovog rada jeste da se utvrdi kakve su, iz perspektive studenata, njihove jezičke prakse i kako procenjuju vlastitu pismenost. Istovremeno, merili smo postignuće ispitanika na zadacima čitalačke pismenosti i razmatrali odnose između navedenih varijabli. U istraživanju je učestvovalo 225 studenata fakulteta društvenih nauka Univerziteta u Beogradu koji su onlajn popunjavali kompozitni upitnik. Rezultati ukazuju na to da studenti: a) visoko procenjuju svoju pismenost, ali da njihov uspeh na zadacima čitalačke pismenosti nije s tim u skladu; b) da je jezička praksa kompozitna varijabla u kojoj su čitanje i pisanje na različit način povezani sa uspehom na zadacima čitalačke pismenosti. U radu je predložen model od nosa ovih varijabli. Na kraju je ukazano na pedagoške intervencije koje mogu doprineti unapređivanju i razvijanju funkcionalne pismenosti studenata u celini.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Зборник Института за педагошка истраживања",
title = "Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног, Odnos studenata prema vlastitoj jezičkoj praksi, samoproceni pismenosti i njihovo razumevanje pročitanog",
pages = "274-255",
number = "2",
volume = "55",
doi = "10.2298/ZIPI2302255S"
}

Stevanović, J., Antić, S., Mijatović, L.,& Blažin, B.. (2023). Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног. in Зборник Института за педагошка истраживања
Београд : Институт за педагошка истраживања., 55(2), 255-274.
https://doi.org/10.2298/ZIPI2302255S

Stevanović J, Antić S, Mijatović L, Blažin B. Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног. in Зборник Института за педагошка истраживања. 2023;55(2):255-274.
doi:10.2298/ZIPI2302255S .

Stevanović, Jelena, Antić, Slobodanka, Mijatović, Luka, Blažin, Barbara, "Однос студената према властитој језичкој пракси, самопроцени писмености и њихово разумевање прочитаног" in Зборник Института за педагошка истраживања, 55, no. 2 (2023):255-274,
https://doi.org/10.2298/ZIPI2302255S . .

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  - 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  - 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  - JOUR
AU  - Kovačević-Lepojević, Мarina
AU  - Gutvajn, Nikoleta
AU  - Tadić, Violeta
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/925
AB  - Life satisfaction is closely related to emotional, behavioural, social, and environmental youth functioning. Starting from the hypothesis that positive youth development (PYD) qualities such as aspects of eudaimonic well-being lead to higher youth life satisfaction (the hedonic aspect of well-being), we explored predictions of Serbian youth life satisfaction based on the Five Cs on a sample of 215 Belgrade secondary school students (34.9% male students). The research results show that: the youth were mostly satisfied with their friends, their living environment, themselves, and their families, and least satisfied with their school; the Five Cs variables explain the highest percentage of variance in youth satisfaction with the family, and the lowest for satisfaction with the living environment; higher impacts on domain-specific life satisfaction were observed for connection (self-satisfaction, satisfaction with the family and school), confidence (satisfaction with the family and school), and caring (satisfaction with the living environment, school and friends), while competence only predicted self-safisfaction. Providing support for PYD promotion leads to greater satisfaction with different aspects of youth development ecology.
PB  - Belgrade : Sociological Scientific Society of Serbia
T2  - Sociologija
T2  - Sociologija
T1  - Life satisfaction and positive youth development in Serbia
EP  - 232
IS  - 2
SP  - 217
VL  - 65
DO  - 10.2298/SOC220802008K
ER  - 

@article{
author = "Kovačević-Lepojević, Мarina and Gutvajn, Nikoleta and Tadić, Violeta",
year = "2023",
abstract = "Life satisfaction is closely related to emotional, behavioural, social, and environmental youth functioning. Starting from the hypothesis that positive youth development (PYD) qualities such as aspects of eudaimonic well-being lead to higher youth life satisfaction (the hedonic aspect of well-being), we explored predictions of Serbian youth life satisfaction based on the Five Cs on a sample of 215 Belgrade secondary school students (34.9% male students). The research results show that: the youth were mostly satisfied with their friends, their living environment, themselves, and their families, and least satisfied with their school; the Five Cs variables explain the highest percentage of variance in youth satisfaction with the family, and the lowest for satisfaction with the living environment; higher impacts on domain-specific life satisfaction were observed for connection (self-satisfaction, satisfaction with the family and school), confidence (satisfaction with the family and school), and caring (satisfaction with the living environment, school and friends), while competence only predicted self-safisfaction. Providing support for PYD promotion leads to greater satisfaction with different aspects of youth development ecology.",
publisher = "Belgrade : Sociological Scientific Society of Serbia",
journal = "Sociologija, Sociologija",
title = "Life satisfaction and positive youth development in Serbia",
pages = "232-217",
number = "2",
volume = "65",
doi = "10.2298/SOC220802008K"
}

Kovačević-Lepojević, М., Gutvajn, N.,& Tadić, V.. (2023). Life satisfaction and positive youth development in Serbia. in Sociologija
Belgrade : Sociological Scientific Society of Serbia., 65(2), 217-232.
https://doi.org/10.2298/SOC220802008K

Kovačević-Lepojević М, Gutvajn N, Tadić V. Life satisfaction and positive youth development in Serbia. in Sociologija. 2023;65(2):217-232.
doi:10.2298/SOC220802008K .

Kovačević-Lepojević, Мarina, Gutvajn, Nikoleta, Tadić, Violeta, "Life satisfaction and positive youth development in Serbia" in Sociologija, 65, no. 2 (2023):217-232,
https://doi.org/10.2298/SOC220802008K . .

TY  - JOUR
AU  - Вујачић, Миља
AU  - Ђевић, Рајка
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/932
AB  - У нашој земљи ретка су истраживања која су у фокусу имала испитивање пријатељских односа међу вршњацима у оквиру школског контекста, посебно оних које остварују ученици који имају тешкоће у развоју. Стога, циљ нам је био да добијемо увид у квантитет остварених пријатељских односа међу ученицима у одељењима редовне основне школе и да испитамо у којој мери развојне специфичности ученика (ученик има тешкоће у развоју / ученик нема тешкоће у развоју), пол, узраст, општи успех и ниво образовања мајке и оца предвиђају остваривање пријатељстава са вршњацима. Учествовало је укупно 120 ученика (28 девојчица и 92 дечака) из 36 одељења четвртог и осмог разреда осам основних школа са територије града Београда. Половину укупног узорка чинили су ученици који имају тешкоће у развоју, а другу половину ученици који немају развојне тешкоће. Примењена је социометријска техника вршњачких номинација (пријатељски однос је остварен уколико два ученика један другог номинују у оквиру питања Наведи до три ученика из одељења са којима би волео/ла да се дружиш). У обради података, поред дескриптивне статистике, примењен је регресиони модел који припада генерализованим линеарним моделима (Поасонова регресија). Резултати указују на то да број остварених пријатељстава ученика расте са узрастом, бољим школским успехом и вишим нивоом образовања родитеља, те да ученици који немају развојне тешкоће остварују већи број пријатељских односа са вршњацима у поређењу са ученицима који имају тешкоће у развоју. Налази регресионог модела потврђују да узраст и развојне специфичности ученика статистички значајно предвиђају остваривање пријатељских односа са вршњацима, док то није потврђено за пол, школски успех и ниво образовања мајке и оца. За ученике који немају тешкоће у развоју већа је вероватноћа да остваре пријатељске односе у поређењу са вршњацима који имају развојне тешкоће. Такође, за ученике осмог разреда већа је вероватноћа да остваре узајамни избор са вршњацима од ученика четвртог разреда. Издвојене су кључне импликације и предлози за будућа истраживања.
AB  - In our country, there have been few studies focusing on the exploraion of friendly relations
among peers in the school context, especially those established among the pupils with developmental
difficulties. Therefore, our goal was to get an insight into the quatity of the established friendly relations
among pupils in regular primary school classes and to examine to what extent the developmental
specificities of the pupils (pupils with developmental difficulties/pupils without developmental
difficiulties), gender, age, general school achievement, and mother’s and father’s level of education
predict friendships with peers. A total of 120 pupils (28 girls and 92 boys) from 36 classes of the fourth
and eighth grades from eight primary schools from the territory of the city of Belgrade participated in
our research. A half of the total sample consisted of pupils with developmental difficulties, while the
other half consisted of pupils without developmental difficulties. We applied a socio-metric technique
of peer nominations (a friendly relationship is established if two pupils nominate each other in
the question „Name up to three pupils that you would like to be friends with“). In terms of data
processing, apart from descriptive statistics, we applied a regression model that belongs to generalized
linear models (Poisson’s regression). The results indicate that the number of established friendships
increases with pupils’ age, better school achievement, and parents’ higher level of education, and that
pupils without developmental difficulties make more friendships with their peers than pupils with
developmental difficulties. The findings of the regression model confirm that age and developmental
specificities statistically highly predict the level of peer friendships, whereas this was not confirmed
relative to pupils’ gender, school achievement, and parents’ level of education. The pupils without
developmental difficulties are more likely to make friends with their peers than the pupils with
developmental difficulties. In addition, the eighth-grade pupils are more likely to establish mutual
friendships than the fourth-grade pupils. We selected the key implications and offer suggestions for
further research.
PB  - Београд : Учитељски факултет
T2  - Иновације у настави
T1  - Остваривање пријатељских односа међу вршњацима у основној школи
T1  - Establishing  friendly relations with primary school peers
EP  - 69
IS  - 1
SP  - 54
VL  - XXXVI
DO  - 10.5937/inovacije2301054V
ER  - 

