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

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

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

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

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

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

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

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

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

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

TY  - JOUR
AU  - Polovina, Nada
AU  - Stevanović, Jelena
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/176
AB  - This paper is founded on a research aimed at investigating how many students (boys and girls) use the computer and Internet in home environment, whether there are any differences between them and whether eventual differences can be related to parents' education, especially the education of the parent of the same sex. The analyzed data were collected during the international research TIMSS 2007 (the section of the questionnaire related to different aspects of home environment) From the representative sample of 2.447 eighth-grade students from 34 elementary schools in Serbia the following results were obtained: a large number of students stated that they own a computer (80% girls, 83% boys), but a considerably smaller number said that they have the Internet access (47% girls, 56.7% boys). In the structure of out-of-school activities boys play games and read about sport more than girls, while girls do their homework assignments and read books. The educational status of the parents (as separate measures) are in significant correlation with the possession of a computer, and especially with the Internet access, and the mother's educational status was in higher correlation with the Internet usage than the father's both for boys and even more so for girls. The end of the paper offers discussion on some implications of the obtained results relevant for further research and family functioning practice.
AB  - Osnovu rada čini istraživanje čiji je cilj sagledavanje koliko devojčice i dečaci (učenici), koriste kompjuter i Internet u kućnoj sredini, da li među njima postoje razlike, i da li se te razlike mogu dovesti u vezu s obrazovanjem roditelja, posebno s obrazovanjem istopolnog roditelja. Reč je o analizi podataka prikupljenih tokom međunarodnog istraživanja TIMSS 2007 (korišćenje dela upitnika za učenike koji se odnosio na aspekte porodične sredine). Na reprezentativnom uzorku od 2.447 učenika osmog razreda iz 34 škola u Srbiji dobijeni su sledeći rezultati: veliki broj učenika saopštava da poseduje kompjuter (80% devojčica i 83% dečaka), a znatno manji da ima Internet (47,3% devojčica i 56,7% dečaka). U strukturi vanškolskih dnevnih aktivnosti, dečaci više od devojčica igraju igrice na kompjuteru i prate sport, a devojčice više od dečaka rade domaće zadatke i čitaju knjige. Obrazovni status majke i oca (kao odvojene mere) u značajnoj su korelaciji s posedovanjem kompjutera, a posebno sa pristupom Internetu, pri čemu je obrazovni status majke u većoj korelaciji od obrazovnog statusa oca u segmentu korišćenja Interneta i kada je reč o dečacima, a još je naglašeniji kada je reč o devojčicama. Na kraju rada su razmotrene implikacije dobijenih rezultata i za dalje istraživanja, kao i za praksu porodičnog funkcionisanja.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Interrelatedness of parents' educational status and internet usage
T1  - Povezanost obrazovnog statusa roditelja i korišćenja interneta
EP  - 237
IS  - 2
SP  - 224
VL  - 59
UR  - https://hdl.handle.net/21.15107/rcub_ipir_176
ER  - 

@article{
author = "Polovina, Nada and Stevanović, Jelena",
year = "2010",
abstract = "This paper is founded on a research aimed at investigating how many students (boys and girls) use the computer and Internet in home environment, whether there are any differences between them and whether eventual differences can be related to parents' education, especially the education of the parent of the same sex. The analyzed data were collected during the international research TIMSS 2007 (the section of the questionnaire related to different aspects of home environment) From the representative sample of 2.447 eighth-grade students from 34 elementary schools in Serbia the following results were obtained: a large number of students stated that they own a computer (80% girls, 83% boys), but a considerably smaller number said that they have the Internet access (47% girls, 56.7% boys). In the structure of out-of-school activities boys play games and read about sport more than girls, while girls do their homework assignments and read books. The educational status of the parents (as separate measures) are in significant correlation with the possession of a computer, and especially with the Internet access, and the mother's educational status was in higher correlation with the Internet usage than the father's both for boys and even more so for girls. The end of the paper offers discussion on some implications of the obtained results relevant for further research and family functioning practice., Osnovu rada čini istraživanje čiji je cilj sagledavanje koliko devojčice i dečaci (učenici), koriste kompjuter i Internet u kućnoj sredini, da li među njima postoje razlike, i da li se te razlike mogu dovesti u vezu s obrazovanjem roditelja, posebno s obrazovanjem istopolnog roditelja. Reč je o analizi podataka prikupljenih tokom međunarodnog istraživanja TIMSS 2007 (korišćenje dela upitnika za učenike koji se odnosio na aspekte porodične sredine). Na reprezentativnom uzorku od 2.447 učenika osmog razreda iz 34 škola u Srbiji dobijeni su sledeći rezultati: veliki broj učenika saopštava da poseduje kompjuter (80% devojčica i 83% dečaka), a znatno manji da ima Internet (47,3% devojčica i 56,7% dečaka). U strukturi vanškolskih dnevnih aktivnosti, dečaci više od devojčica igraju igrice na kompjuteru i prate sport, a devojčice više od dečaka rade domaće zadatke i čitaju knjige. Obrazovni status majke i oca (kao odvojene mere) u značajnoj su korelaciji s posedovanjem kompjutera, a posebno sa pristupom Internetu, pri čemu je obrazovni status majke u većoj korelaciji od obrazovnog statusa oca u segmentu korišćenja Interneta i kada je reč o dečacima, a još je naglašeniji kada je reč o devojčicama. Na kraju rada su razmotrene implikacije dobijenih rezultata i za dalje istraživanja, kao i za praksu porodičnog funkcionisanja.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Interrelatedness of parents' educational status and internet usage, Povezanost obrazovnog statusa roditelja i korišćenja interneta",
pages = "237-224",
number = "2",
volume = "59",
url = "https://hdl.handle.net/21.15107/rcub_ipir_176"
}

Polovina, N.,& Stevanović, J.. (2010). Interrelatedness of parents' educational status and internet usage. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 59(2), 224-237.
https://hdl.handle.net/21.15107/rcub_ipir_176

Polovina N, Stevanović J. Interrelatedness of parents' educational status and internet usage. in Nastava i vaspitanje. 2010;59(2):224-237.
https://hdl.handle.net/21.15107/rcub_ipir_176 .

Polovina, Nada, Stevanović, Jelena, "Interrelatedness of parents' educational status and internet usage" in Nastava i vaspitanje, 59, no. 2 (2010):224-237,
https://hdl.handle.net/21.15107/rcub_ipir_176 .

TY  - JOUR
AU  - Ševkušić, Slavica
AU  - Maksić, Slavica
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/172
AB  - The essays of primary school students were studied as a potential source of data about their creative capacities in the field of writing and, more extensively, in the domain of linguistic expression. Sixth and seventh grade students (N=142) wrote an essay the creativity of which was evaluated by three teachers. Based on teachers' evaluations, two extreme groups were formed, which were then mutually compared: the students who wrote creative stories (N=17) and those who did not (N=19). A mixed method approach was applied in analyzing the data about students and their essays. The quantitative research results indicate that the authors of creative stories are characterized by a considerably higher creative potential as measured by the Word Production Test and Urban-Jellen Drawing Test (TCT-DP), a better school achievement and greater knowledge in Serbian language, a wider range of interests and a more pronounced interest in language and humanities. Analysis of narratives of the two groups of stories reveals important differences between the creative and noncreative group in the format, themes and components of creative written expression. The following are perceived in the papers assessed as creative: good composition, existence of a title, a guiding idea, originality, emotional expressiveness and ethical dimension. In the concluding part the authors discuss the advantages of combining the quantitative and qualitative procedures in studying the creative potential in school context.
AB  - Pismeni sastavi učenika osnovne škole razmatrani su kao potencijalni izvor podataka o njihovim kreativnim kapacitetima u oblasti pisanja i šire u domenu jezičkog izražavanja. Učenici šestog i sedmog razreda (N=142) pisali su sastav čiju su kreativnost procenjivala tri nastavnika. Na osnovu nastavničkih procena, formirane su dve ekstremne grupe koje su međusobno poređene: učenici koji su napisali kreativne priče (N=17) i oni koji nisu (N=19). Primenjen je miks-metodski nacrt za analizu podataka o učenicima i njihovim sastavima. Rezultati kvantitativnog ispitivanja ukazuju da se autori kreativnih priča odlikuju značajno većim kreativnim potencijalom merenim Testom navođenja reči (TNR) i Urban-Jelenovim testom crtanja (TCT-DP), boljim školskim uspehom i većim znanjem iz srpskog jezika, širim interesovanjima i izraženijim zanimanjem za jezik i društvene nauke. Analiza narativa dve grupe priča otkriva značajne razlike između kreativne i nekreativne grupe u formatu, temama i komponentama kreativnog pismenog izražavanja. U radovima koji su procenjeni kao kreativni uočavaju se: dobra kompozicija, postojanje naslova, ideja vodilja, originalnost, emocionalna ekspresivnost i etička dimenzija. U zaključku se diskutuju prednosti kombinovanja kvantitativnih i kvalitativnih postupaka u ispitivanju kreativnog potencijala u školskom kontekstu.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Creative potential of primary school students in written expression
T1  - Kreativni potencijal učenika osnovne škole u pismenom izražavanju
EP  - 108
IS  - 1
SP  - 92
VL  - 42
UR  - https://hdl.handle.net/21.15107/rcub_ipir_172
ER  - 

@article{
author = "Ševkušić, Slavica and Maksić, Slavica",
year = "2010",
abstract = "The essays of primary school students were studied as a potential source of data about their creative capacities in the field of writing and, more extensively, in the domain of linguistic expression. Sixth and seventh grade students (N=142) wrote an essay the creativity of which was evaluated by three teachers. Based on teachers' evaluations, two extreme groups were formed, which were then mutually compared: the students who wrote creative stories (N=17) and those who did not (N=19). A mixed method approach was applied in analyzing the data about students and their essays. The quantitative research results indicate that the authors of creative stories are characterized by a considerably higher creative potential as measured by the Word Production Test and Urban-Jellen Drawing Test (TCT-DP), a better school achievement and greater knowledge in Serbian language, a wider range of interests and a more pronounced interest in language and humanities. Analysis of narratives of the two groups of stories reveals important differences between the creative and noncreative group in the format, themes and components of creative written expression. The following are perceived in the papers assessed as creative: good composition, existence of a title, a guiding idea, originality, emotional expressiveness and ethical dimension. In the concluding part the authors discuss the advantages of combining the quantitative and qualitative procedures in studying the creative potential in school context., Pismeni sastavi učenika osnovne škole razmatrani su kao potencijalni izvor podataka o njihovim kreativnim kapacitetima u oblasti pisanja i šire u domenu jezičkog izražavanja. Učenici šestog i sedmog razreda (N=142) pisali su sastav čiju su kreativnost procenjivala tri nastavnika. Na osnovu nastavničkih procena, formirane su dve ekstremne grupe koje su međusobno poređene: učenici koji su napisali kreativne priče (N=17) i oni koji nisu (N=19). Primenjen je miks-metodski nacrt za analizu podataka o učenicima i njihovim sastavima. Rezultati kvantitativnog ispitivanja ukazuju da se autori kreativnih priča odlikuju značajno većim kreativnim potencijalom merenim Testom navođenja reči (TNR) i Urban-Jelenovim testom crtanja (TCT-DP), boljim školskim uspehom i većim znanjem iz srpskog jezika, širim interesovanjima i izraženijim zanimanjem za jezik i društvene nauke. Analiza narativa dve grupe priča otkriva značajne razlike između kreativne i nekreativne grupe u formatu, temama i komponentama kreativnog pismenog izražavanja. U radovima koji su procenjeni kao kreativni uočavaju se: dobra kompozicija, postojanje naslova, ideja vodilja, originalnost, emocionalna ekspresivnost i etička dimenzija. U zaključku se diskutuju prednosti kombinovanja kvantitativnih i kvalitativnih postupaka u ispitivanju kreativnog potencijala u školskom kontekstu.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Creative potential of primary school students in written expression, Kreativni potencijal učenika osnovne škole u pismenom izražavanju",
pages = "108-92",
number = "1",
volume = "42",
url = "https://hdl.handle.net/21.15107/rcub_ipir_172"
}

Ševkušić, S.,& Maksić, S.. (2010). Creative potential of primary school students in written expression. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 42(1), 92-108.
https://hdl.handle.net/21.15107/rcub_ipir_172

Ševkušić S, Maksić S. Creative potential of primary school students in written expression. in Zbornik Instituta za pedagoška istraživanja. 2010;42(1):92-108.
https://hdl.handle.net/21.15107/rcub_ipir_172 .

Ševkušić, Slavica, Maksić, Slavica, "Creative potential of primary school students in written expression" in Zbornik Instituta za pedagoška istraživanja, 42, no. 1 (2010):92-108,
https://hdl.handle.net/21.15107/rcub_ipir_172 .

TY  - JOUR
AU  - Stanišić, Jelena
AU  - Gutvajn, Nikoleta
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/174
AB  - Social relations within the family, especially between parents and children, the socio-economic status and the structure of the family are, in literature, frequently related to different aspects of school adaptation and the level of scholastic attainment of students. We were inspired by the dilemma whether the students coming from incomplete families have lower academic achievements than their peers with complete families. The sample comprised 182 seventh and eighth grade students and 34 class teachers from four Belgrade elementary schools. The results show that the students who live in incomplete families have lower achievements and lower mean grades than other students. It was also found that there is a difference between mean grades and the type of incomplete family. The highest grades were obtained by students who suffered the death of one parent, while the students coming from out-of-wedlock families showed the lowest attainment. The authors stress the necessity of more intensive engagement of both the family and the school for the prevention of low academic attainment of students with incomplete family background.
AB  - Socijalni odnosi unutar porodice, posebno između roditelja i dece, socioekonomski status i struktura porodice često se u literaturi povezuju sa različitim aspektima školskog prilagođavanja i nivoom školskog postignuća učenika. Ovaj rad inspirisan je dilemom da li učenici koji potiču iz nepotpunih porodica imaju slabije školsko postignuće od svojih vršnjaka koji potiču iz potpunih porodica. Uzorak istraživanja činilo je 182 učenika sedmog i osmog razreda i 34 nastavnika iz četiri beogradske osnovne škole. U istraživanju su primenjeni analiza školske dokumentacije i polustrukturisani intervju. Nalazi istraživanja pokazuju da učenici koji žive u nepotpunim porodicama postižu lošiji školski uspeh i nižu prosečnu ocenu od ostalih učenika. Utvrđeno je da postoji razlika između prosečnih ocena učenika u zavisnosti od tipa nepotpune porodice. Najvišu ocenu su postigli učenici kojima je jedan roditelj umro, zatim učenici čiji su roditelji razvedeni, dok su najnižu prosečnu ocenu postigli učenici čiji roditelji nisu bili venčani. Autori ukazuju na neophodnost zajedničkog delovanja porodice i škole u prevenciji slabijeg školskog postignuća učenika iz nepotpunih porodica.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Incomplete family and students' academic attainments
T1  - Nepotpunost porodice i školsko postignuće učenika
EP  - 250
IS  - 2
SP  - 238
VL  - 59
UR  - https://hdl.handle.net/21.15107/rcub_ipir_174
ER  - 

@article{
author = "Stanišić, Jelena and Gutvajn, Nikoleta",
year = "2010",
abstract = "Social relations within the family, especially between parents and children, the socio-economic status and the structure of the family are, in literature, frequently related to different aspects of school adaptation and the level of scholastic attainment of students. We were inspired by the dilemma whether the students coming from incomplete families have lower academic achievements than their peers with complete families. The sample comprised 182 seventh and eighth grade students and 34 class teachers from four Belgrade elementary schools. The results show that the students who live in incomplete families have lower achievements and lower mean grades than other students. It was also found that there is a difference between mean grades and the type of incomplete family. The highest grades were obtained by students who suffered the death of one parent, while the students coming from out-of-wedlock families showed the lowest attainment. The authors stress the necessity of more intensive engagement of both the family and the school for the prevention of low academic attainment of students with incomplete family background., Socijalni odnosi unutar porodice, posebno između roditelja i dece, socioekonomski status i struktura porodice često se u literaturi povezuju sa različitim aspektima školskog prilagođavanja i nivoom školskog postignuća učenika. Ovaj rad inspirisan je dilemom da li učenici koji potiču iz nepotpunih porodica imaju slabije školsko postignuće od svojih vršnjaka koji potiču iz potpunih porodica. Uzorak istraživanja činilo je 182 učenika sedmog i osmog razreda i 34 nastavnika iz četiri beogradske osnovne škole. U istraživanju su primenjeni analiza školske dokumentacije i polustrukturisani intervju. Nalazi istraživanja pokazuju da učenici koji žive u nepotpunim porodicama postižu lošiji školski uspeh i nižu prosečnu ocenu od ostalih učenika. Utvrđeno je da postoji razlika između prosečnih ocena učenika u zavisnosti od tipa nepotpune porodice. Najvišu ocenu su postigli učenici kojima je jedan roditelj umro, zatim učenici čiji su roditelji razvedeni, dok su najnižu prosečnu ocenu postigli učenici čiji roditelji nisu bili venčani. Autori ukazuju na neophodnost zajedničkog delovanja porodice i škole u prevenciji slabijeg školskog postignuća učenika iz nepotpunih porodica.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Incomplete family and students' academic attainments, Nepotpunost porodice i školsko postignuće učenika",
pages = "250-238",
number = "2",
volume = "59",
url = "https://hdl.handle.net/21.15107/rcub_ipir_174"
}

Stanišić, J.,& Gutvajn, N.. (2010). Incomplete family and students' academic attainments. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 59(2), 238-250.
https://hdl.handle.net/21.15107/rcub_ipir_174

Stanišić J, Gutvajn N. Incomplete family and students' academic attainments. in Nastava i vaspitanje. 2010;59(2):238-250.
https://hdl.handle.net/21.15107/rcub_ipir_174 .

Stanišić, Jelena, Gutvajn, Nikoleta, "Incomplete family and students' academic attainments" in Nastava i vaspitanje, 59, no. 2 (2010):238-250,
https://hdl.handle.net/21.15107/rcub_ipir_174 .

TY  - JOUR
AU  - Stanišić, Jelena
AU  - Đević, Rajka
AU  - Đerić, Ivana
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/168
AB  - This paper is on the roles of the following environmental factors in ecological pedagogical work and education of the family, pre-school institution, school, peer groups, media and social organizations and institutions. The review of characteristics and influences of environmental factors enables readers to view the importance they have on ecological pedagogical work and education. Although each of these environmental factors has an important role in the development of the ecological consciousness and gaining necessary experience in this field, the primary role is given to a school which enables adoption of ecological knowledge in systematic and organized way. It is to be talked about how much the school potentials are used and how much the school manages to answer contemporary needs of ecological pedagogical work and education. The school should justify the role of the leading factor in forming the ecological consciousness of the students, curricula should be more contemporary, teachers should be additionally trained, and the school should intensify cooperation with other institutions.
AB  - U radu se analiziraju uloge sledećih sredinskih činilaca u ekološkom vaspitanju i obrazovanju: porodice, predškolske ustanove, škole, vršnjačkih grupa, medija i društvenih organizacija i institucija. Pregled karakteristika i uticaja sredinskih faktora omogućava čitaocu uvid u značaj koji oni imaju na ekološko vaspitanje i obrazovanje. Iako svaki od navedenih sredinskih faktora ima značajnu ulogu u razvoju ekološke svesti i sticanju neophodnih znanja iz ove oblasti, primarna uloga daje se školi koja omogućava usvajanje ekoloških znanja na sistematičan i organizovan način. Postavlja se pitanje koliko se potencijali škole koriste i koliko škola uspeva da odgovori na savremene potrebe ekološkog vaspitanja i obrazovanja. Da bi škola opravdala ulogu vodećeg faktora u oblikovanju ekološke svesti učenika, programi bi trebalo da se osavremenjuju, nastavnici dodatno usavršavaju, a škola intenzivira saradnju sa drugim institucijama.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Environmental factors of ecological pedagogical work and education
T1  - Sredinski činioci ekološkog vaspitanja i obrazovanja
EP  - 256
IS  - 2
SP  - 247
VL  - 65
UR  - https://hdl.handle.net/21.15107/rcub_ipir_168
ER  - 