@article{
author = "Вујачић, Миља and Ђевић, Рајка",
year = "2023",
abstract = "У нашој земљи ретка су истраживања која су у фокусу имала испитивање пријатељских односа међу вршњацима у оквиру школског контекста, посебно оних које остварују ученици који имају тешкоће у развоју. Стога, циљ нам је био да добијемо увид у квантитет остварених пријатељских односа међу ученицима у одељењима редовне основне школе и да испитамо у којој мери развојне специфичности ученика (ученик има тешкоће у развоју / ученик нема тешкоће у развоју), пол, узраст, општи успех и ниво образовања мајке и оца предвиђају остваривање пријатељстава са вршњацима. Учествовало је укупно 120 ученика (28 девојчица и 92 дечака) из 36 одељења четвртог и осмог разреда осам основних школа са територије града Београда. Половину укупног узорка чинили су ученици који имају тешкоће у развоју, а другу половину ученици који немају развојне тешкоће. Примењена је социометријска техника вршњачких номинација (пријатељски однос је остварен уколико два ученика један другог номинују у оквиру питања Наведи до три ученика из одељења са којима би волео/ла да се дружиш). У обради података, поред дескриптивне статистике, примењен је регресиони модел који припада генерализованим линеарним моделима (Поасонова регресија). Резултати указују на то да број остварених пријатељстава ученика расте са узрастом, бољим школским успехом и вишим нивоом образовања родитеља, те да ученици који немају развојне тешкоће остварују већи број пријатељских односа са вршњацима у поређењу са ученицима који имају тешкоће у развоју. Налази регресионог модела потврђују да узраст и развојне специфичности ученика статистички значајно предвиђају остваривање пријатељских односа са вршњацима, док то није потврђено за пол, школски успех и ниво образовања мајке и оца. За ученике који немају тешкоће у развоју већа је вероватноћа да остваре пријатељске односе у поређењу са вршњацима који имају развојне тешкоће. Такође, за ученике осмог разреда већа је вероватноћа да остваре узајамни избор са вршњацима од ученика четвртог разреда. Издвојене су кључне импликације и предлози за будућа истраживања., In our country, there have been few studies focusing on the exploraion of friendly relations
among peers in the school context, especially those established among the pupils with developmental
difficulties. Therefore, our goal was to get an insight into the quatity of the established friendly relations
among pupils in regular primary school classes and to examine to what extent the developmental
specificities of the pupils (pupils with developmental difficulties/pupils without developmental
difficiulties), gender, age, general school achievement, and mother’s and father’s level of education
predict friendships with peers. A total of 120 pupils (28 girls and 92 boys) from 36 classes of the fourth
and eighth grades from eight primary schools from the territory of the city of Belgrade participated in
our research. A half of the total sample consisted of pupils with developmental difficulties, while the
other half consisted of pupils without developmental difficulties. We applied a socio-metric technique
of peer nominations (a friendly relationship is established if two pupils nominate each other in
the question „Name up to three pupils that you would like to be friends with“). In terms of data
processing, apart from descriptive statistics, we applied a regression model that belongs to generalized
linear models (Poisson’s regression). The results indicate that the number of established friendships
increases with pupils’ age, better school achievement, and parents’ higher level of education, and that
pupils without developmental difficulties make more friendships with their peers than pupils with
developmental difficulties. The findings of the regression model confirm that age and developmental
specificities statistically highly predict the level of peer friendships, whereas this was not confirmed
relative to pupils’ gender, school achievement, and parents’ level of education. The pupils without
developmental difficulties are more likely to make friends with their peers than the pupils with
developmental difficulties. In addition, the eighth-grade pupils are more likely to establish mutual
friendships than the fourth-grade pupils. We selected the key implications and offer suggestions for
further research.",
publisher = "Београд : Учитељски факултет",
journal = "Иновације у настави",
title = "Остваривање пријатељских односа међу вршњацима у основној школи, Establishing  friendly relations with primary school peers",
pages = "69-54",
number = "1",
volume = "XXXVI",
doi = "10.5937/inovacije2301054V"
}

Вујачић, М.,& Ђевић, Р.. (2023). Остваривање пријатељских односа међу вршњацима у основној школи. in Иновације у настави
Београд : Учитељски факултет., XXXVI(1), 54-69.
https://doi.org/10.5937/inovacije2301054V

Вујачић М, Ђевић Р. Остваривање пријатељских односа међу вршњацима у основној школи. in Иновације у настави. 2023;XXXVI(1):54-69.
doi:10.5937/inovacije2301054V .

Вујачић, Миља, Ђевић, Рајка, "Остваривање пријатељских односа међу вршњацима у основној школи" in Иновације у настави, XXXVI, no. 1 (2023):54-69,
https://doi.org/10.5937/inovacije2301054V . .

TY  - JOUR
AU  - Orlović Lovren, Violeta
AU  - Marušić Jablanović, Milica
PY  - 2023
UR  - https://www.mdpi.com/2071-1050/15/8/6370
UR  - http://ipir.ipisr.org.rs/handle/123456789/934
AB  - There is growing evidence of the power of the affective dimensions for pro-environmental behavior, as well as of existing gaps between the dimensions of learning outcomes in recent environmental education literature. Based on the need to address that gap, this article explores the integration of the cognitive (ecological knowledge and cognitive skills), the affective and the behavioral domain in the learning outcomes of subjects related to the environment within Serbian elementary and general secondary education. This analysis was performed on the second cycle of the elementary school curricula and the general secondary education curricula for the following compulsory subjects: biology, chemistry and geography. It uses the holistic framework of EE goals, as defined by the Tbilisi Declaration as well as the concept of environmental literacy, as defined by the authors of the National Environmental Literacy Assessment used in the US, which distinguish four components of environmental literacy: ecological knowledge, cognitive skills, environmental affects and pro-environmental behavior. The results clearly show the dominance of the cognitive when compared with the affective and behavioral dimensions in both primary and secondary education. The focus of education on measurable outcomes offers firm structure for planning and evaluation, but underestimates the importance of preferences, values, enjoyment and does not facilitate rewarding the main source of pro-environmental behavior. Starting from the holistic and whole school approach to environmental education, the authors re-emphasize the need to bridge the existing gap and to provide policy support to teachers in developing their own as well as students’ environmental engagement and resilience.
T2  - Sustainability
T2  - Sustainability
T1  - Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education
IS  - 8
SP  - 6370
VL  - 15
DO  - 10.3390/su15086370
ER  - 

@article{
author = "Orlović Lovren, Violeta and Marušić Jablanović, Milica",
year = "2023",
abstract = "There is growing evidence of the power of the affective dimensions for pro-environmental behavior, as well as of existing gaps between the dimensions of learning outcomes in recent environmental education literature. Based on the need to address that gap, this article explores the integration of the cognitive (ecological knowledge and cognitive skills), the affective and the behavioral domain in the learning outcomes of subjects related to the environment within Serbian elementary and general secondary education. This analysis was performed on the second cycle of the elementary school curricula and the general secondary education curricula for the following compulsory subjects: biology, chemistry and geography. It uses the holistic framework of EE goals, as defined by the Tbilisi Declaration as well as the concept of environmental literacy, as defined by the authors of the National Environmental Literacy Assessment used in the US, which distinguish four components of environmental literacy: ecological knowledge, cognitive skills, environmental affects and pro-environmental behavior. The results clearly show the dominance of the cognitive when compared with the affective and behavioral dimensions in both primary and secondary education. The focus of education on measurable outcomes offers firm structure for planning and evaluation, but underestimates the importance of preferences, values, enjoyment and does not facilitate rewarding the main source of pro-environmental behavior. Starting from the holistic and whole school approach to environmental education, the authors re-emphasize the need to bridge the existing gap and to provide policy support to teachers in developing their own as well as students’ environmental engagement and resilience.",
journal = "Sustainability, Sustainability",
title = "Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education",
number = "8",
pages = "6370",
volume = "15",
doi = "10.3390/su15086370"
}

Orlović Lovren, V.,& Marušić Jablanović, M.. (2023). Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education. in Sustainability, 15(8), 6370.
https://doi.org/10.3390/su15086370

Orlović Lovren V, Marušić Jablanović M. Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education. in Sustainability. 2023;15(8):6370.
doi:10.3390/su15086370 .

Orlović Lovren, Violeta, Marušić Jablanović, Milica, "Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education" in Sustainability, 15, no. 8 (2023):6370,
https://doi.org/10.3390/su15086370 . .

TY  - JOUR
AU  - Veinović, Zorica
AU  - Stanišić, Jelena
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/937
AB  - Скалом Нова еколошка парадигма (НЕП скала) испитује се еколошки поглед
на свет, a резултати се могу користити и за процену ефикасности еколошког васпитања и
образовања и пројектовање образовне политике. Упркос широкој употреби, скала је предмет
критика. У намери да проверимо претпоставке истраживача о проблематичности тврдњи
у скали, те подстакнути ширим контекстом примене НЕП скале, приступили смо квалитативном истраживању. Циљ је био да боље сагледамо размишљања испитаника која стоје иза
њихових процена тврдњи у НЕП скали. Узорак су били студенти Учитељског факултета Универзитета у Београду. Коришћени инструменти су НЕП скала и протокол за интервју. Подаци
су обрађени помоћу програма за квалитативна истраживања MAXQDA 12. У раду износимо
део резултата ширег истраживања. Упоредна анализа одговора у скали и наратива испитаника указала је на учесталу неусклађеност између ове две категорије одговора о првој, шестој и
једанаестој тврдњи НЕП скале. Тиме је доведена у питање могућност да се НЕП скалом утврде
стварни ставови испитаника поводом ових тврдњи. Анализом наратива испитаника идентификоване су карактеристике тврдњи, које су у основи наведених проблема, а неке су изостајање еколошког контекста, неодређеност делова тврдње, сложеност формулације. Већ ови
резултати сугеришу да је ради објективнијег увида у нечији еколошки поглед на свет неопходно
ревидирати спорне тврдње у скали или је користити у комбинацији са интервјуом.
AB  - The New Ecological Paradigm scale (NEP scale) examines the environmental view of the
world and the results can be used for assessing the effectiveness of environmental education and
planning future educational policies. Despite its widespread use, the scale is subject to criticism. In
order to check the researchers’ assumptions about the problematic nature of the statements in the
scale, and encouraged by the broader context of the NEP scale application, we decided to conduct a
qualitative research. The goal was to gain a better insight into the respondents‘ thoughts underlying
their evaluations of the statements in the NEP scale. The sample consisted of the students of the
Teacher Education Faculty, University of Belgrade. The NEP scale and the interview protocol were the
instruments used in the research. The data were processed using the program for qualitative research
MAXQDA 12. In the paper, we present a part of the results of a wider research. A comparative analysis
of the responses in the scale and the respondents‘ narratives indicated a frequent discrepancy between
these two categories of the responses in the 1st, 6th and 11th statements of the NEP scale. This called
into question the possibility of using the NEP scale to determine the actual attitudes of the respondents
regarding these claims. The analysis of the respondents‘ narratives identified the characteristics of
the claims, which are the basis of the mentioned problems, and some of them include the absence
of the environmental context, the vagueness of the parts of the specific claim, the complexity of the
wording. These results suggest that, in order to gain a more objective insight into one‘s environmental
worldview, it is necessary to revise the disputed claims in the scale or use it in combination with an
interview
PB  - Beograd : Učiteljski fakultet
T2  - Inovacije u nastavi
T1  - Skala Nova ekološka paradigma iz perspektive ekoloških narativa budućih učitelja i vaspitača
T1  - Скала Нова еколошка парадигма из перспективе еколошких наратива будућих учитеља и васпитача
EP  - 53
IS  - 1
SP  - 33
VL  - 36
DO  - 10.5937/inovacije2301033V
ER  - 