@article{
author = "Stanišić, Jelena and Đević, Rajka and Đerić, Ivana",
year = "2010",
abstract = "This paper is on the roles of the following environmental factors in ecological pedagogical work and education of the family, pre-school institution, school, peer groups, media and social organizations and institutions. The review of characteristics and influences of environmental factors enables readers to view the importance they have on ecological pedagogical work and education. Although each of these environmental factors has an important role in the development of the ecological consciousness and gaining necessary experience in this field, the primary role is given to a school which enables adoption of ecological knowledge in systematic and organized way. It is to be talked about how much the school potentials are used and how much the school manages to answer contemporary needs of ecological pedagogical work and education. The school should justify the role of the leading factor in forming the ecological consciousness of the students, curricula should be more contemporary, teachers should be additionally trained, and the school should intensify cooperation with other institutions., U radu se analiziraju uloge sledećih sredinskih činilaca u ekološkom vaspitanju i obrazovanju: porodice, predškolske ustanove, škole, vršnjačkih grupa, medija i društvenih organizacija i institucija. Pregled karakteristika i uticaja sredinskih faktora omogućava čitaocu uvid u značaj koji oni imaju na ekološko vaspitanje i obrazovanje. Iako svaki od navedenih sredinskih faktora ima značajnu ulogu u razvoju ekološke svesti i sticanju neophodnih znanja iz ove oblasti, primarna uloga daje se školi koja omogućava usvajanje ekoloških znanja na sistematičan i organizovan način. Postavlja se pitanje koliko se potencijali škole koriste i koliko škola uspeva da odgovori na savremene potrebe ekološkog vaspitanja i obrazovanja. Da bi škola opravdala ulogu vodećeg faktora u oblikovanju ekološke svesti učenika, programi bi trebalo da se osavremenjuju, nastavnici dodatno usavršavaju, a škola intenzivira saradnju sa drugim institucijama.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Environmental factors of ecological pedagogical work and education, Sredinski činioci ekološkog vaspitanja i obrazovanja",
pages = "256-247",
number = "2",
volume = "65",
url = "https://hdl.handle.net/21.15107/rcub_ipir_168"
}

Stanišić, J., Đević, R.,& Đerić, I.. (2010). Environmental factors of ecological pedagogical work and education. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 65(2), 247-256.
https://hdl.handle.net/21.15107/rcub_ipir_168

Stanišić J, Đević R, Đerić I. Environmental factors of ecological pedagogical work and education. in Pedagogija. 2010;65(2):247-256.
https://hdl.handle.net/21.15107/rcub_ipir_168 .

Stanišić, Jelena, Đević, Rajka, Đerić, Ivana, "Environmental factors of ecological pedagogical work and education" in Pedagogija, 65, no. 2 (2010):247-256,
https://hdl.handle.net/21.15107/rcub_ipir_168 .

TY  - JOUR
AU  - Gutvajn, Nikoleta
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/171
AB  - There is a predominant belief in literature and school practice that high school achievement is an important precondition for optimal professional development and success in life, as well as that school failure is a problem that should be dealt with preventively. The goal of this paper is to shed light on the problem of school underachievement from the perspective of students who are positioned as underachievers in educational discourse. The following questions are especially important: whether underachievers recognize the importance of high school achievement for success in life, as well as which constructs are the core and which the peripheral ones in their construct system. Research participants were 60 students from the third grade of secondary school who failed three or more subjects during the school year or at the end of classification periods. Interview and Implications Grid were applied in the research. The results indicate that the most important life priorities of students are the following: acceptance by friends, school completion, school success, love and happiness. It was established that the construct acceptance by friends as opposed to rejection by friends is the core construct for success in life in the construct system of underachievers. The paper points out to the importance of appreciation of personal meanings of school achievement and initiation of dialogue between teachers and students in preventing and overcoming school underachievement.
AB  - U literaturi i školskoj praksi preovladava uverenje da je visoko školsko postignuće značajan preduslov za optimalan profesionalni razvoj i uspeh u životu, kao i da školski neuspeh predstavlja problem na kome treba raditi preventivno. Cilj ovog rada je da problem školskog neuspeha osvetli iz perspektive učenika koji su u obrazovnom diskursu pozicionirani kao neuspešni. Od posebnog značaja su pitanja: da li neuspešni učenici prepoznaju značaj visokog školskog postignuća za uspeh u životu, kao i koji su konstrukti sržni, a koji periferni u njihovom sistemu konstrukata. U istraživanju je učestvovalo 60 učenika trećeg razreda srednje škole koji su u toku školske godine ili na kraju kvalifikacionih perioda imali negativne ocene iz tri i više predmeta. U istraživanju su primenjeni intervju i Mreža implikacija. Rezultati pokazuju da su najznačajniji životni prioriteti učenika: prihvaćenost od strane drugova, završetak škole, školski uspeh, ljubav i sreća. Utvrđeno je da konstrukt prihvaćenost od strane drugova nasuprot odbačenost od strane drugova predstavlja sržni konstrukt za uspeh u životu u sistemu konstrukata neuspešnih učenika. U radu se ukazuje na značaj uvažavanja ličnih značenja školskog postignuća i pokretanja dijaloga između nastavnika i učenika u prevenciji i prevazilaženju školskog neuspeha.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Life priorities of underachievers in secondary school
T1  - Životni prioriteti neuspešnih učenika u srednjoj školi
EP  - 127
IS  - 1
SP  - 109
VL  - 42
UR  - https://hdl.handle.net/21.15107/rcub_ipir_171
ER  - 

@article{
author = "Gutvajn, Nikoleta",
year = "2010",
abstract = "There is a predominant belief in literature and school practice that high school achievement is an important precondition for optimal professional development and success in life, as well as that school failure is a problem that should be dealt with preventively. The goal of this paper is to shed light on the problem of school underachievement from the perspective of students who are positioned as underachievers in educational discourse. The following questions are especially important: whether underachievers recognize the importance of high school achievement for success in life, as well as which constructs are the core and which the peripheral ones in their construct system. Research participants were 60 students from the third grade of secondary school who failed three or more subjects during the school year or at the end of classification periods. Interview and Implications Grid were applied in the research. The results indicate that the most important life priorities of students are the following: acceptance by friends, school completion, school success, love and happiness. It was established that the construct acceptance by friends as opposed to rejection by friends is the core construct for success in life in the construct system of underachievers. The paper points out to the importance of appreciation of personal meanings of school achievement and initiation of dialogue between teachers and students in preventing and overcoming school underachievement., U literaturi i školskoj praksi preovladava uverenje da je visoko školsko postignuće značajan preduslov za optimalan profesionalni razvoj i uspeh u životu, kao i da školski neuspeh predstavlja problem na kome treba raditi preventivno. Cilj ovog rada je da problem školskog neuspeha osvetli iz perspektive učenika koji su u obrazovnom diskursu pozicionirani kao neuspešni. Od posebnog značaja su pitanja: da li neuspešni učenici prepoznaju značaj visokog školskog postignuća za uspeh u životu, kao i koji su konstrukti sržni, a koji periferni u njihovom sistemu konstrukata. U istraživanju je učestvovalo 60 učenika trećeg razreda srednje škole koji su u toku školske godine ili na kraju kvalifikacionih perioda imali negativne ocene iz tri i više predmeta. U istraživanju su primenjeni intervju i Mreža implikacija. Rezultati pokazuju da su najznačajniji životni prioriteti učenika: prihvaćenost od strane drugova, završetak škole, školski uspeh, ljubav i sreća. Utvrđeno je da konstrukt prihvaćenost od strane drugova nasuprot odbačenost od strane drugova predstavlja sržni konstrukt za uspeh u životu u sistemu konstrukata neuspešnih učenika. U radu se ukazuje na značaj uvažavanja ličnih značenja školskog postignuća i pokretanja dijaloga između nastavnika i učenika u prevenciji i prevazilaženju školskog neuspeha.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Life priorities of underachievers in secondary school, Životni prioriteti neuspešnih učenika u srednjoj školi",
pages = "127-109",
number = "1",
volume = "42",
url = "https://hdl.handle.net/21.15107/rcub_ipir_171"
}

Gutvajn, N.. (2010). Life priorities of underachievers in secondary school. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 42(1), 109-127.
https://hdl.handle.net/21.15107/rcub_ipir_171

Gutvajn N. Life priorities of underachievers in secondary school. in Zbornik Instituta za pedagoška istraživanja. 2010;42(1):109-127.
https://hdl.handle.net/21.15107/rcub_ipir_171 .

Gutvajn, Nikoleta, "Life priorities of underachievers in secondary school" in Zbornik Instituta za pedagoška istraživanja, 42, no. 1 (2010):109-127,
https://hdl.handle.net/21.15107/rcub_ipir_171 .

TY  - JOUR
AU  - Opačić, Goran
AU  - Mirkov, Snežana
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/173
AB  - A review of the relevant literature demonstrates disagreement regarding the number and nature of factors that affect learning goals and strategies, as well as whether the goals and strategies may be treated as separate groups of phenomena. In order to clarify this controversy, a sample of 364 Belgrade University students was given an instrument consisting of 94 indicators taken from a larger number of available instruments that measure approaches to learning, goal orientations and learning strategies. Factor analysis, applied on the obtained data, showed that six first-order factors related to learning goals and seven first-order factors related to learning strategies explain the latent structure of the phenomenon. Then, second order factor analysis was applied on the pool of obtained factor scores. The assumption that learning goals and strategies share a similar latent structure was confirmed. The results show that a large number of these factors can be predominantly reduced to three latent dimensions: deep approach, surface approach, and achievement approach. The paper suggests that precise operationalisation of the achievement approach is required in the future research.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Latent structure of learning goals and strategies
EP  - 41
IS  - 1
SP  - 27
VL  - 42
DO  - 10.2298/ZIPI1001027O
ER  - 

@article{
author = "Opačić, Goran and Mirkov, Snežana",
year = "2010",
abstract = "A review of the relevant literature demonstrates disagreement regarding the number and nature of factors that affect learning goals and strategies, as well as whether the goals and strategies may be treated as separate groups of phenomena. In order to clarify this controversy, a sample of 364 Belgrade University students was given an instrument consisting of 94 indicators taken from a larger number of available instruments that measure approaches to learning, goal orientations and learning strategies. Factor analysis, applied on the obtained data, showed that six first-order factors related to learning goals and seven first-order factors related to learning strategies explain the latent structure of the phenomenon. Then, second order factor analysis was applied on the pool of obtained factor scores. The assumption that learning goals and strategies share a similar latent structure was confirmed. The results show that a large number of these factors can be predominantly reduced to three latent dimensions: deep approach, surface approach, and achievement approach. The paper suggests that precise operationalisation of the achievement approach is required in the future research.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Latent structure of learning goals and strategies",
pages = "41-27",
number = "1",
volume = "42",
doi = "10.2298/ZIPI1001027O"
}

Opačić, G.,& Mirkov, S.. (2010). Latent structure of learning goals and strategies. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 42(1), 27-41.
https://doi.org/10.2298/ZIPI1001027O

Opačić G, Mirkov S. Latent structure of learning goals and strategies. in Zbornik Instituta za pedagoška istraživanja. 2010;42(1):27-41.
doi:10.2298/ZIPI1001027O .

Opačić, Goran, Mirkov, Snežana, "Latent structure of learning goals and strategies" in Zbornik Instituta za pedagoška istraživanja, 42, no. 1 (2010):27-41,
https://doi.org/10.2298/ZIPI1001027O . .

TY  - JOUR
AU  - Mirkov, Snežana
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/167
AB  - This paper presents findings of the research focused on determining whether learning goals and strategies influence differences in academic success. The sample consisted of 364 students of the University of Belgrade. Five categories of learning goals (knowledge orientation, extrinsic goals, self-confirmation orientation, lack of orientation and meta-learning) and four categories of learning strategies (understanding strategies, reproduction strategies, achievement-oriented strategies and lack of strategies) were included. Data were analyzed with respect to respondent's gender and field of study. According to the obtained results, there are differences in average exam grades with respect to knowledge and self-confirmation orientation, meta-learning, understanding strategies and achievement-oriented strategies. Relations of certain categories of learning goals and strategies with the length of studying are under gender influence. Students of social sciences are more oriented towards extrinsic goals compared to students of humanities and sciences. Students of social sciences and humanities apply reproduction strategies to a greater extent compared to students of sciences. The field of study does not influence differences in academic success with respect to learning goals and strategies. There is emphasis on the need for acquiring a deeper insight into perspectives of students themselves and for further research on the possibility of development of teaching, with the aim of improvement of learning process and achievement of more quality outcomes.
AB  - U radu su prikazani nalazi istraživanja usmerenog na ispitivanje da li ciljevi i strategije učenja utiču na razlike u uspehu na studijama. Uzorak su činila 364 studenta Univerziteta u Beogradu. Uključeno je pet kategorija ciljeva učenja (usmerenost na znanje, ekstrinzični ciljevi, usmerenost na samopotvrđivanje, odsustvo usmerenosti i metaučenje) i četiri kategorije strategija učenja (strategije razumevanja, strategije reprodukcije, strategije usmerene na postignuće i odsustvo strategije). Podaci su analizirani u odnosu na pol ispitanika i oblast studija. Prema dobijenim rezultatima, postoje razlike u proseku ocena na ispitima u odnosu na usmerenost na znanje i na samopotvrđivanje, metaučenje, strategije razumevanja i strategije usmerene na postignuće. Odnosi pojedinih kategorija ciljeva i strategija učenja sa dužinom studiranja su pod uticajem pola. Studenti društvenih nauka u većoj meri su usmereni na ekstrinzične ciljeve, u odnosu na studente humanističkih i prirodnih nauka. Studenti društvenih i humanističkih nauka u većoj meri primenjuju strategije reprodukcije, u odnosu na studente prirodnih nauka. Oblast studija ne utiče na razlike u uspehu na studijama u odnosu na ciljeve i strategije učenja. Ističe se potreba za sticanjem dubljeg uvida u perspektive samih studenata i za daljim ispitivanjima mogućnosti razvijanja nastave, u cilju usavršavanja procesa učenja i ostvarivanja kvalitetnijih ishoda.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - How do learning goals and strategies influence students' academic success
T1  - Kako ciljevi i strategije učenja utiču na akademski uspeh studenata
EP  - 231
IS  - 2
SP  - 217
VL  - 42
UR  - https://hdl.handle.net/21.15107/rcub_ipir_167
ER  - 

@article{
author = "Mirkov, Snežana",
year = "2010",
abstract = "This paper presents findings of the research focused on determining whether learning goals and strategies influence differences in academic success. The sample consisted of 364 students of the University of Belgrade. Five categories of learning goals (knowledge orientation, extrinsic goals, self-confirmation orientation, lack of orientation and meta-learning) and four categories of learning strategies (understanding strategies, reproduction strategies, achievement-oriented strategies and lack of strategies) were included. Data were analyzed with respect to respondent's gender and field of study. According to the obtained results, there are differences in average exam grades with respect to knowledge and self-confirmation orientation, meta-learning, understanding strategies and achievement-oriented strategies. Relations of certain categories of learning goals and strategies with the length of studying are under gender influence. Students of social sciences are more oriented towards extrinsic goals compared to students of humanities and sciences. Students of social sciences and humanities apply reproduction strategies to a greater extent compared to students of sciences. The field of study does not influence differences in academic success with respect to learning goals and strategies. There is emphasis on the need for acquiring a deeper insight into perspectives of students themselves and for further research on the possibility of development of teaching, with the aim of improvement of learning process and achievement of more quality outcomes., U radu su prikazani nalazi istraživanja usmerenog na ispitivanje da li ciljevi i strategije učenja utiču na razlike u uspehu na studijama. Uzorak su činila 364 studenta Univerziteta u Beogradu. Uključeno je pet kategorija ciljeva učenja (usmerenost na znanje, ekstrinzični ciljevi, usmerenost na samopotvrđivanje, odsustvo usmerenosti i metaučenje) i četiri kategorije strategija učenja (strategije razumevanja, strategije reprodukcije, strategije usmerene na postignuće i odsustvo strategije). Podaci su analizirani u odnosu na pol ispitanika i oblast studija. Prema dobijenim rezultatima, postoje razlike u proseku ocena na ispitima u odnosu na usmerenost na znanje i na samopotvrđivanje, metaučenje, strategije razumevanja i strategije usmerene na postignuće. Odnosi pojedinih kategorija ciljeva i strategija učenja sa dužinom studiranja su pod uticajem pola. Studenti društvenih nauka u većoj meri su usmereni na ekstrinzične ciljeve, u odnosu na studente humanističkih i prirodnih nauka. Studenti društvenih i humanističkih nauka u većoj meri primenjuju strategije reprodukcije, u odnosu na studente prirodnih nauka. Oblast studija ne utiče na razlike u uspehu na studijama u odnosu na ciljeve i strategije učenja. Ističe se potreba za sticanjem dubljeg uvida u perspektive samih studenata i za daljim ispitivanjima mogućnosti razvijanja nastave, u cilju usavršavanja procesa učenja i ostvarivanja kvalitetnijih ishoda.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "How do learning goals and strategies influence students' academic success, Kako ciljevi i strategije učenja utiču na akademski uspeh studenata",
pages = "231-217",
number = "2",
volume = "42",
url = "https://hdl.handle.net/21.15107/rcub_ipir_167"
}

Mirkov, S.. (2010). How do learning goals and strategies influence students' academic success. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 42(2), 217-231.
https://hdl.handle.net/21.15107/rcub_ipir_167

Mirkov S. How do learning goals and strategies influence students' academic success. in Zbornik Instituta za pedagoška istraživanja. 2010;42(2):217-231.
https://hdl.handle.net/21.15107/rcub_ipir_167 .

Mirkov, Snežana, "How do learning goals and strategies influence students' academic success" in Zbornik Instituta za pedagoška istraživanja, 42, no. 2 (2010):217-231,
https://hdl.handle.net/21.15107/rcub_ipir_167 .