@article{
author = "Veinović, Zorica and Stanišić, Jelena",
year = "2023",
abstract = "Скалом Нова еколошка парадигма (НЕП скала) испитује се еколошки поглед
на свет, a резултати се могу користити и за процену ефикасности еколошког васпитања и
образовања и пројектовање образовне политике. Упркос широкој употреби, скала је предмет
критика. У намери да проверимо претпоставке истраживача о проблематичности тврдњи
у скали, те подстакнути ширим контекстом примене НЕП скале, приступили смо квалитативном истраживању. Циљ је био да боље сагледамо размишљања испитаника која стоје иза
њихових процена тврдњи у НЕП скали. Узорак су били студенти Учитељског факултета Универзитета у Београду. Коришћени инструменти су НЕП скала и протокол за интервју. Подаци
су обрађени помоћу програма за квалитативна истраживања MAXQDA 12. У раду износимо
део резултата ширег истраживања. Упоредна анализа одговора у скали и наратива испитаника указала је на учесталу неусклађеност између ове две категорије одговора о првој, шестој и
једанаестој тврдњи НЕП скале. Тиме је доведена у питање могућност да се НЕП скалом утврде
стварни ставови испитаника поводом ових тврдњи. Анализом наратива испитаника идентификоване су карактеристике тврдњи, које су у основи наведених проблема, а неке су изостајање еколошког контекста, неодређеност делова тврдње, сложеност формулације. Већ ови
резултати сугеришу да је ради објективнијег увида у нечији еколошки поглед на свет неопходно
ревидирати спорне тврдње у скали или је користити у комбинацији са интервјуом., The New Ecological Paradigm scale (NEP scale) examines the environmental view of the
world and the results can be used for assessing the effectiveness of environmental education and
planning future educational policies. Despite its widespread use, the scale is subject to criticism. In
order to check the researchers’ assumptions about the problematic nature of the statements in the
scale, and encouraged by the broader context of the NEP scale application, we decided to conduct a
qualitative research. The goal was to gain a better insight into the respondents‘ thoughts underlying
their evaluations of the statements in the NEP scale. The sample consisted of the students of the
Teacher Education Faculty, University of Belgrade. The NEP scale and the interview protocol were the
instruments used in the research. The data were processed using the program for qualitative research
MAXQDA 12. In the paper, we present a part of the results of a wider research. A comparative analysis
of the responses in the scale and the respondents‘ narratives indicated a frequent discrepancy between
these two categories of the responses in the 1st, 6th and 11th statements of the NEP scale. This called
into question the possibility of using the NEP scale to determine the actual attitudes of the respondents
regarding these claims. The analysis of the respondents‘ narratives identified the characteristics of
the claims, which are the basis of the mentioned problems, and some of them include the absence
of the environmental context, the vagueness of the parts of the specific claim, the complexity of the
wording. These results suggest that, in order to gain a more objective insight into one‘s environmental
worldview, it is necessary to revise the disputed claims in the scale or use it in combination with an
interview",
publisher = "Beograd : Učiteljski fakultet",
journal = "Inovacije u nastavi",
title = "Skala Nova ekološka paradigma iz perspektive ekoloških narativa budućih učitelja i vaspitača, Скала Нова еколошка парадигма из перспективе еколошких наратива будућих учитеља и васпитача",
pages = "53-33",
number = "1",
volume = "36",
doi = "10.5937/inovacije2301033V"
}

Veinović, Z.,& Stanišić, J.. (2023). Skala Nova ekološka paradigma iz perspektive ekoloških narativa budućih učitelja i vaspitača. in Inovacije u nastavi
Beograd : Učiteljski fakultet., 36(1), 33-53.
https://doi.org/10.5937/inovacije2301033V

Veinović Z, Stanišić J. Skala Nova ekološka paradigma iz perspektive ekoloških narativa budućih učitelja i vaspitača. in Inovacije u nastavi. 2023;36(1):33-53.
doi:10.5937/inovacije2301033V .

Veinović, Zorica, Stanišić, Jelena, "Skala Nova ekološka paradigma iz perspektive ekoloških narativa budućih učitelja i vaspitača" in Inovacije u nastavi, 36, no. 1 (2023):33-53,
https://doi.org/10.5937/inovacije2301033V . .

TY  - JOUR
AU  - Ševa, Nada
AU  - Đerić, Ivana
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/941
AB  - У овој студији испитујемо како лична и професионала уверења и вредности наставника утичу на процес професионалног учења у школи. Фокус професионалног учења био
је на примени Технике формулисања питања – ТФП (Question Formulation Technique
– QFT1
). Подаци су прикупљени кроз полуструктурисане интервјуе у којима су учествовале две наставнице, које предају математику и географију у основној школи. Примењена је Интерпретативна феноменолошка анализа (ИФА) у оквиру које су дефинисане две метатеме: Традиционални наставник који ставља нагласак на атмосферу и
Квалитет мотивације и ангажованости током примене Технике формулисања
питања. Резултати показују да лична и професионална уверења и вредности заједно
чине „кондезовано искуство” наставника које одређује квалитет и врсту мотивације и
понашање током професионалног учења у школи. Наставнице су истакле да су ученици
били више ангажовани, и то на бихејвиоралном, когнитивном и социоемоционалном
плану. Функције ТФП у настави математике и географије су остварене у великој мери и то највише у стварању атмосфере на часу у којој је постављање питања вредност сама
по себи.
AB  - In this study, through an in-depth analysis of teachers’ reflections, we examined how personal
and professional beliefs influenced school-based professional learning during teachers’
experimentation with the Question Formulation Technique – QFT1
. Semi-structured interviews
were conducted with two primary school teachers taught Mathematics and Geography. Two
meta-themes emerged from the interpretative phenomenological analysis: Traditional Teachers
That Focus on the Atmosphere and Quality of Motivation and Engagement During Question
Formulation Technique Implementation. Teachers’ condensed experiences were shaped by
their personal and professional beliefs and values. This determined the quality and type of
motivation and behaviour during school-based professional learning. Teachers emphasized that
students were more behaviourally, cognitively, and socio-emotionally engaged. The functions of
the QFT in Mathematics and Geography classes were considerably fulfilled, mostly in creating a
classroom atmosphere where asking questions was valued.
PB  - Београд : Институт за педагошка истраживања
T2  - Зборник института за педагошка истраживања
T1  - Феноменолошка анализа искуства наставника током професионалног учења о примени технике формулисања питања
T1  - A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique
EP  - 32
IS  - 1
SP  - 5
VL  - 55
DO  - doi.org/10.2298/ZIPI2301005S
ER  - 

@article{
author = "Ševa, Nada and Đerić, Ivana",
year = "2023",
abstract = "У овој студији испитујемо како лична и професионала уверења и вредности наставника утичу на процес професионалног учења у школи. Фокус професионалног учења био
је на примени Технике формулисања питања – ТФП (Question Formulation Technique
– QFT1
). Подаци су прикупљени кроз полуструктурисане интервјуе у којима су учествовале две наставнице, које предају математику и географију у основној школи. Примењена је Интерпретативна феноменолошка анализа (ИФА) у оквиру које су дефинисане две метатеме: Традиционални наставник који ставља нагласак на атмосферу и
Квалитет мотивације и ангажованости током примене Технике формулисања
питања. Резултати показују да лична и професионална уверења и вредности заједно
чине „кондезовано искуство” наставника које одређује квалитет и врсту мотивације и
понашање током професионалног учења у школи. Наставнице су истакле да су ученици
били више ангажовани, и то на бихејвиоралном, когнитивном и социоемоционалном
плану. Функције ТФП у настави математике и географије су остварене у великој мери и то највише у стварању атмосфере на часу у којој је постављање питања вредност сама
по себи., In this study, through an in-depth analysis of teachers’ reflections, we examined how personal
and professional beliefs influenced school-based professional learning during teachers’
experimentation with the Question Formulation Technique – QFT1
. Semi-structured interviews
were conducted with two primary school teachers taught Mathematics and Geography. Two
meta-themes emerged from the interpretative phenomenological analysis: Traditional Teachers
That Focus on the Atmosphere and Quality of Motivation and Engagement During Question
Formulation Technique Implementation. Teachers’ condensed experiences were shaped by
their personal and professional beliefs and values. This determined the quality and type of
motivation and behaviour during school-based professional learning. Teachers emphasized that
students were more behaviourally, cognitively, and socio-emotionally engaged. The functions of
the QFT in Mathematics and Geography classes were considerably fulfilled, mostly in creating a
classroom atmosphere where asking questions was valued.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Зборник института за педагошка истраживања",
title = "Феноменолошка анализа искуства наставника током професионалног учења о примени технике формулисања питања, A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique",
pages = "32-5",
number = "1",
volume = "55",
doi = "doi.org/10.2298/ZIPI2301005S"
}

Ševa, N.,& Đerić, I.. (2023). Феноменолошка анализа искуства наставника током професионалног учења о примени технике формулисања питања. in Зборник института за педагошка истраживања
Београд : Институт за педагошка истраживања., 55(1), 5-32.
https://doi.org/doi.org/10.2298/ZIPI2301005S

Ševa N, Đerić I. Феноменолошка анализа искуства наставника током професионалног учења о примени технике формулисања питања. in Зборник института за педагошка истраживања. 2023;55(1):5-32.
doi:doi.org/10.2298/ZIPI2301005S .

Ševa, Nada, Đerić, Ivana, "Феноменолошка анализа искуства наставника током професионалног учења о примени технике формулисања питања" in Зборник института за педагошка истраживања, 55, no. 1 (2023):5-32,
https://doi.org/doi.org/10.2298/ZIPI2301005S . .

TY  - JOUR
AU  - Jošić, Smiljana
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/942
AB  - Пандемија изазвана вирусом COVID-19 била је природни експеримент за преиспитивање
различитих теорија, друштвених феномена и појавa у новом контексту. У овом раду нас
интересује да ли се у новонасталим околностима већа подршка за учење реализовала
у асиметричним или симетричним интеракцијама. Конкретно, фокусирали смо се на
главне актере подршке при учењу од куће код средошколаца и испитивали њихову перцепцију у различитим временским периодима првог таласа пандемије. Поред тога, циљ
овог рада укључивао је опис садржаја подршке коју су ученици добијали од различитих
образовних актера. У експлоративном истраживању лонгитудиналног типа пратили смо
160 средњошколаца у периоду од 12 недеља обуставе редовне наставе у школама. Кроз
три испитивања у различитим временским интервалима наставе на даљину утврђено је
да су из перспективе ученика главни актери подршке учењу били професори и вршњаци.
Не тако малу подршку учењу пружили су и родитељи, посебно у периоду најдуже забране
кретања током пандемије. С друге стране, средњошколци су слабо препознали стручне
сараднике као образовне актере који су им пружали подршку учењу. Садржај подршке
који је долазио од наведених актера односио се на когнитивне, мотивационе, емоционалне и организационе аспекте учења.
AB  - The COVID-19 pandemic was a natural experiment that allowed for the reexamination of
various theories and social phenomena in a novel context. This study aimed to determine
whether under these novel circumstances, greater support was provided in asymmetric or
symmetric interactions. More specifically, we focused on the main actors in the provision of
remote learning support to secondary school students and we examined students’ perceptions
in different time periods during the first wave of the pandemic. Another aim was to describe
the content of the support provided to students by various actors in education. This longitudinal
exploratory research followed 160 secondary school students over the course of 12 weeks
during which regular classes were not held at schools. Three research cycles conducted during
different remote learning periods revealed that students perceived teachers and peers as the
main actors in the provision of learning support. Parental learning support was not negligible,
especially during the longest movement ban during the pandemic. Conversely, students seldom
recognized school counselors as educational actors providing learning support. The content
of the support provided by the abovementioned actors related to the cognitive, motivational,
emotional, and organizational aspects of learning.
PB  - Београд : Институт за педагошка истраживања
T2  - Зборник Института за педагошка истраживања
T1  - Подршкa учењу током првог таласа пандемије COVID-19 – перспектива средњошколаца
T1  - Scaffolding the learning during the first wave of the COVID-19 pandemic - secondary school students’ perspective
EP  - 49
IS  - 1
SP  - 33
VL  - 55
DO  - doi.org/10.2298/ZIPI2301033J
ER  - 

@article{
author = "Jošić, Smiljana",
year = "2023",
abstract = "Пандемија изазвана вирусом COVID-19 била је природни експеримент за преиспитивање
различитих теорија, друштвених феномена и појавa у новом контексту. У овом раду нас
интересује да ли се у новонасталим околностима већа подршка за учење реализовала
у асиметричним или симетричним интеракцијама. Конкретно, фокусирали смо се на
главне актере подршке при учењу од куће код средошколаца и испитивали њихову перцепцију у различитим временским периодима првог таласа пандемије. Поред тога, циљ
овог рада укључивао је опис садржаја подршке коју су ученици добијали од различитих
образовних актера. У експлоративном истраживању лонгитудиналног типа пратили смо
160 средњошколаца у периоду од 12 недеља обуставе редовне наставе у школама. Кроз
три испитивања у различитим временским интервалима наставе на даљину утврђено је
да су из перспективе ученика главни актери подршке учењу били професори и вршњаци.
Не тако малу подршку учењу пружили су и родитељи, посебно у периоду најдуже забране
кретања током пандемије. С друге стране, средњошколци су слабо препознали стручне
сараднике као образовне актере који су им пружали подршку учењу. Садржај подршке
који је долазио од наведених актера односио се на когнитивне, мотивационе, емоционалне и организационе аспекте учења., The COVID-19 pandemic was a natural experiment that allowed for the reexamination of
various theories and social phenomena in a novel context. This study aimed to determine
whether under these novel circumstances, greater support was provided in asymmetric or
symmetric interactions. More specifically, we focused on the main actors in the provision of
remote learning support to secondary school students and we examined students’ perceptions
in different time periods during the first wave of the pandemic. Another aim was to describe
the content of the support provided to students by various actors in education. This longitudinal
exploratory research followed 160 secondary school students over the course of 12 weeks
during which regular classes were not held at schools. Three research cycles conducted during
different remote learning periods revealed that students perceived teachers and peers as the
main actors in the provision of learning support. Parental learning support was not negligible,
especially during the longest movement ban during the pandemic. Conversely, students seldom
recognized school counselors as educational actors providing learning support. The content
of the support provided by the abovementioned actors related to the cognitive, motivational,
emotional, and organizational aspects of learning.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Зборник Института за педагошка истраживања",
title = "Подршкa учењу током првог таласа пандемије COVID-19 – перспектива средњошколаца, Scaffolding the learning during the first wave of the COVID-19 pandemic - secondary school students’ perspective",
pages = "49-33",
number = "1",
volume = "55",
doi = "doi.org/10.2298/ZIPI2301033J"
}

Jošić, S.. (2023). Подршкa учењу током првог таласа пандемије COVID-19 – перспектива средњошколаца. in Зборник Института за педагошка истраживања
Београд : Институт за педагошка истраживања., 55(1), 33-49.
https://doi.org/doi.org/10.2298/ZIPI2301033J

Jošić S. Подршкa учењу током првог таласа пандемије COVID-19 – перспектива средњошколаца. in Зборник Института за педагошка истраживања. 2023;55(1):33-49.
doi:doi.org/10.2298/ZIPI2301033J .

Jošić, Smiljana, "Подршкa учењу током првог таласа пандемије COVID-19 – перспектива средњошколаца" in Зборник Института за педагошка истраживања, 55, no. 1 (2023):33-49,
https://doi.org/doi.org/10.2298/ZIPI2301033J . .

TY  - JOUR
AU  - Stanišić, Jelena
AU  - Maksić, Slavica
AU  - Filip, Nenadić
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/943
AB  - Главни циљ еколошког образовања представља развој еколошке свести, која је основа
за проеколошко понашање. Како би се утврдили услови који погодују развоју еколошке
свести, спроведено је истраживање у коме су учествовали ученици четвртог разреда основне школе на основу података из истраживања TIMSS 2019. Критеријумска варијабла
је била скор на Скали еколошке свести, док су предикторске варијабле обухватиле карактеристике које варирају на нивоу ученика, одељења и школе. Хијерархијско линеарно моделовање указало је на важност варијабли на индивидуалном нивоу: кућни ресурси, језичка и нумеричка припремљеност за школу, самопоуздање у природним наукама, корисност наставе природних наука, перцепција родитеља о школи коју похађа њихово дете и
очекивани ниво образовања који ће постићи дете. Ниједна од разматраних варијабли на
нивоу одељења и школе није била значајан предиктор еколошке свести. Разлике између
школа су у потпуности објашњене коначним, задржаним моделом, али су неке варијације (око 8% варијансе) између различитих одељења остале необјашњене разматраним
предикторским варијаблама. Понуђени су предлози како да се кроз примену ефективне
педагогије и унапређивања рада школе повећа њен допринос развоју еколошке свести ученика. Такође, указано је на то су потребна даља истраживања о доприносу образовног
окружења развоју еколошке свести.
AB  - The main goal of environmental education is the development of environmental awareness, which is the basis for pro-environmental behavior. In order to determine the conditions which, favour the development of environmental awareness, a survey was conducted of students in the fourth grade of primary school, based on data from TIMSS 2019. The criterion variable was the score on the Environmental Awareness Scale, while the predictor variables included characteristics which vary at student, class, and school levels. Hierarchical linear modeling indicated the importance of variables at the individual level: home resources, literacy and numeracy readiness for school, confidence in science, usefulness of science lessons, and parent’s perceptions of their child’s school and expected student education level. None of the considered class and school level variables were significant predictors of environmental awareness. Between-school differences were fully explained by the final, retained model, but some variance (approx. 8%) between different classes remained unexplained by the considered predictor variables. We offer suggestions on how to increase the school’s contribution to the development of students’ environmental awareness through the application of effective pedagogy and school improvement. Further research is needed into the contribution of the educational environment.
PB  - Београд : Институт за педагошка истраживања
T2  - Зборник Института за педагошка истраживања
T1  - Предиктори еколошке свести ученика основних школа у Србији
T1  - Predictors of environmental awareness among primary school students in Serbia
EP  - 72
IS  - 1
SP  - 51
VL  - 55
DO  - doi.org/10.2298/ZIPI2301051S
ER  - 

@article{
author = "Stanišić, Jelena and Maksić, Slavica and Filip, Nenadić",
year = "2023",
abstract = "Главни циљ еколошког образовања представља развој еколошке свести, која је основа
за проеколошко понашање. Како би се утврдили услови који погодују развоју еколошке
свести, спроведено је истраживање у коме су учествовали ученици четвртог разреда основне школе на основу података из истраживања TIMSS 2019. Критеријумска варијабла
је била скор на Скали еколошке свести, док су предикторске варијабле обухватиле карактеристике које варирају на нивоу ученика, одељења и школе. Хијерархијско линеарно моделовање указало је на важност варијабли на индивидуалном нивоу: кућни ресурси, језичка и нумеричка припремљеност за школу, самопоуздање у природним наукама, корисност наставе природних наука, перцепција родитеља о школи коју похађа њихово дете и
очекивани ниво образовања који ће постићи дете. Ниједна од разматраних варијабли на
нивоу одељења и школе није била значајан предиктор еколошке свести. Разлике између
школа су у потпуности објашњене коначним, задржаним моделом, али су неке варијације (око 8% варијансе) између различитих одељења остале необјашњене разматраним
предикторским варијаблама. Понуђени су предлози како да се кроз примену ефективне
педагогије и унапређивања рада школе повећа њен допринос развоју еколошке свести ученика. Такође, указано је на то су потребна даља истраживања о доприносу образовног
окружења развоју еколошке свести., The main goal of environmental education is the development of environmental awareness, which is the basis for pro-environmental behavior. In order to determine the conditions which, favour the development of environmental awareness, a survey was conducted of students in the fourth grade of primary school, based on data from TIMSS 2019. The criterion variable was the score on the Environmental Awareness Scale, while the predictor variables included characteristics which vary at student, class, and school levels. Hierarchical linear modeling indicated the importance of variables at the individual level: home resources, literacy and numeracy readiness for school, confidence in science, usefulness of science lessons, and parent’s perceptions of their child’s school and expected student education level. None of the considered class and school level variables were significant predictors of environmental awareness. Between-school differences were fully explained by the final, retained model, but some variance (approx. 8%) between different classes remained unexplained by the considered predictor variables. We offer suggestions on how to increase the school’s contribution to the development of students’ environmental awareness through the application of effective pedagogy and school improvement. Further research is needed into the contribution of the educational environment.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Зборник Института за педагошка истраживања",
title = "Предиктори еколошке свести ученика основних школа у Србији, Predictors of environmental awareness among primary school students in Serbia",
pages = "72-51",
number = "1",
volume = "55",
doi = "doi.org/10.2298/ZIPI2301051S"
}

Stanišić, J., Maksić, S.,& Filip, N.. (2023). Предиктори еколошке свести ученика основних школа у Србији. in Зборник Института за педагошка истраживања
Београд : Институт за педагошка истраживања., 55(1), 51-72.
https://doi.org/doi.org/10.2298/ZIPI2301051S

Stanišić J, Maksić S, Filip N. Предиктори еколошке свести ученика основних школа у Србији. in Зборник Института за педагошка истраживања. 2023;55(1):51-72.
doi:doi.org/10.2298/ZIPI2301051S .

Stanišić, Jelena, Maksić, Slavica, Filip, Nenadić, "Предиктори еколошке свести ученика основних школа у Србији" in Зборник Института за педагошка истраживања, 55, no. 1 (2023):51-72,
https://doi.org/doi.org/10.2298/ZIPI2301051S . .

TY  - JOUR
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Mijatović, Luka
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/973
AB  - A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual, school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary.
PB  - Niš : Univerzitet u Nišu
T2  - Teme
T1  - Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation
EP  - 384
IS  - 2
SP  - 371
VL  - XLVII
DO  - 10.22190/TEME220805024T
ER  - 

@article{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Mijatović, Luka",
year = "2023",
abstract = "A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual, school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary.",
publisher = "Niš : Univerzitet u Nišu",
journal = "Teme",
title = "Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation",
pages = "384-371",
number = "2",
volume = "XLVII",
doi = "10.22190/TEME220805024T"
}

Trajković, M., Popović-Ćitić, B.,& Mijatović, L.. (2023). Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation. in Teme
Niš : Univerzitet u Nišu., XLVII(2), 371-384.
https://doi.org/10.22190/TEME220805024T

Trajković M, Popović-Ćitić B, Mijatović L. Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation. in Teme. 2023;XLVII(2):371-384.
doi:10.22190/TEME220805024T .

Trajković, Marija, Popović-Ćitić, Branislava, Mijatović, Luka, "Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation" in Teme, XLVII, no. 2 (2023):371-384,
https://doi.org/10.22190/TEME220805024T . .