TY  - JOUR
AU  - Đorović, Danijela
AU  - Lalić-Vučetić, Nataša
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/170
AB  - Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards learning Italian as a foreign language. The goal of the research refers to identifying the competences that students acquire by learning this language and the possibility of applying the linguistic knowledge and skills in real-life situations of students' interaction with the members of other culture, as well as identifying learning difficulties. The sample comprised 185 fifth grade students and 110 seventh grade students from three primary schools where the Italian language has been studied the longest. Research findings indicate that there is an initial positive attitude towards learning Italian and the sensitivity for extralinguistic and cultural elements of instruction of foreign language. Students pointed out to the need for a more active participation in instruction and selection of teaching contents, for more modern approaches to learning, and for a larger degree of applicability of linguistic knowledge and skills in real-life situations.
AB  - U našoj stručno-naučnoj literaturi do sada nije celovitije proučavana nastava italijanskog jezika na osnovnoškolskom nivou, budući da se u školama u Srbiji izučava kao obavezni strani jezik od školske 2001/2002 godine. U radu se razmatraju neke specifičnosti učenja i podučavanja stranog jezika sa naglaskom na sociokulturni aspekt i funkcionalnu upotrebu jezika kao osnovni cilj nastave. U radu su izloženi rezultati jednog dela šireg empirijskog istraživanja koje ispituje odnos učenika osnovne škole prema učenju italijanskog kao stranog jezika. Cilj istraživanja odnosi se na identifikovanje kompetencija koje učenici stiču učeći ovaj jezik i mogućnost primene jezičkih znanja i veština u realnim situacijama interakcije učenika sa pripadnicima druge kulture, kao i identifikovanje teškoća u učenju. Uzorak je činilo 185 učenika petog razreda i 110 učenika sedmog razreda iz tri osnovne škole u kojima se italijanski jezik uči najduže. Nalazi istraživanja pokazuju da postoji početni pozitivan stav prema učenju italijanskog jezika i osetljivost za vanlingvističke i kulturološke elemente nastave stranog jezika. Učenici su ukazali na potrebu za aktivnijim učešćem u nastavi i izboru nastavnih sadržaja, za savremenijim pristupima učenju i za većim stepenom primenljivosti jezičkih znanja i veština u realnim životnim situacijama.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Some peculiarities of Italian language instruction at primary school age
T1  - Neke specifičnosti nastave italijanskog jezika na osnovnoškolskom uzrastu
EP  - 164
IS  - 1
SP  - 150
VL  - 42
UR  - https://hdl.handle.net/21.15107/rcub_ipir_170
ER  - 

@article{
author = "Đorović, Danijela and Lalić-Vučetić, Nataša",
year = "2010",
abstract = "Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards learning Italian as a foreign language. The goal of the research refers to identifying the competences that students acquire by learning this language and the possibility of applying the linguistic knowledge and skills in real-life situations of students' interaction with the members of other culture, as well as identifying learning difficulties. The sample comprised 185 fifth grade students and 110 seventh grade students from three primary schools where the Italian language has been studied the longest. Research findings indicate that there is an initial positive attitude towards learning Italian and the sensitivity for extralinguistic and cultural elements of instruction of foreign language. Students pointed out to the need for a more active participation in instruction and selection of teaching contents, for more modern approaches to learning, and for a larger degree of applicability of linguistic knowledge and skills in real-life situations., U našoj stručno-naučnoj literaturi do sada nije celovitije proučavana nastava italijanskog jezika na osnovnoškolskom nivou, budući da se u školama u Srbiji izučava kao obavezni strani jezik od školske 2001/2002 godine. U radu se razmatraju neke specifičnosti učenja i podučavanja stranog jezika sa naglaskom na sociokulturni aspekt i funkcionalnu upotrebu jezika kao osnovni cilj nastave. U radu su izloženi rezultati jednog dela šireg empirijskog istraživanja koje ispituje odnos učenika osnovne škole prema učenju italijanskog kao stranog jezika. Cilj istraživanja odnosi se na identifikovanje kompetencija koje učenici stiču učeći ovaj jezik i mogućnost primene jezičkih znanja i veština u realnim situacijama interakcije učenika sa pripadnicima druge kulture, kao i identifikovanje teškoća u učenju. Uzorak je činilo 185 učenika petog razreda i 110 učenika sedmog razreda iz tri osnovne škole u kojima se italijanski jezik uči najduže. Nalazi istraživanja pokazuju da postoji početni pozitivan stav prema učenju italijanskog jezika i osetljivost za vanlingvističke i kulturološke elemente nastave stranog jezika. Učenici su ukazali na potrebu za aktivnijim učešćem u nastavi i izboru nastavnih sadržaja, za savremenijim pristupima učenju i za većim stepenom primenljivosti jezičkih znanja i veština u realnim životnim situacijama.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Some peculiarities of Italian language instruction at primary school age, Neke specifičnosti nastave italijanskog jezika na osnovnoškolskom uzrastu",
pages = "164-150",
number = "1",
volume = "42",
url = "https://hdl.handle.net/21.15107/rcub_ipir_170"
}

Đorović, D.,& Lalić-Vučetić, N.. (2010). Some peculiarities of Italian language instruction at primary school age. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 42(1), 150-164.
https://hdl.handle.net/21.15107/rcub_ipir_170

Đorović D, Lalić-Vučetić N. Some peculiarities of Italian language instruction at primary school age. in Zbornik Instituta za pedagoška istraživanja. 2010;42(1):150-164.
https://hdl.handle.net/21.15107/rcub_ipir_170 .

Đorović, Danijela, Lalić-Vučetić, Nataša, "Some peculiarities of Italian language instruction at primary school age" in Zbornik Instituta za pedagoška istraživanja, 42, no. 1 (2010):150-164,
https://hdl.handle.net/21.15107/rcub_ipir_170 .

TY  - JOUR
AU  - Joksimović, Aleksandra
AU  - Vujačić, Milja
AU  - Lalić-Vučetić, Nataša
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/164
AB  - The paper considers the specifics of teaching art that emphasize the need for the individualized approach in the work with children. The first part offers a short account of the historical development of art teaching in the light of different views on the functions and aims of aesthetic education. Highlighted are developmental-psychological aspects and methodological issues related to aesthetic education. The second part stresses the importance of the individualized approach in work with children in art classes in order to meet the specific needs of each child, to stimulate their creativity in problem solving and develop a research approach in studying art contents, as well as integrating them with the contents of other school subjects. Stressed also is the need for adequate pre-service and in-service teacher training.
AB  - U radu se razmatraju specifičnosti nastave likovne kulture i ističe se potreba za primenom individualizovanog pristupa u radu s decom. U prvom delu rada dat je prikaz istorijskog razvoja nastave likovne kulture kroz analizu različitih shvatanja o funkciji i ciljevima estetskog vaspitanja i obrazovanja. Ukazano je na razvojno-psihološki aspekt i metodička pitanja estetskog vaspitanja i obrazovanja. U drugom delu rada ističe se značaj primene individualizovanog pristupa u radu s decom na časovima likovne kulture radi izlaženja u susret osobenostima deteta i podsticanja kreativnog rešavanja problema i istraživačkog pristupa u učenju likovnih sadržaja i omogućavanje njihovog povezivanje sa sadržajima drugih predmeta. Ističe se potreba za adekvatnim inicijalnim obrazovanjem i stručnim usavršavanjem nastavnika iz ove oblasti.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - The specifics of art teaching and the need for the individualized approach to the student
T1  - Specifičnosti nastave likovne kulture i potreba za individualizovanim pristupom učeniku
EP  - 204
IS  - 2
SP  - 191
VL  - 59
UR  - https://hdl.handle.net/21.15107/rcub_ipir_164
ER  - 

@article{
author = "Joksimović, Aleksandra and Vujačić, Milja and Lalić-Vučetić, Nataša",
year = "2010",
abstract = "The paper considers the specifics of teaching art that emphasize the need for the individualized approach in the work with children. The first part offers a short account of the historical development of art teaching in the light of different views on the functions and aims of aesthetic education. Highlighted are developmental-psychological aspects and methodological issues related to aesthetic education. The second part stresses the importance of the individualized approach in work with children in art classes in order to meet the specific needs of each child, to stimulate their creativity in problem solving and develop a research approach in studying art contents, as well as integrating them with the contents of other school subjects. Stressed also is the need for adequate pre-service and in-service teacher training., U radu se razmatraju specifičnosti nastave likovne kulture i ističe se potreba za primenom individualizovanog pristupa u radu s decom. U prvom delu rada dat je prikaz istorijskog razvoja nastave likovne kulture kroz analizu različitih shvatanja o funkciji i ciljevima estetskog vaspitanja i obrazovanja. Ukazano je na razvojno-psihološki aspekt i metodička pitanja estetskog vaspitanja i obrazovanja. U drugom delu rada ističe se značaj primene individualizovanog pristupa u radu s decom na časovima likovne kulture radi izlaženja u susret osobenostima deteta i podsticanja kreativnog rešavanja problema i istraživačkog pristupa u učenju likovnih sadržaja i omogućavanje njihovog povezivanje sa sadržajima drugih predmeta. Ističe se potreba za adekvatnim inicijalnim obrazovanjem i stručnim usavršavanjem nastavnika iz ove oblasti.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "The specifics of art teaching and the need for the individualized approach to the student, Specifičnosti nastave likovne kulture i potreba za individualizovanim pristupom učeniku",
pages = "204-191",
number = "2",
volume = "59",
url = "https://hdl.handle.net/21.15107/rcub_ipir_164"
}

Joksimović, A., Vujačić, M.,& Lalić-Vučetić, N.. (2010). The specifics of art teaching and the need for the individualized approach to the student. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 59(2), 191-204.
https://hdl.handle.net/21.15107/rcub_ipir_164

Joksimović A, Vujačić M, Lalić-Vučetić N. The specifics of art teaching and the need for the individualized approach to the student. in Nastava i vaspitanje. 2010;59(2):191-204.
https://hdl.handle.net/21.15107/rcub_ipir_164 .

Joksimović, Aleksandra, Vujačić, Milja, Lalić-Vučetić, Nataša, "The specifics of art teaching and the need for the individualized approach to the student" in Nastava i vaspitanje, 59, no. 2 (2010):191-204,
https://hdl.handle.net/21.15107/rcub_ipir_164 .