TY  - JOUR
AU  - Lalić-Vučetić, Nataša
AU  - Mirkov, Snežana
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1001
AB  - Student motivation is one of the affective components that plays a key role in learning science. Research shows that in developed countries there is a trend of declining students' interest in science and technology. In this paper, the relationships between intrinsic motivation, Self-Concept, and the achievement of the fourth-grade elementary school students in mathematics and sciences were investigated. The authors also present the results of the secondary data analyses obtained in Serbia by means of student questionnaires and knowledge tests in the last two cycles of the TIMSS research in 2015 and 2019. The questionnaire contains two scales in which motivational variables are operationalized: students' attitudes towards mathematics/sciences and mathematical/ scientific self-confidence. Students' attitude is an indicator of an intrinsic motivation, and self-confidence is an indicator of Self-Concept. The results show that students express a high motivation for learning mathematics and sciences and a high level of Self-Concept. A higher level of Self-Concept is accompanied by a higher level of motivation for learning mathematics and sciences. Individual characteristics of students have a greater influence on achievement than the influence of schools and teachers. Students who express a more positive attitude towards mathematics and science and a higher level of selfconcept in these areas also have a higher level of achievement. The influence of mathematical selfconcept on achievement is particularly significant. The obtained results are in accordance with the findings of the earlier research that indicate complex and controversial relationships between intrinsic motivation, Self-Concept, and mathematical achievement, as well as that other constructs, including Self-Concept, can mediate the links between motivation and achievement. The authors point out the possibilities of encouraging students' motivation for learning. If students are trained in the teaching process to organize their own activities, this will contribute to their experience of autonomy and the development of confidence in their own competence, which positively impacts their motivation for learning.
AB  - Мотивација ученика је једна од афективних компоненти која има кључну
улогу у изучавању науке. Истраживања указују да у развијеним земљама опада интересовање ученика за науку и технологију. У овом раду проучавани су односи између интринзичне мотивације, селфконцепта и постигнућа ученика четвртог разреда основне школе у
математици и природним наукама. Приказани су резултати секундарних анализа података који су добијени у Србији путем упитника за ученике и тестова знања у последња
два циклуса истраживања ТИМСС 2015 и 2019. Упитник садржи две скале у којима су операционализоване мотивационе варијабле: став ученика према математици/природним
наукама и математичко/научно самопоуздање. Став ученика представља индикатор интринзичне мотивације, а самопоуздање је показатељ селфконцепта. Резултати показују
да ученици изражавају високу мотивисаност за учење математике и природних наука и
висок ниво селфконцепта. Виши ниво селфконцепта праћен је вишим нивоом мотивације
за учење математике и природних наука. Индивидуалне карактеристике ученика више
утичу на постигнуће у односу на утицај школе и наставника. Ученици који изражавају
позитивнији став према математици и природним наукама и виши ниво селфконцепта
у овим областима остварују више постигнуће. Посебно је значајан утицај математичког
селфконцепта на постигнуће. Добијени резултати у складу су са налазима ранијих истраживања који указују на комплексне и контроверзне односе између интринзичне мотивације, селфконцепта и математичког постигнућа, као и да други конструкти, међу који ма је селфконцепт, могу посредовати у везама мотивације са постигнућем. Указује се на
могућности за подстицање мотивације за учење код ученика. Ако се ученици кроз процес
наставе оспособљавају да сами организују своје активности, то ће допринети њиховом доживљају аутономије и развоју уверења о сопственој компетенцији, што позитивно утиче
на мотивацију за учење.
AB  - Motivacija učenika je jedna od afektivnih komponenti koja ima ključnu ulogu u izučavanju nauke. Istraživanja ukazuju da u razvijenim zemljama opada interesovanje učenika za nauku i tehnologiju. U ovom radu proučavani su odnosi između intrinzične motivacije, selfkoncepta i postignuća učenika četvrtog razreda osnovne škole u matematici i prirodnim naukama. Prikazani su rezultati sekundarnih analiza podataka koji su dobijeni u Srbiji putem upitnika za učenike i testova znanja u poslednja dva ciklusa istraživanja TIMSS 2015 i 2019. Upitnik sadrži dve skale u kojima su operacionalizovane motivacione varijable: stav učenika prema matematici/prirodnim naukama i matematičko/naučno samopouzdanje. Stav učenika predstavlja indikator intrinzične motivacije, a samopouzdanje je pokazatelj selfkoncepta. Rezultati pokazuju da učenici izražavaju visoku motivisanost za učenje matematike i prirodnih nauka i visok nivo selfkoncepta. Viši nivo selfkoncepta praćen je višim nivoom motivacije za učenje matematike i prirodnih nauka. Individualne karakteristike učenika više utiču na postignuće u odnosu na uticaj škole i nastavnika. Učenici koji izražavaju pozitivniji stav prema matematici i prirodnim naukama i viši nivo selfkoncepta u ovim oblastima ostvaruju više postignuće. Posebno je značajan uticaj matematičkog selfkoncepta na postignuće. Dobijeni rezultati u skladu su sa nalazima ranijih istraživanja koji ukazuju na kompleksne i kontroverzne odnose između intrinzične motivacije, selfkoncepta i matematičkog postignuća, kao i da drugi konstrukti, među kojima je selfkoncept, mogu posredovati u vezama motivacije sa postignućem. Ukazuje se na mogućnosti za podsticanje motivacije za učenje kod učenika. Ako se učenici kroz proces nastave osposobljavaju da sami organizuju svoje aktivnosti, to će doprineti njihovom doživljaju autonomije i razvoju uverenja o sopstvenoj kompetenciji, što pozitivno utiče na motivaciju za učenje.
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Motivation for learning science and mathematics: TIMSS research in Serbia
T1  - Мотивација за учење природних наука и математике: истраживање ТИМСС у Србији
T1  - Motivacija za učenje prirodnih nauka i matematike - istraživanje TIMSS u Srbiji
EP  - 19
IS  - 3
SP  - 1
VL  - 36
DO  - 10.5937/inovacije2303001L
ER  - 

@article{
author = "Lalić-Vučetić, Nataša and Mirkov, Snežana",
year = "2023",
abstract = "Student motivation is one of the affective components that plays a key role in learning science. Research shows that in developed countries there is a trend of declining students' interest in science and technology. In this paper, the relationships between intrinsic motivation, Self-Concept, and the achievement of the fourth-grade elementary school students in mathematics and sciences were investigated. The authors also present the results of the secondary data analyses obtained in Serbia by means of student questionnaires and knowledge tests in the last two cycles of the TIMSS research in 2015 and 2019. The questionnaire contains two scales in which motivational variables are operationalized: students' attitudes towards mathematics/sciences and mathematical/ scientific self-confidence. Students' attitude is an indicator of an intrinsic motivation, and self-confidence is an indicator of Self-Concept. The results show that students express a high motivation for learning mathematics and sciences and a high level of Self-Concept. A higher level of Self-Concept is accompanied by a higher level of motivation for learning mathematics and sciences. Individual characteristics of students have a greater influence on achievement than the influence of schools and teachers. Students who express a more positive attitude towards mathematics and science and a higher level of selfconcept in these areas also have a higher level of achievement. The influence of mathematical selfconcept on achievement is particularly significant. The obtained results are in accordance with the findings of the earlier research that indicate complex and controversial relationships between intrinsic motivation, Self-Concept, and mathematical achievement, as well as that other constructs, including Self-Concept, can mediate the links between motivation and achievement. The authors point out the possibilities of encouraging students' motivation for learning. If students are trained in the teaching process to organize their own activities, this will contribute to their experience of autonomy and the development of confidence in their own competence, which positively impacts their motivation for learning., Мотивација ученика је једна од афективних компоненти која има кључну
улогу у изучавању науке. Истраживања указују да у развијеним земљама опада интересовање ученика за науку и технологију. У овом раду проучавани су односи између интринзичне мотивације, селфконцепта и постигнућа ученика четвртог разреда основне школе у
математици и природним наукама. Приказани су резултати секундарних анализа података који су добијени у Србији путем упитника за ученике и тестова знања у последња
два циклуса истраживања ТИМСС 2015 и 2019. Упитник садржи две скале у којима су операционализоване мотивационе варијабле: став ученика према математици/природним
наукама и математичко/научно самопоуздање. Став ученика представља индикатор интринзичне мотивације, а самопоуздање је показатељ селфконцепта. Резултати показују
да ученици изражавају високу мотивисаност за учење математике и природних наука и
висок ниво селфконцепта. Виши ниво селфконцепта праћен је вишим нивоом мотивације
за учење математике и природних наука. Индивидуалне карактеристике ученика више
утичу на постигнуће у односу на утицај школе и наставника. Ученици који изражавају
позитивнији став према математици и природним наукама и виши ниво селфконцепта
у овим областима остварују више постигнуће. Посебно је значајан утицај математичког
селфконцепта на постигнуће. Добијени резултати у складу су са налазима ранијих истраживања који указују на комплексне и контроверзне односе између интринзичне мотивације, селфконцепта и математичког постигнућа, као и да други конструкти, међу који ма је селфконцепт, могу посредовати у везама мотивације са постигнућем. Указује се на
могућности за подстицање мотивације за учење код ученика. Ако се ученици кроз процес
наставе оспособљавају да сами организују своје активности, то ће допринети њиховом доживљају аутономије и развоју уверења о сопственој компетенцији, што позитивно утиче
на мотивацију за учење., Motivacija učenika je jedna od afektivnih komponenti koja ima ključnu ulogu u izučavanju nauke. Istraživanja ukazuju da u razvijenim zemljama opada interesovanje učenika za nauku i tehnologiju. U ovom radu proučavani su odnosi između intrinzične motivacije, selfkoncepta i postignuća učenika četvrtog razreda osnovne škole u matematici i prirodnim naukama. Prikazani su rezultati sekundarnih analiza podataka koji su dobijeni u Srbiji putem upitnika za učenike i testova znanja u poslednja dva ciklusa istraživanja TIMSS 2015 i 2019. Upitnik sadrži dve skale u kojima su operacionalizovane motivacione varijable: stav učenika prema matematici/prirodnim naukama i matematičko/naučno samopouzdanje. Stav učenika predstavlja indikator intrinzične motivacije, a samopouzdanje je pokazatelj selfkoncepta. Rezultati pokazuju da učenici izražavaju visoku motivisanost za učenje matematike i prirodnih nauka i visok nivo selfkoncepta. Viši nivo selfkoncepta praćen je višim nivoom motivacije za učenje matematike i prirodnih nauka. Individualne karakteristike učenika više utiču na postignuće u odnosu na uticaj škole i nastavnika. Učenici koji izražavaju pozitivniji stav prema matematici i prirodnim naukama i viši nivo selfkoncepta u ovim oblastima ostvaruju više postignuće. Posebno je značajan uticaj matematičkog selfkoncepta na postignuće. Dobijeni rezultati u skladu su sa nalazima ranijih istraživanja koji ukazuju na kompleksne i kontroverzne odnose između intrinzične motivacije, selfkoncepta i matematičkog postignuća, kao i da drugi konstrukti, među kojima je selfkoncept, mogu posredovati u vezama motivacije sa postignućem. Ukazuje se na mogućnosti za podsticanje motivacije za učenje kod učenika. Ako se učenici kroz proces nastave osposobljavaju da sami organizuju svoje aktivnosti, to će doprineti njihovom doživljaju autonomije i razvoju uverenja o sopstvenoj kompetenciji, što pozitivno utiče na motivaciju za učenje.",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Motivation for learning science and mathematics: TIMSS research in Serbia, Мотивација за учење природних наука и математике: истраживање ТИМСС у Србији, Motivacija za učenje prirodnih nauka i matematike - istraživanje TIMSS u Srbiji",
pages = "19-1",
number = "3",
volume = "36",
doi = "10.5937/inovacije2303001L"
}

Lalić-Vučetić, N.,& Mirkov, S.. (2023). Motivation for learning science and mathematics: TIMSS research in Serbia. in Inovacije u nastavi - časopis za savremenu nastavu, 36(3), 1-19.
https://doi.org/10.5937/inovacije2303001L

Lalić-Vučetić N, Mirkov S. Motivation for learning science and mathematics: TIMSS research in Serbia. in Inovacije u nastavi - časopis za savremenu nastavu. 2023;36(3):1-19.
doi:10.5937/inovacije2303001L .

Lalić-Vučetić, Nataša, Mirkov, Snežana, "Motivation for learning science and mathematics: TIMSS research in Serbia" in Inovacije u nastavi - časopis za savremenu nastavu, 36, no. 3 (2023):1-19,
https://doi.org/10.5937/inovacije2303001L . .

TY  - JOUR
AU  - Ljubojević:, Danijela
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1033
AB  - Establishing good handwriting habits in the earliest grades is very important for the entire schooling. It affects school performance and promotes learning. In Serbia, pupils start learning Cyrillic letters in Grade 1, while the Serbian Latin alphabet is taught in the second term in Grade 2. When it comes to ELT, there is no official introduction to the English Roman alphabet and children are expected to acquire the new script from Grade 3 and use it efficiently. In this paper, we analysed the learning resources for English (student’s books and workbooks) used in Grades 1 and 2 to determine the type of writing activities given, whether they provide sufficient support to develop writing skills, and how they can be improved. Based on the results, recommendations are given to improve the teaching instruction.
PB  - Belgrade : English Department, Faculty of Philology, University of Belgrade
T2  - Belgrade English Language and Literature Studies
T1  - The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools
EP  - 163
IS  - 1
SP  - 139
VL  - 15
DO  - doi.org/10.18485/bells.2023.15.7
ER  - 

@article{
author = "Ljubojević:, Danijela",
year = "2023",
abstract = "Establishing good handwriting habits in the earliest grades is very important for the entire schooling. It affects school performance and promotes learning. In Serbia, pupils start learning Cyrillic letters in Grade 1, while the Serbian Latin alphabet is taught in the second term in Grade 2. When it comes to ELT, there is no official introduction to the English Roman alphabet and children are expected to acquire the new script from Grade 3 and use it efficiently. In this paper, we analysed the learning resources for English (student’s books and workbooks) used in Grades 1 and 2 to determine the type of writing activities given, whether they provide sufficient support to develop writing skills, and how they can be improved. Based on the results, recommendations are given to improve the teaching instruction.",
publisher = "Belgrade : English Department, Faculty of Philology, University of Belgrade",
journal = "Belgrade English Language and Literature Studies",
title = "The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools",
pages = "163-139",
number = "1",
volume = "15",
doi = "doi.org/10.18485/bells.2023.15.7"
}

Ljubojević:, D.. (2023). The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools. in Belgrade English Language and Literature Studies
Belgrade : English Department, Faculty of Philology, University of Belgrade., 15(1), 139-163.
https://doi.org/doi.org/10.18485/bells.2023.15.7

Ljubojević: D. The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools. in Belgrade English Language and Literature Studies. 2023;15(1):139-163.
doi:doi.org/10.18485/bells.2023.15.7 .

Ljubojević:, Danijela, "The pedagogy of handwriting in english language teaching: a comprehensive analysis of resources and challenges in serbia’s elementary schools" in Belgrade English Language and Literature Studies, 15, no. 1 (2023):139-163,
https://doi.org/doi.org/10.18485/bells.2023.15.7 . .

TY  - JOUR
AU  - Gundogan, Dragana
AU  - Radulović, Mladen
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1034
AB  - In the contemporary global context of growing inequalities, it is
important to explore what effect socio-economic status has on educational practices
and to investigate educational inequalities. Having in mind that post-Yugoslav
societies have a shared past of being a part of the same socialist country, we wanted
to compare the importance of socio-economic status in post-Yugoslav countries and
countries with longer capitalist tradition from Western Europe. Besides, bearing in
mind Serbia’s specific path towards capitalism, our goal is to compare it to other
countries on the same relationship between student achievement on the external
testing and socioeconomic variables. Since we tend to use a comparative approach,
we utilize the data of PISA study. In order to observe the tendencies, we use the data
from two waves of study (2012 and 2018). For analysis of student achievement, we
rely on the students’ scores on the reading, Mathematics and Science performance
while the PISA’s Index of economic, social and cultural status was a proxy for the
socio-economic status. Results are revealing that there is a stronger correlation
between socio-economic status and student achievements in Western Europe
compared to post-Yugoslav countries and that there are significant differences in
the correlation between examined variables among post-Yugoslav countries.
AB  - U savremenom globalnom kontekstu rastućih društvenih
nejednakosti, važno je istražiti uticaj društvenog položaja na obrazovne prakse i
ispitati obrazovne nejednakosti. Imajući na umu da post-jugoslovenska društva
dele istu socijalističku prošlost, želeli smo da uporedimo značaj društvenog porekla
u post-jugoslovenskim zemljama sa zemljama Zapadne Evrope koje imaju dužu
kapitalističku tradiciju. Osim toga, uzimajući u razmatranje specifičan put Srbije
ka kapitalističkom uređenju, naš cilj je da uporedimo Srbiju sa drugim državama
uzimajući u razmatranje istu vezu između postignuća učenika na eksternim
testiranjima znanja i socioekonomskih varijabli. Pošto smo želeli da upotrebimo
komparativni pristup, koristili smo rezultate PISA studije. Kako bismo utvrdili
tendencije, koristili smo podatke iz dva ciklusa ove studije (iz 2012. i 2018.
godine). U analizi postignuća učenika, oslonili smo se na rezultate učenika u
vezi sa čitalačkim, matematičkim kompetencijama i kompetencijama u vezi sa
prirodnim naukama, dok smo koristili indeks ekonomskog, društvenog i kulturnog
statusa koji se koristi u PISA testiranju kao proksi za društveni položaj. Rezultati
otkrivaju da postoji jača povezanost između društvenog položaja i postignuća
učenika u Zapadnoj Evropi u poređenju sa post-jugoslovenskim državama i
da postoje značajne razlike u korelaciji između ispitivanih varijabli među postjugoslovenskim državama.
PB  - Beograd : Sociološko naučno društvo Srbije
T2  - Sociologija
T1  - A relation between high-school students’ achievement and their socioeconomic status in post-yugoslav countries and Western Europe
T1  - Odnos između postignuća i društvenog položaja učenika u Zapadnoj Evropi i post-jugoslovenskim državama
EP  - 624
IS  - 4
SP  - 610
VL  - 65
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1034
ER  - 

@article{
author = "Gundogan, Dragana and Radulović, Mladen",
year = "2023",
abstract = "In the contemporary global context of growing inequalities, it is
important to explore what effect socio-economic status has on educational practices
and to investigate educational inequalities. Having in mind that post-Yugoslav
societies have a shared past of being a part of the same socialist country, we wanted
to compare the importance of socio-economic status in post-Yugoslav countries and
countries with longer capitalist tradition from Western Europe. Besides, bearing in
mind Serbia’s specific path towards capitalism, our goal is to compare it to other
countries on the same relationship between student achievement on the external
testing and socioeconomic variables. Since we tend to use a comparative approach,
we utilize the data of PISA study. In order to observe the tendencies, we use the data
from two waves of study (2012 and 2018). For analysis of student achievement, we
rely on the students’ scores on the reading, Mathematics and Science performance
while the PISA’s Index of economic, social and cultural status was a proxy for the
socio-economic status. Results are revealing that there is a stronger correlation
between socio-economic status and student achievements in Western Europe
compared to post-Yugoslav countries and that there are significant differences in
the correlation between examined variables among post-Yugoslav countries., U savremenom globalnom kontekstu rastućih društvenih
nejednakosti, važno je istražiti uticaj društvenog položaja na obrazovne prakse i
ispitati obrazovne nejednakosti. Imajući na umu da post-jugoslovenska društva
dele istu socijalističku prošlost, želeli smo da uporedimo značaj društvenog porekla
u post-jugoslovenskim zemljama sa zemljama Zapadne Evrope koje imaju dužu
kapitalističku tradiciju. Osim toga, uzimajući u razmatranje specifičan put Srbije
ka kapitalističkom uređenju, naš cilj je da uporedimo Srbiju sa drugim državama
uzimajući u razmatranje istu vezu između postignuća učenika na eksternim
testiranjima znanja i socioekonomskih varijabli. Pošto smo želeli da upotrebimo
komparativni pristup, koristili smo rezultate PISA studije. Kako bismo utvrdili
tendencije, koristili smo podatke iz dva ciklusa ove studije (iz 2012. i 2018.
godine). U analizi postignuća učenika, oslonili smo se na rezultate učenika u
vezi sa čitalačkim, matematičkim kompetencijama i kompetencijama u vezi sa
prirodnim naukama, dok smo koristili indeks ekonomskog, društvenog i kulturnog
statusa koji se koristi u PISA testiranju kao proksi za društveni položaj. Rezultati
otkrivaju da postoji jača povezanost između društvenog položaja i postignuća
učenika u Zapadnoj Evropi u poređenju sa post-jugoslovenskim državama i
da postoje značajne razlike u korelaciji između ispitivanih varijabli među postjugoslovenskim državama.",
publisher = "Beograd : Sociološko naučno društvo Srbije",
journal = "Sociologija",
title = "A relation between high-school students’ achievement and their socioeconomic status in post-yugoslav countries and Western Europe, Odnos između postignuća i društvenog položaja učenika u Zapadnoj Evropi i post-jugoslovenskim državama",
pages = "624-610",
number = "4",
volume = "65",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1034"
}

Gundogan, D.,& Radulović, M.. (2023). A relation between high-school students’ achievement and their socioeconomic status in post-yugoslav countries and Western Europe. in Sociologija
Beograd : Sociološko naučno društvo Srbije., 65(4), 610-624.
https://hdl.handle.net/21.15107/rcub_ipir_1034

Gundogan D, Radulović M. A relation between high-school students’ achievement and their socioeconomic status in post-yugoslav countries and Western Europe. in Sociologija. 2023;65(4):610-624.
https://hdl.handle.net/21.15107/rcub_ipir_1034 .

Gundogan, Dragana, Radulović, Mladen, "A relation between high-school students’ achievement and their socioeconomic status in post-yugoslav countries and Western Europe" in Sociologija, 65, no. 4 (2023):610-624,
https://hdl.handle.net/21.15107/rcub_ipir_1034 .

TY  - JOUR
AU  - Trajković, Marija
AU  - Kovačević, Lepojević Marina
AU  - Radulović, Mladen
PY  - 2023
UR  - https://scindeks.ceon.rs/Article.aspx?artid=0547-33302303337T
UR  - http://www.ncbi.nlm.nih.gov/pubmed/0547-33302303337T
UR  - http://ipir.ipisr.org.rs/handle/123456789/1056
AB  - The existing empirical subject matter testifies to a significant correlation between life satisfaction and positive future expectations among high school students. However, there is a lack of research situating more concretely the role of satisfaction with various aspects of life in relation to positive future expectations. Hence, this research focuses on the importance of satisfaction with various aspects of life among Belgrade high school students for their positive future expectations, with a particular emphasis on examining the role of school satisfaction. This research was conducted during the second semester of the 2021/22 academic year, on a sample of 215 Belgrade high school students. The results indicate that satisfaction with different aspects of life and satisfaction with life in general, have significant positive correlations with positive future expectations. Positive future expectations have the strongest correlation with self-satisfaction, while their lowest correlation is with school satisfaction. Despite its weak correlation with positive future expectations, satisfaction with school has proven to be a significant moderator of the strongest relationship identified - self-satisfaction and positive future expectations. In other words, the findings reached in this research point to the conclusion that activities planned in the context of the development of school satisfaction can compensate for the negative impact of self-satisfaction, prompting more positive future expectations. Considering that empirical endeavors so far have focused mostly on identifying a link with positive developmental outcomes, this research can serve as a starting point for a more detailed understanding of the mechanisms for encouraging positive future expectations among high school students.
AB  - Postojeća empirijska građa svedoči o značajnoj vezi zadovoljstva životom sa pozitivnim očekivanjima od budućnosti kod učenika srednjih škola. Međutim, u deficitu su istraživanja koja situiraju konkretniju ulogu zadovoljstva različitim životnim aspektima za pozitivna očekivanja od budućnosti. Stoga je ovo istraživanje usmereno na sagledavanje značaja zadovoljstva različitim aspektima života kod učenika beogradskih srednjih škola za njihova pozitivna očekivanja od budućnosti, s posebnim akcentom na ispitivanje uloge zadovoljstva školom. Istraživanje je sprovedeno tokom drugog polugodišta školske 2021/22. godine, na uzorku od 215 učenika beogradskih srednjih škola. Rezultati ukazuju na to da zadovoljstvo različitim aspektima života i zadovoljstvo životom generalno ostvaruju značajne pozitivne veze s pozitivnim očekivanjima od budućnosti. Najsnažnije veze pozitivna očekivanja od budućnosti ostvaruju sa zadovoljstvom sobom, dok se najslabija korelacija beleži sa zadovoljstvom školom. Uprkos slaboj povezanosti s pozitivnim očekivanjima od budućnosti, zadovoljstvo školom pokazuje se značajnim moderatorom najjače konstatovane veze - zadovoljstva sobom i pozitivnih očekivanja od budućnosti. Drugim rečima, nalazi dobijeni u ovom istraživanju upućuju na zaključak da planirane aktivnosti u kontekstu razvoja zadovoljstva školom mogu kompenzovati negativan uticaj zadovoljstva sobom i uticati na pozitivnija očekivanja od budućnosti. S obzirom na to da su dosadašnja empirijska stremljenja mahom bila fokusirana na utvrđivanje veze s pozitivnim razvojnim ishodima, ovo istraživanje može poslužiti kao polazna osnova za detaljnije sagledavanje mehanizama podsticanja pozitivnih očekivanja od budućnosti kod učenika srednjih škola.
T2  - Nastava i vaspitanje
T2  - Nastava i vaspitanje
T1  - Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school
T1  - Zadovoljstvo različitim aspektima života i pozitivna očekivanja od budućnosti kod srednjoškolaca - specifičan značaj zadovoljstva školom
EP  - 351
IS  - 3
SP  - 337
VL  - 72
DO  - 10.5937/nasvas2303429T
ER  - 