TY  - JOUR
AU  - Lalić-Vučetić, Nataša
AU  - Đorović, Danijela
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/162
AB  - This paper shows results of the research about the relation of students towards learning Italian as a foreign language. The research has been realized at the sample of students of the fifth and seventh grade in the three primary schools in Serbia. We have started in the research from the assumption that a relation towards a foreign language can change depending on the age, years of studying, complexity of requirements which are posed for the student, as well as the way of work in teaching. Given results show that socio-cultural and intercultural aspects of learning Italian, in most cases are interesting for students and in this way they determine their relation towards Italian.
AB  - U radu su prikazani rezultati istraživanja o odnosu učenika prema učenju italijanskog kao stranog jezika. Istraživanje je realizovano na uzorku učenika petog i sedmog razreda tri osnovne škole u Srbiji. U istraživanju smo pošli od pretpostavke da se odnos prema stranom jeziku može menjati u zavisnosti od uzrasta, dužine učenja, složenosti zahteva koji se postavljaju pred učenika, kao i od načina rada u nastavi. Dobijeni nalazi pokazuju da socio-kulturni i interkulturni aspekti učenja italijanskog jezika najviše zanimaju učenike i na taj način određuju njihov odnos prema italijanskom jeziku.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Relation of students towards learning Italian in the primary school
T1  - Odnos učenika prema učenju italijanskog kao stranog jezika u osnovnoj školi
EP  - 86
IS  - 1
SP  - 79
VL  - 23
UR  - https://hdl.handle.net/21.15107/rcub_ipir_162
ER  - 

@article{
author = "Lalić-Vučetić, Nataša and Đorović, Danijela",
year = "2010",
abstract = "This paper shows results of the research about the relation of students towards learning Italian as a foreign language. The research has been realized at the sample of students of the fifth and seventh grade in the three primary schools in Serbia. We have started in the research from the assumption that a relation towards a foreign language can change depending on the age, years of studying, complexity of requirements which are posed for the student, as well as the way of work in teaching. Given results show that socio-cultural and intercultural aspects of learning Italian, in most cases are interesting for students and in this way they determine their relation towards Italian., U radu su prikazani rezultati istraživanja o odnosu učenika prema učenju italijanskog kao stranog jezika. Istraživanje je realizovano na uzorku učenika petog i sedmog razreda tri osnovne škole u Srbiji. U istraživanju smo pošli od pretpostavke da se odnos prema stranom jeziku može menjati u zavisnosti od uzrasta, dužine učenja, složenosti zahteva koji se postavljaju pred učenika, kao i od načina rada u nastavi. Dobijeni nalazi pokazuju da socio-kulturni i interkulturni aspekti učenja italijanskog jezika najviše zanimaju učenike i na taj način određuju njihov odnos prema italijanskom jeziku.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Relation of students towards learning Italian in the primary school, Odnos učenika prema učenju italijanskog kao stranog jezika u osnovnoj školi",
pages = "86-79",
number = "1",
volume = "23",
url = "https://hdl.handle.net/21.15107/rcub_ipir_162"
}

Lalić-Vučetić, N.,& Đorović, D.. (2010). Relation of students towards learning Italian in the primary school. in Inovacije u nastavi - časopis za savremenu nastavu
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 23(1), 79-86.
https://hdl.handle.net/21.15107/rcub_ipir_162

Lalić-Vučetić N, Đorović D. Relation of students towards learning Italian in the primary school. in Inovacije u nastavi - časopis za savremenu nastavu. 2010;23(1):79-86.
https://hdl.handle.net/21.15107/rcub_ipir_162 .

Lalić-Vučetić, Nataša, Đorović, Danijela, "Relation of students towards learning Italian in the primary school" in Inovacije u nastavi - časopis za savremenu nastavu, 23, no. 1 (2010):79-86,
https://hdl.handle.net/21.15107/rcub_ipir_162 .

TY  - JOUR
AU  - Jablan, Branka
AU  - Kovačević, Jasmina
AU  - Vujačić, Milja
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/169
AB  - The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.
AB  - U radu se razmatra pitanje obrazovanja dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju u redovnim osnovnim školama u kontekstu početne nastave matematike. Navode se osnovne karakteristike početne nastave matematike u pogledu sadržaja koji se izučavaju u prva četiri razreda osnovne škole, kao i ključni problemi i obrazovne potrebe dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju. Ukazano je na osnovne karakteristike inkluzivne nastave i ključne uloge nastavnika u ovom procesu. Polazeći od razvojnih specifičnosti dece sa teškoćama u razvoju, naglašava se značaj primene individualizovanog pristupa u nastavi matematike. Razmatraju se moguća didaktičko-metodička rešenja i različiti pristupi u nastavi ovog predmeta koji deci sa oštećenjem vida, oštećenjem sluha i teškoćama u intelektualnom razvoju mogu da olakšaju učenje matematičkih sadržaja. Imajući u vidu specifičnosti inkluzivne nastave, odnosno potrebu da deca sa teškoćama u razvoju učestvuju u zajedničkim aktivnostima sa ostalom decom u odeljenju, ističe se značaj podsticanja interakcije i komunikacije među decom u procesu učenja matematičkih sadržaja.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools
T1  - Specifičnosti početne nastave matematike za decu sa teškoćama u razvoju u redovnim osnovnim školama
EP  - 184
IS  - 1
SP  - 165
VL  - 42
UR  - https://hdl.handle.net/21.15107/rcub_ipir_169
ER  - 

@article{
author = "Jablan, Branka and Kovačević, Jasmina and Vujačić, Milja",
year = "2010",
abstract = "The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents., U radu se razmatra pitanje obrazovanja dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju u redovnim osnovnim školama u kontekstu početne nastave matematike. Navode se osnovne karakteristike početne nastave matematike u pogledu sadržaja koji se izučavaju u prva četiri razreda osnovne škole, kao i ključni problemi i obrazovne potrebe dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju. Ukazano je na osnovne karakteristike inkluzivne nastave i ključne uloge nastavnika u ovom procesu. Polazeći od razvojnih specifičnosti dece sa teškoćama u razvoju, naglašava se značaj primene individualizovanog pristupa u nastavi matematike. Razmatraju se moguća didaktičko-metodička rešenja i različiti pristupi u nastavi ovog predmeta koji deci sa oštećenjem vida, oštećenjem sluha i teškoćama u intelektualnom razvoju mogu da olakšaju učenje matematičkih sadržaja. Imajući u vidu specifičnosti inkluzivne nastave, odnosno potrebu da deca sa teškoćama u razvoju učestvuju u zajedničkim aktivnostima sa ostalom decom u odeljenju, ističe se značaj podsticanja interakcije i komunikacije među decom u procesu učenja matematičkih sadržaja.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools, Specifičnosti početne nastave matematike za decu sa teškoćama u razvoju u redovnim osnovnim školama",
pages = "184-165",
number = "1",
volume = "42",
url = "https://hdl.handle.net/21.15107/rcub_ipir_169"
}

Jablan, B., Kovačević, J.,& Vujačić, M.. (2010). Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 42(1), 165-184.
https://hdl.handle.net/21.15107/rcub_ipir_169

Jablan B, Kovačević J, Vujačić M. Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools. in Zbornik Instituta za pedagoška istraživanja. 2010;42(1):165-184.
https://hdl.handle.net/21.15107/rcub_ipir_169 .

Jablan, Branka, Kovačević, Jasmina, Vujačić, Milja, "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools" in Zbornik Instituta za pedagoška istraživanja, 42, no. 1 (2010):165-184,
https://hdl.handle.net/21.15107/rcub_ipir_169 .

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

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

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

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

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

TY  - JOUR
AU  - Lazarević, Emilija
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/166
AB  - Disorders in speech adoption, defined as developmental disorders of speech or dysphasia, represent the most frequent cognitive disorder in early childhood. Developmental dysphasia represents a complex syndrome of physiological, linguistic, educative and social problems, with the basic disorder in verbal communication. Our interest in children with developmental speech disorders, i.e. developmental dysphasia at the school age is encouraged with the insufficient level of their school achievement, inadequate position at school and the fact that the number of these disorders is increasing. In this paper, we are going to present some theoretical knowledge about this speech-language disorder, difficulties of children with developmental dysphasia concerning school achievement and social adaptation. Also, we are going to give some suggestions for overcoming the difficulties which children with developmental dysphasia express.
AB  - Smetnje u usvajanju govora, definisane kao razvojni poremećaj govora ili disfazija, predstavljaju najčešći diskognitivni poremećaj u ranom detinjstvu. Razvojne disfazije predstavljaju složen sindrom fizioloških, lingvističkih, edukativnih i socijalnih problema s osnovnim poremećajem u verbalnoj komunikaciji. Naše interesovanje za decu sa razvojnim jezičkim poremećajima, odnosno razvojnom disfazijom na školskom uzrastu, podstaknuto je nezadovoljavajućim nivoom njihovog školskog postignuća, nedekvatnim položajem u školi i činjenicom da su ovi poremećaji u porastu. U radu ćemo izložiti teorijska saznanja o ovom govorno-jezičkom poremećaju, teškoćama dece sa razvojnom disfazijom na planu školskog postignuća i na planu socijalne adaptacije. Takođe, iznećemo preporuke za prevazilaženje teškoća koje ispoljavaju deca sa razvojnom disfazijom.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Children for developmental disphasy at school
T1  - Deca sa razvojnom disfazijom u školi
EP  - 265
IS  - 2
SP  - 257
VL  - 65
UR  - https://hdl.handle.net/21.15107/rcub_ipir_166
ER  - 

@article{
author = "Lazarević, Emilija",
year = "2010",
abstract = "Disorders in speech adoption, defined as developmental disorders of speech or dysphasia, represent the most frequent cognitive disorder in early childhood. Developmental dysphasia represents a complex syndrome of physiological, linguistic, educative and social problems, with the basic disorder in verbal communication. Our interest in children with developmental speech disorders, i.e. developmental dysphasia at the school age is encouraged with the insufficient level of their school achievement, inadequate position at school and the fact that the number of these disorders is increasing. In this paper, we are going to present some theoretical knowledge about this speech-language disorder, difficulties of children with developmental dysphasia concerning school achievement and social adaptation. Also, we are going to give some suggestions for overcoming the difficulties which children with developmental dysphasia express., Smetnje u usvajanju govora, definisane kao razvojni poremećaj govora ili disfazija, predstavljaju najčešći diskognitivni poremećaj u ranom detinjstvu. Razvojne disfazije predstavljaju složen sindrom fizioloških, lingvističkih, edukativnih i socijalnih problema s osnovnim poremećajem u verbalnoj komunikaciji. Naše interesovanje za decu sa razvojnim jezičkim poremećajima, odnosno razvojnom disfazijom na školskom uzrastu, podstaknuto je nezadovoljavajućim nivoom njihovog školskog postignuća, nedekvatnim položajem u školi i činjenicom da su ovi poremećaji u porastu. U radu ćemo izložiti teorijska saznanja o ovom govorno-jezičkom poremećaju, teškoćama dece sa razvojnom disfazijom na planu školskog postignuća i na planu socijalne adaptacije. Takođe, iznećemo preporuke za prevazilaženje teškoća koje ispoljavaju deca sa razvojnom disfazijom.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Children for developmental disphasy at school, Deca sa razvojnom disfazijom u školi",
pages = "265-257",
number = "2",
volume = "65",
url = "https://hdl.handle.net/21.15107/rcub_ipir_166"
}

Lazarević, E.. (2010). Children for developmental disphasy at school. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 65(2), 257-265.
https://hdl.handle.net/21.15107/rcub_ipir_166

Lazarević E. Children for developmental disphasy at school. in Pedagogija. 2010;65(2):257-265.
https://hdl.handle.net/21.15107/rcub_ipir_166 .