@article{
author = "Trajković, Marija and Kovačević, Lepojević Marina and Radulović, Mladen",
year = "2023",
abstract = "The existing empirical subject matter testifies to a significant correlation between life satisfaction and positive future expectations among high school students. However, there is a lack of research situating more concretely the role of satisfaction with various aspects of life in relation to positive future expectations. Hence, this research focuses on the importance of satisfaction with various aspects of life among Belgrade high school students for their positive future expectations, with a particular emphasis on examining the role of school satisfaction. This research was conducted during the second semester of the 2021/22 academic year, on a sample of 215 Belgrade high school students. The results indicate that satisfaction with different aspects of life and satisfaction with life in general, have significant positive correlations with positive future expectations. Positive future expectations have the strongest correlation with self-satisfaction, while their lowest correlation is with school satisfaction. Despite its weak correlation with positive future expectations, satisfaction with school has proven to be a significant moderator of the strongest relationship identified - self-satisfaction and positive future expectations. In other words, the findings reached in this research point to the conclusion that activities planned in the context of the development of school satisfaction can compensate for the negative impact of self-satisfaction, prompting more positive future expectations. Considering that empirical endeavors so far have focused mostly on identifying a link with positive developmental outcomes, this research can serve as a starting point for a more detailed understanding of the mechanisms for encouraging positive future expectations among high school students., Postojeća empirijska građa svedoči o značajnoj vezi zadovoljstva životom sa pozitivnim očekivanjima od budućnosti kod učenika srednjih škola. Međutim, u deficitu su istraživanja koja situiraju konkretniju ulogu zadovoljstva različitim životnim aspektima za pozitivna očekivanja od budućnosti. Stoga je ovo istraživanje usmereno na sagledavanje značaja zadovoljstva različitim aspektima života kod učenika beogradskih srednjih škola za njihova pozitivna očekivanja od budućnosti, s posebnim akcentom na ispitivanje uloge zadovoljstva školom. Istraživanje je sprovedeno tokom drugog polugodišta školske 2021/22. godine, na uzorku od 215 učenika beogradskih srednjih škola. Rezultati ukazuju na to da zadovoljstvo različitim aspektima života i zadovoljstvo životom generalno ostvaruju značajne pozitivne veze s pozitivnim očekivanjima od budućnosti. Najsnažnije veze pozitivna očekivanja od budućnosti ostvaruju sa zadovoljstvom sobom, dok se najslabija korelacija beleži sa zadovoljstvom školom. Uprkos slaboj povezanosti s pozitivnim očekivanjima od budućnosti, zadovoljstvo školom pokazuje se značajnim moderatorom najjače konstatovane veze - zadovoljstva sobom i pozitivnih očekivanja od budućnosti. Drugim rečima, nalazi dobijeni u ovom istraživanju upućuju na zaključak da planirane aktivnosti u kontekstu razvoja zadovoljstva školom mogu kompenzovati negativan uticaj zadovoljstva sobom i uticati na pozitivnija očekivanja od budućnosti. S obzirom na to da su dosadašnja empirijska stremljenja mahom bila fokusirana na utvrđivanje veze s pozitivnim razvojnim ishodima, ovo istraživanje može poslužiti kao polazna osnova za detaljnije sagledavanje mehanizama podsticanja pozitivnih očekivanja od budućnosti kod učenika srednjih škola.",
journal = "Nastava i vaspitanje, Nastava i vaspitanje",
title = "Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school, Zadovoljstvo različitim aspektima života i pozitivna očekivanja od budućnosti kod srednjoškolaca - specifičan značaj zadovoljstva školom",
pages = "351-337",
number = "3",
volume = "72",
doi = "10.5937/nasvas2303429T"
}

Trajković, M., Kovačević, L. M.,& Radulović, M.. (2023). Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school. in Nastava i vaspitanje, 72(3), 337-351.
https://doi.org/10.5937/nasvas2303429T

Trajković M, Kovačević LM, Radulović M. Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school. in Nastava i vaspitanje. 2023;72(3):337-351.
doi:10.5937/nasvas2303429T .

Trajković, Marija, Kovačević, Lepojević Marina, Radulović, Mladen, "Satisfaction with different aspects of life and positive future expectations among high school students: Specific significance of satisfaction with school" in Nastava i vaspitanje, 72, no. 3 (2023):337-351,
https://doi.org/10.5937/nasvas2303429T . .

TY  - CONF
AU  - Kovačević-Lepojević, Marina
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1012
AB  - In the post-Columbine era, schools worldwide have come to view school safety through
a school security lens. After the recent school shooting in Serbia, we seem to be inclined
to repeat the same pattern here, even though it has been shown that formal control in
schools (e.g., surveillance measures) is not effective in reducing misconduct, or at least
not as effective as a positive school climate might be (Fisher et al., 2019; King & Bracy,
2019; Tanner-Smith et al., 2018). Authoritative discipline theory suggests (Gregory
& Cornell, 2009) that schools that set high expectations for behavior (e.g., fairness
of school rules) and promote warm support (e.g., good teacher-student relationships)
increase school safety and reduce the likelihood of students violating school rules (Bear
et al., 2014). Findings indicate that a positive school climate is closely related to greater
school safety (Cornell, 2021; Kutsyuruba et al., 2015) and less school victimization,
including bullying (Gutvajn et al., 2021) and cyberbullying (Yang et al., 2021). The
fairness of school rules is usually considered to be an indicator of informal social control,
effective in maintaining school safety (Fisher et al., 2019).
PB  - Belgrade : Institute for Educational Research
C3  - Towards a More Equitable Education: From Research to Change
T1  - Through an atmosphere of fairness to safer schools
EP  - 135
SP  - 128
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1012
ER  - 

@conference{
author = "Kovačević-Lepojević, Marina and Trajković, Marija and Popović-Ćitić, Branislava and Bukvić, Lidija",
year = "2023",
abstract = "In the post-Columbine era, schools worldwide have come to view school safety through
a school security lens. After the recent school shooting in Serbia, we seem to be inclined
to repeat the same pattern here, even though it has been shown that formal control in
schools (e.g., surveillance measures) is not effective in reducing misconduct, or at least
not as effective as a positive school climate might be (Fisher et al., 2019; King & Bracy,
2019; Tanner-Smith et al., 2018). Authoritative discipline theory suggests (Gregory
& Cornell, 2009) that schools that set high expectations for behavior (e.g., fairness
of school rules) and promote warm support (e.g., good teacher-student relationships)
increase school safety and reduce the likelihood of students violating school rules (Bear
et al., 2014). Findings indicate that a positive school climate is closely related to greater
school safety (Cornell, 2021; Kutsyuruba et al., 2015) and less school victimization,
including bullying (Gutvajn et al., 2021) and cyberbullying (Yang et al., 2021). The
fairness of school rules is usually considered to be an indicator of informal social control,
effective in maintaining school safety (Fisher et al., 2019).",
publisher = "Belgrade : Institute for Educational Research",
journal = "Towards a More Equitable Education: From Research to Change",
title = "Through an atmosphere of fairness to safer schools",
pages = "135-128",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1012"
}

Kovačević-Lepojević, M., Trajković, M., Popović-Ćitić, B.,& Bukvić, L.. (2023). Through an atmosphere of fairness to safer schools. in Towards a More Equitable Education: From Research to Change
Belgrade : Institute for Educational Research., 128-135.
https://hdl.handle.net/21.15107/rcub_ipir_1012

Kovačević-Lepojević M, Trajković M, Popović-Ćitić B, Bukvić L. Through an atmosphere of fairness to safer schools. in Towards a More Equitable Education: From Research to Change. 2023;:128-135.
https://hdl.handle.net/21.15107/rcub_ipir_1012 .

Kovačević-Lepojević, Marina, Trajković, Marija, Popović-Ćitić, Branislava, Bukvić, Lidija, "Through an atmosphere of fairness to safer schools" in Towards a More Equitable Education: From Research to Change (2023):128-135,
https://hdl.handle.net/21.15107/rcub_ipir_1012 .

TY  - CONF
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić Marinković, Ana
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/953
AB  - Kulturalne kompetencije nastavnika smatraju se ključnom pretpostavkom uvažavanja različitosti, kreiranja
klime međusobnog razumevanja, poštovanja i ravnopravne saradnje u školi. U cilju ispitivanja samoprocene
kulturalnih kompetencija, realizovano je istraživanje na uzorku od 254 nastavnika srednjih škola.
Instrument koji je korišćen u istraživanju je Skala za samoprocenu kulturalnih kompetencija osoblja škole.
Rezultati pokazuju da nastavnici, generalno, na relativno visokom nivou ocenjuju sopstvene kulturalne
kompetencije. Samoprocena kulturalnih kompetencija nastavnika značajno zavisi od pola i dužine radnog
staža u obrazovanju. Uz uvažavanje ključnih nedostataka istraživanja, može se izvesti zaključak o zadovoljavajućem
nivou kulturalnih kompetencija nastavnika srednjih škola, ali i o jasnom prostoru za njihovo
dalje unapređivanje. Istaknuto mesto na tom planu zavređuju programi stručnog usavršavanja nastavnika,
kao i inkorporiranje sadržaja kojim se obrađuju teme kulturalnih kompetencija u kurikulume obrazovanja
budućeg nastavničkog kadra.
PB  - Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju
C3  - Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem
T1  - Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola
EP  - 160
SP  - 157
UR  - https://hdl.handle.net/21.15107/rcub_ipir_953
ER  - 

@conference{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Kovačević-Lepojević, Marina and Paraušić Marinković, Ana",
year = "2023",
abstract = "Kulturalne kompetencije nastavnika smatraju se ključnom pretpostavkom uvažavanja različitosti, kreiranja
klime međusobnog razumevanja, poštovanja i ravnopravne saradnje u školi. U cilju ispitivanja samoprocene
kulturalnih kompetencija, realizovano je istraživanje na uzorku od 254 nastavnika srednjih škola.
Instrument koji je korišćen u istraživanju je Skala za samoprocenu kulturalnih kompetencija osoblja škole.
Rezultati pokazuju da nastavnici, generalno, na relativno visokom nivou ocenjuju sopstvene kulturalne
kompetencije. Samoprocena kulturalnih kompetencija nastavnika značajno zavisi od pola i dužine radnog
staža u obrazovanju. Uz uvažavanje ključnih nedostataka istraživanja, može se izvesti zaključak o zadovoljavajućem
nivou kulturalnih kompetencija nastavnika srednjih škola, ali i o jasnom prostoru za njihovo
dalje unapređivanje. Istaknuto mesto na tom planu zavređuju programi stručnog usavršavanja nastavnika,
kao i inkorporiranje sadržaja kojim se obrađuju teme kulturalnih kompetencija u kurikulume obrazovanja
budućeg nastavničkog kadra.",
publisher = "Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem",
title = "Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola",
pages = "160-157",
url = "https://hdl.handle.net/21.15107/rcub_ipir_953"
}

Trajković, M., Popović-Ćitić, B., Bukvić Branković, L., Kovačević-Lepojević, M.,& Paraušić Marinković, A.. (2023). Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola. in Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem
Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju., 157-160.
https://hdl.handle.net/21.15107/rcub_ipir_953

Trajković M, Popović-Ćitić B, Bukvić Branković L, Kovačević-Lepojević M, Paraušić Marinković A. Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola. in Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem. 2023;:157-160.
https://hdl.handle.net/21.15107/rcub_ipir_953 .

Trajković, Marija, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Kovačević-Lepojević, Marina, Paraušić Marinković, Ana, "Kulturalne kompetencije u obrazovno-vaspitnoj praksi: samoprocena nastavnika srednjih škola" in Susreti pedagoga: Nacionalni naučni skup U potrazi za kvalitetnim obrazovanjem i vaspitanjem (2023):157-160,
https://hdl.handle.net/21.15107/rcub_ipir_953 .

TY  - GEN
AU  - Gutvajn, Nikoleta
AU  - Drobac, Ana
AU  - Đerić, Ivana
AU  - Kovačević-Lepojević, Marina
AU  - Jošić, Smiljana
AU  - Micić, Isidora
AU  - Radanović, Ana
AU  - Trajković, Marija
AU  - Tadić, Violeta
AU  - Džinović, Vladimir
AU  - Ševkušić, Slavica
PY  - 2023
UR  - https://www.ipisr.org.rs/images/publikacije/kako-postupati-u-kriznim-situacijamapreporuke-za-školsku-zajednicu
UR  - http://ipir.ipisr.org.rs/handle/123456789/940
AB  - Поштовани и драги наставници, стручни сарадници и директори школа,
Поводом трагичног догађаја у основној школи „Владислав Рибникар“ у Београду,
обраћамо вам се да бисмо вам показали да нисте сами. Ми, сарадници Института за
педагошка истраживања, смо уз вас као што сте и ви увек уз нас, спремни да сарађујете
и помогнете нам у нашим истраживачким активностима.
Осим што утиче на појединце који су директно њиме погођени, овај трагични догађај
може пореметити образовни процес у целини и утицати на све учеснике школског
живота и ширу заједницу. Школе треба да буду позитивна средина за учење и поучавање
која ученицима и запосленима пружа осећај континуитета, сигурности и припадности.
У овом кризном периоду пред вас се постављају веома висока очекивања – да наставите
одговорно да испуњавате своје свакодневне школске обавезе и да будете подршка
и ослонац својим ученицима у превазилажењу трауматских искустава. Притом, лако
се може изгубити из вида да сте и ви сведоци трагичног догађаја и да и вама треба
додатна снага и подршка да бисте одговорили на овај изазов.
Питате се какво понашање можете да очекујете од ученика и како да комуницирате
са њима у околностима које су стресне и неуобичајене. Свесни смо да је ваше богато
педагошко искуство ваш најснажнији ресурс, али нико не може бити потпуно спреман
за изазове овог типа. Овај приручник вам пружа основне препоруке на које можете да
се ослоните у кризним ситуацијама у раду са ученицима.
Мај, 2023. године
AB  - Poštovani i dragi nastavnici, stručni saradnici i direktori škola,
Povodom tragičnog događaja u osnovnoj školi „Vladislav Ribnikar“ u Beogradu,
obraćamo vam se da bismo vam pokazali da niste sami. Mi, saradnici Instituta za
pedagoška istraživanja, smo uz vas kao što ste i vi uvek uz nas, spremni da sarađujete
i pomognete nam u našim istraživačkim aktivnostima.
Osim što utiče na pojedince koji su direktno njime pogođeni, ovaj tragični događaj
može poremetiti obrazovni proces u celini i uticati na sve učesnike školskog
života i širu zajednicu. Škole treba da budu pozitivna sredina za učenje i poučavanje
koja učenicima i zaposlenima pruža osećaj kontinuiteta, sigurnosti i pripadnosti.
U ovom kriznom periodu pred vas se postavljaju veoma visoka očekivanja – da nastavite
odgovorno da ispunjavate svoje svakodnevne školske obaveze i da budete podrška
i oslonac svojim učenicima u prevazilaženju traumatskih iskustava. Pritom, lako
se može izgubiti iz vida da ste i vi svedoci tragičnog događaja i da i vama treba
dodatna snaga i podrška da biste odgovorili na ovaj izazov.
Pitate se kakvo ponašanje možete da očekujete od učenika i kako da komunicirate
sa njima u okolnostima koje su stresne i neuobičajene. Svesni smo da je vaše bogato
pedagoško iskustvo vaš najsnažniji resurs, ali niko ne može biti potpuno spreman
za izazove ovog tipa. Ovaj priručnik vam pruža osnovne preporuke na koje možete da
se oslonite u kriznim situacijama u radu sa učenicima.
Maj, 2023. godine
PB  - Београд : Институт за педагошка истраживања
T1  - Како поступати у кризним ситуацијама : препоруке за школску заједницу
T1  - Kako postupati u kriznim situacijama : preporuke za školsku zajednicu
EP  - 23
SP  - 3
UR  - https://hdl.handle.net/21.15107/rcub_ipir_940
ER  - 

@misc{
author = "Gutvajn, Nikoleta and Drobac, Ana and Đerić, Ivana and Kovačević-Lepojević, Marina and Jošić, Smiljana and Micić, Isidora and Radanović, Ana and Trajković, Marija and Tadić, Violeta and Džinović, Vladimir and Ševkušić, Slavica",
year = "2023",
abstract = "Поштовани и драги наставници, стручни сарадници и директори школа,
Поводом трагичног догађаја у основној школи „Владислав Рибникар“ у Београду,
обраћамо вам се да бисмо вам показали да нисте сами. Ми, сарадници Института за
педагошка истраживања, смо уз вас као што сте и ви увек уз нас, спремни да сарађујете
и помогнете нам у нашим истраживачким активностима.
Осим што утиче на појединце који су директно њиме погођени, овај трагични догађај
може пореметити образовни процес у целини и утицати на све учеснике школског
живота и ширу заједницу. Школе треба да буду позитивна средина за учење и поучавање
која ученицима и запосленима пружа осећај континуитета, сигурности и припадности.
У овом кризном периоду пред вас се постављају веома висока очекивања – да наставите
одговорно да испуњавате своје свакодневне школске обавезе и да будете подршка
и ослонац својим ученицима у превазилажењу трауматских искустава. Притом, лако
се може изгубити из вида да сте и ви сведоци трагичног догађаја и да и вама треба
додатна снага и подршка да бисте одговорили на овај изазов.
Питате се какво понашање можете да очекујете од ученика и како да комуницирате
са њима у околностима које су стресне и неуобичајене. Свесни смо да је ваше богато
педагошко искуство ваш најснажнији ресурс, али нико не може бити потпуно спреман
за изазове овог типа. Овај приручник вам пружа основне препоруке на које можете да
се ослоните у кризним ситуацијама у раду са ученицима.
Мај, 2023. године, Poštovani i dragi nastavnici, stručni saradnici i direktori škola,
Povodom tragičnog događaja u osnovnoj školi „Vladislav Ribnikar“ u Beogradu,
obraćamo vam se da bismo vam pokazali da niste sami. Mi, saradnici Instituta za
pedagoška istraživanja, smo uz vas kao što ste i vi uvek uz nas, spremni da sarađujete
i pomognete nam u našim istraživačkim aktivnostima.
Osim što utiče na pojedince koji su direktno njime pogođeni, ovaj tragični događaj
može poremetiti obrazovni proces u celini i uticati na sve učesnike školskog
života i širu zajednicu. Škole treba da budu pozitivna sredina za učenje i poučavanje
koja učenicima i zaposlenima pruža osećaj kontinuiteta, sigurnosti i pripadnosti.
U ovom kriznom periodu pred vas se postavljaju veoma visoka očekivanja – da nastavite
odgovorno da ispunjavate svoje svakodnevne školske obaveze i da budete podrška
i oslonac svojim učenicima u prevazilaženju traumatskih iskustava. Pritom, lako
se može izgubiti iz vida da ste i vi svedoci tragičnog događaja i da i vama treba
dodatna snaga i podrška da biste odgovorili na ovaj izazov.
Pitate se kakvo ponašanje možete da očekujete od učenika i kako da komunicirate
sa njima u okolnostima koje su stresne i neuobičajene. Svesni smo da je vaše bogato
pedagoško iskustvo vaš najsnažniji resurs, ali niko ne može biti potpuno spreman
za izazove ovog tipa. Ovaj priručnik vam pruža osnovne preporuke na koje možete da
se oslonite u kriznim situacijama u radu sa učenicima.
Maj, 2023. godine",
publisher = "Београд : Институт за педагошка истраживања",
title = "Како поступати у кризним ситуацијама : препоруке за школску заједницу, Kako postupati u kriznim situacijama : preporuke za školsku zajednicu",
pages = "23-3",
url = "https://hdl.handle.net/21.15107/rcub_ipir_940"
}

Gutvajn, N., Drobac, A., Đerić, I., Kovačević-Lepojević, M., Jošić, S., Micić, I., Radanović, A., Trajković, M., Tadić, V., Džinović, V.,& Ševkušić, S.. (2023). Како поступати у кризним ситуацијама : препоруке за школску заједницу. 
Београд : Институт за педагошка истраживања., 3-23.
https://hdl.handle.net/21.15107/rcub_ipir_940

Gutvajn N, Drobac A, Đerić I, Kovačević-Lepojević M, Jošić S, Micić I, Radanović A, Trajković M, Tadić V, Džinović V, Ševkušić S. Како поступати у кризним ситуацијама : препоруке за школску заједницу. 2023;:3-23.
https://hdl.handle.net/21.15107/rcub_ipir_940 .

Gutvajn, Nikoleta, Drobac, Ana, Đerić, Ivana, Kovačević-Lepojević, Marina, Jošić, Smiljana, Micić, Isidora, Radanović, Ana, Trajković, Marija, Tadić, Violeta, Džinović, Vladimir, Ševkušić, Slavica, "Како поступати у кризним ситуацијама : препоруке за школску заједницу" (2023):3-23,
https://hdl.handle.net/21.15107/rcub_ipir_940 .