Lazarević, Emilija, "Children for developmental disphasy at school" in Pedagogija, 65, no. 2 (2010):257-265,
https://hdl.handle.net/21.15107/rcub_ipir_166 .

TY  - JOUR
AU  - Lazarević, Emilija
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/163
AB  - This paper presents the results of one part of a larger study of meaningful semantic relations of hyponymy in the active lexicon of dysphasic children. The aim was to determine whether there are differences in the adoption of hyponymy in the category of abstract nouns, at the age of 7 to 13 years between children diagnosed with developmental dysphasia, which were covered by long-term speech therapy and children with typical speech and language development. In addition, the research was to determine whether age differences in acquisition of hyponymy in the category of abstract nouns, in children diagnosed with developmental dysphasia appropriate age differences in children with typical speech and language development. The sample consisted of 160 subjects were divided into two groups - the target and competitive ones. In comparative analysis of the results obtained by the age of respondents, we found that children with dysphasia, compared to their peers with typical language development at later ages acquire hyponymy semantic relation in the category of abstract nouns. These children in the active lexicon do not have umbrella term for a category of abstract nouns, but have some knowledge that these words belong to the same group, have the smaller number of linguistic associations, especially slowly develop the meaning of words that denote abstract language categories. Semantic level of development of dysphasic children is below the level of their peers.
AB  - U radu su prikazani rezultati jednog dela šireg istraživanja smisaonog značenjskog odnosa hiponimije u aktivnom leksikonu disfazične dece. Cilj istraživanja je bio da se utvrdi da li postoje razlike u usvajanju hiponimije u kategoriji apstraktnih imenica, na uzrastu od 7 do 13 godina između dece sa dijagnostikovanom razvojnom disfazijom koja su bila obuhvaćena dugogodišnjim logopedskim tretmanom i dece sa tipičnim govorno-jezičkim razvojem. Pored toga, istraživanjem smo nastojali da utvrdimo i da li uzrasne razlike u usvojenosti hiponimije u kategoriji apstraktnih imenica kod dece sa dijagnostikovanom razvojnom disfazijom odgovaraju uzrasnim razlikama kod dece sa tipičnim govorno-jezičkim razvojem. Uzorak je činilo 160 ispitanika koji su podeljeni u dve grupe - ciljnu i komparativnu. Komparativnom analizom dobijenih nalaza prema uzrastu ispitanika ustanovili smo da disfazična deca u odnosu na vršnjake sa tipičnim jezičkim razvojem na kasnijim uzrastima usvajaju značenjski odnos hiponimije u kategoriji apstraktnih imenica. Ova deca u svom aktivnom leksikonu ne poseduju nadređeni pojam za kategoriju apstraktnih imenica, ali poseduju neko saznanje da te reči pripadaju istoj grupi, raspolažu sa manjim brojem jezičkih asocijacija, a naročito se sporo razvija značenje reči kojima se označavaju apstraktne jezičke kategorije. Semantički nivo razvijenosti disfazične dece je ispod nivoa njihovih vršnjaka.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Hyponymy in a category of abstract nouns in the language of dysphasic children
T1  - Hiponimija u kategoriji apstraktnih imenica u jeziku disfazične dece
EP  - 623
IS  - 4
SP  - 613
VL  - 65
UR  - https://hdl.handle.net/21.15107/rcub_ipir_163
ER  - 

@article{
author = "Lazarević, Emilija",
year = "2010",
abstract = "This paper presents the results of one part of a larger study of meaningful semantic relations of hyponymy in the active lexicon of dysphasic children. The aim was to determine whether there are differences in the adoption of hyponymy in the category of abstract nouns, at the age of 7 to 13 years between children diagnosed with developmental dysphasia, which were covered by long-term speech therapy and children with typical speech and language development. In addition, the research was to determine whether age differences in acquisition of hyponymy in the category of abstract nouns, in children diagnosed with developmental dysphasia appropriate age differences in children with typical speech and language development. The sample consisted of 160 subjects were divided into two groups - the target and competitive ones. In comparative analysis of the results obtained by the age of respondents, we found that children with dysphasia, compared to their peers with typical language development at later ages acquire hyponymy semantic relation in the category of abstract nouns. These children in the active lexicon do not have umbrella term for a category of abstract nouns, but have some knowledge that these words belong to the same group, have the smaller number of linguistic associations, especially slowly develop the meaning of words that denote abstract language categories. Semantic level of development of dysphasic children is below the level of their peers., U radu su prikazani rezultati jednog dela šireg istraživanja smisaonog značenjskog odnosa hiponimije u aktivnom leksikonu disfazične dece. Cilj istraživanja je bio da se utvrdi da li postoje razlike u usvajanju hiponimije u kategoriji apstraktnih imenica, na uzrastu od 7 do 13 godina između dece sa dijagnostikovanom razvojnom disfazijom koja su bila obuhvaćena dugogodišnjim logopedskim tretmanom i dece sa tipičnim govorno-jezičkim razvojem. Pored toga, istraživanjem smo nastojali da utvrdimo i da li uzrasne razlike u usvojenosti hiponimije u kategoriji apstraktnih imenica kod dece sa dijagnostikovanom razvojnom disfazijom odgovaraju uzrasnim razlikama kod dece sa tipičnim govorno-jezičkim razvojem. Uzorak je činilo 160 ispitanika koji su podeljeni u dve grupe - ciljnu i komparativnu. Komparativnom analizom dobijenih nalaza prema uzrastu ispitanika ustanovili smo da disfazična deca u odnosu na vršnjake sa tipičnim jezičkim razvojem na kasnijim uzrastima usvajaju značenjski odnos hiponimije u kategoriji apstraktnih imenica. Ova deca u svom aktivnom leksikonu ne poseduju nadređeni pojam za kategoriju apstraktnih imenica, ali poseduju neko saznanje da te reči pripadaju istoj grupi, raspolažu sa manjim brojem jezičkih asocijacija, a naročito se sporo razvija značenje reči kojima se označavaju apstraktne jezičke kategorije. Semantički nivo razvijenosti disfazične dece je ispod nivoa njihovih vršnjaka.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Hyponymy in a category of abstract nouns in the language of dysphasic children, Hiponimija u kategoriji apstraktnih imenica u jeziku disfazične dece",
pages = "623-613",
number = "4",
volume = "65",
url = "https://hdl.handle.net/21.15107/rcub_ipir_163"
}

Lazarević, E.. (2010). Hyponymy in a category of abstract nouns in the language of dysphasic children. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 65(4), 613-623.
https://hdl.handle.net/21.15107/rcub_ipir_163

Lazarević E. Hyponymy in a category of abstract nouns in the language of dysphasic children. in Pedagogija. 2010;65(4):613-623.
https://hdl.handle.net/21.15107/rcub_ipir_163 .

Lazarević, Emilija, "Hyponymy in a category of abstract nouns in the language of dysphasic children" in Pedagogija, 65, no. 4 (2010):613-623,
https://hdl.handle.net/21.15107/rcub_ipir_163 .

TY  - CONF
AU  - Maksić, Slavica
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/751
AB  - This paper elaborates on the relationship between creativity and behavioural prob-lems of primary and secondary school students. The relationship is considered from the per-spective of creative students as well as of students with problems which were identified on the basis of research results and teachers’ experience from school practice. Some creative students experience behavioural problems and they are in need of help to complete their formal educa-tion and preserve their authentic creative expression. On the other hand, some students with behavioural problems are creative and they need support in order to express their creativity through school-related activities. Four groups of explanatory resources have been identified to answer the question why creative students provoke, irritate, and confront with the lack of understanding of their teachers and peers. These include: specific personality characteristics of creative individuals; features and conditions of the creative process; inadequate reactions of  social  environment;  and  ambiguous  social  values.  In  conclusion,  some  implications  for improvement of educational practice have been outlined that may contribute to expression and development of creative potentials of all students.
AB  - U radu se razmatra odnos između kreativnosti i problema u ponašanju učenika os-novne i srednje škole. Relacija je posmatrana iz perspektive kreativnog učenika kao i učenika sa  problemima  u  ponašanju,  koji  su  definisani  na  osnovu  rezultata  istraživanja  i  iskustva nastavnika  iz  školske  prakse.  Neki  kreativni  učenici  imaju  probleme  u  ponašanju  i  treba im pomoć kako bi savladali formalno obrazovanje i sačuvali svoj autentični kreativni izraz. S  druge  strane,  neki  učenici  sa  problemima  u  ponašanju  su  kreativni  i  treba  im  podrška da bi pokazali svoju kreativnost kroz aktivnosti relevantne za školu. Identifikovane su četiri grupe  faktora  kojima  se  može  odgovoriti  na  pitanje  zašto  kreativni  učenici  provociraju, iritiraju  i  nailaze  na  nerazumevanje  svojih  nastavnika  i  drugova.  To  su:  određene  osobine ličnosti koje odlikuju kreativne pojedince, karakteristike i uslovi koje traži kreativni proces, neadekvatne reakcije okruženja i ambivalentne društvene vrednosti. Izvedene su implikacije za unapređenje vaspitno-obrazovnog rada koje bi doprinele ispoljavanju i razvoju kreativnih potencijala svih učenika.
PB  - Ljubljana : MIB
C3  - Socialne in čustvene potrebe nadarjenih in talentiranih
T1  - Student creativity and behavioural problems
T1  - Kreativnost i problemi u ponašanju učenika
EP  - 89
SP  - 80
UR  - https://hdl.handle.net/21.15107/rcub_ipir_751
ER  - 

@conference{
author = "Maksić, Slavica",
year = "2010",
abstract = "This paper elaborates on the relationship between creativity and behavioural prob-lems of primary and secondary school students. The relationship is considered from the per-spective of creative students as well as of students with problems which were identified on the basis of research results and teachers’ experience from school practice. Some creative students experience behavioural problems and they are in need of help to complete their formal educa-tion and preserve their authentic creative expression. On the other hand, some students with behavioural problems are creative and they need support in order to express their creativity through school-related activities. Four groups of explanatory resources have been identified to answer the question why creative students provoke, irritate, and confront with the lack of understanding of their teachers and peers. These include: specific personality characteristics of creative individuals; features and conditions of the creative process; inadequate reactions of  social  environment;  and  ambiguous  social  values.  In  conclusion,  some  implications  for improvement of educational practice have been outlined that may contribute to expression and development of creative potentials of all students., U radu se razmatra odnos između kreativnosti i problema u ponašanju učenika os-novne i srednje škole. Relacija je posmatrana iz perspektive kreativnog učenika kao i učenika sa  problemima  u  ponašanju,  koji  su  definisani  na  osnovu  rezultata  istraživanja  i  iskustva nastavnika  iz  školske  prakse.  Neki  kreativni  učenici  imaju  probleme  u  ponašanju  i  treba im pomoć kako bi savladali formalno obrazovanje i sačuvali svoj autentični kreativni izraz. S  druge  strane,  neki  učenici  sa  problemima  u  ponašanju  su  kreativni  i  treba  im  podrška da bi pokazali svoju kreativnost kroz aktivnosti relevantne za školu. Identifikovane su četiri grupe  faktora  kojima  se  može  odgovoriti  na  pitanje  zašto  kreativni  učenici  provociraju, iritiraju  i  nailaze  na  nerazumevanje  svojih  nastavnika  i  drugova.  To  su:  određene  osobine ličnosti koje odlikuju kreativne pojedince, karakteristike i uslovi koje traži kreativni proces, neadekvatne reakcije okruženja i ambivalentne društvene vrednosti. Izvedene su implikacije za unapređenje vaspitno-obrazovnog rada koje bi doprinele ispoljavanju i razvoju kreativnih potencijala svih učenika.",
publisher = "Ljubljana : MIB",
journal = "Socialne in čustvene potrebe nadarjenih in talentiranih",
title = "Student creativity and behavioural problems, Kreativnost i problemi u ponašanju učenika",
pages = "89-80",
url = "https://hdl.handle.net/21.15107/rcub_ipir_751"
}

Maksić, S.. (2010). Student creativity and behavioural problems. in Socialne in čustvene potrebe nadarjenih in talentiranih
Ljubljana : MIB., 80-89.
https://hdl.handle.net/21.15107/rcub_ipir_751

Maksić S. Student creativity and behavioural problems. in Socialne in čustvene potrebe nadarjenih in talentiranih. 2010;:80-89.
https://hdl.handle.net/21.15107/rcub_ipir_751 .

Maksić, Slavica, "Student creativity and behavioural problems" in Socialne in čustvene potrebe nadarjenih in talentiranih (2010):80-89,
https://hdl.handle.net/21.15107/rcub_ipir_751 .

TY  - CHAP
AU  - Pavlović, Zoran
AU  - Maksić, Slavica
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/752
AB  - Predmet rada jeste poželjnost maštovitosti kao važne osobine dece u grupi društvene elite četiri evropske zemlje - Srbije i Velike Britanije, Francuske i Nemačke, kao tri tradicionalno najuticajnije evropske zemlje. Grupa društvene elite formirana je na osnovu formalnih kriterijuma (uzrast, obrazovanje, primanja) i nekih pretpostavki teorije globalnog mnjenja koju je formulisao Frank Rusciano. Pored toga, ispitivana je spremnost društvenih elita za angažovanje u političkom životu. Podaci za komparativnu analizu prikupljeni su u petom talasu Svetske studije vrednosti koji je sproveden u periodu 2005-2008. Nalazi ukazuju da društvene elite posmatranih zemalja više vrednuju dečiju maštovitost nego populacije u celini. Međutim, dok su francuska, britanska i nemačka društvena elita većinski zainteresovane za politiku, u slučaju srpske elite samo manjina ispoljava ovakvo interesovanje. U završnom delu diskutuje se značaj dobijenih rezultata u kontekstu odnosa društvenih i političkih elita, i njihove implikacije po mogućnosti pružanja šire društvene podrške maštovitosti i kreativnosti mladih.
AB  - Subject of the paper is preference of imagination as an important child quality in the group of social elite in four European countries - Serbia and Great Britain, France and Germany, as three traditionally the most influential European countries. The group of social elite is defined by formal criteria (age, education, income) and certain assumptions of global opinion theory formulated by Frank Rusciano. In addition to this, we studied the readiness of social elites for political engagement. Data for comparative analyses are taken from the fifth wave of World Values Survey, conducted in the period 2005-2008. The findings suggest that social elites of the countries in question evaluate child imagination higher than general population as a whole. However, while the majority of French, British and German social elite is interested in politics, only a minority of Serbian elite has the same interest. In the final part, the relevance of obtained results is discussed in the framework of the relation between social and political elites, as well as their implications for providing broader social support to child imagination and creativity.
PB  - Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
T2  - Daroviti i društvena elita
T1  - Odnos srpske društvene elite  prema dečijoj mašti i kreativnosti
T1  - Attitude of serbian social elite  towards child imagination and creativity
EP  - 439
IS  - 15
SP  - 425
UR  - https://hdl.handle.net/21.15107/rcub_ipir_752
ER  - 

@inbook{
author = "Pavlović, Zoran and Maksić, Slavica",
year = "2009",
abstract = "Predmet rada jeste poželjnost maštovitosti kao važne osobine dece u grupi društvene elite četiri evropske zemlje - Srbije i Velike Britanije, Francuske i Nemačke, kao tri tradicionalno najuticajnije evropske zemlje. Grupa društvene elite formirana je na osnovu formalnih kriterijuma (uzrast, obrazovanje, primanja) i nekih pretpostavki teorije globalnog mnjenja koju je formulisao Frank Rusciano. Pored toga, ispitivana je spremnost društvenih elita za angažovanje u političkom životu. Podaci za komparativnu analizu prikupljeni su u petom talasu Svetske studije vrednosti koji je sproveden u periodu 2005-2008. Nalazi ukazuju da društvene elite posmatranih zemalja više vrednuju dečiju maštovitost nego populacije u celini. Međutim, dok su francuska, britanska i nemačka društvena elita većinski zainteresovane za politiku, u slučaju srpske elite samo manjina ispoljava ovakvo interesovanje. U završnom delu diskutuje se značaj dobijenih rezultata u kontekstu odnosa društvenih i političkih elita, i njihove implikacije po mogućnosti pružanja šire društvene podrške maštovitosti i kreativnosti mladih., Subject of the paper is preference of imagination as an important child quality in the group of social elite in four European countries - Serbia and Great Britain, France and Germany, as three traditionally the most influential European countries. The group of social elite is defined by formal criteria (age, education, income) and certain assumptions of global opinion theory formulated by Frank Rusciano. In addition to this, we studied the readiness of social elites for political engagement. Data for comparative analyses are taken from the fifth wave of World Values Survey, conducted in the period 2005-2008. The findings suggest that social elites of the countries in question evaluate child imagination higher than general population as a whole. However, while the majority of French, British and German social elite is interested in politics, only a minority of Serbian elite has the same interest. In the final part, the relevance of obtained results is discussed in the framework of the relation between social and political elites, as well as their implications for providing broader social support to child imagination and creativity.",
publisher = "Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"",
journal = "Daroviti i društvena elita",
booktitle = "Odnos srpske društvene elite  prema dečijoj mašti i kreativnosti, Attitude of serbian social elite  towards child imagination and creativity",
pages = "439-425",
number = "15",
url = "https://hdl.handle.net/21.15107/rcub_ipir_752"
}

Pavlović, Z.,& Maksić, S.. (2009). Odnos srpske društvene elite  prema dečijoj mašti i kreativnosti. in Daroviti i društvena elita
Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov".(15), 425-439.
https://hdl.handle.net/21.15107/rcub_ipir_752

Pavlović Z, Maksić S. Odnos srpske društvene elite  prema dečijoj mašti i kreativnosti. in Daroviti i društvena elita. 2009;(15):425-439.
https://hdl.handle.net/21.15107/rcub_ipir_752 .

Pavlović, Zoran, Maksić, Slavica, "Odnos srpske društvene elite  prema dečijoj mašti i kreativnosti" in Daroviti i društvena elita, no. 15 (2009):425-439,
https://hdl.handle.net/21.15107/rcub_ipir_752 .

TY  - JOUR
AU  - Stevanović, Jelena
AU  - Maksić, Slavica
AU  - Tenjović, Lazar
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/154
AB  - Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia.
AB  - Normativna pravila standardnog srpskog jezika stiču se tokom osnovno- školskog i srednjoškolskog obrazovanja kroz programske zahteve nastave srpskog jezika, koja se odvija na tri područja: gramatika, pravopis i kultura izražavanja. Predmet interesovanja u ovom radu je kvalitet pismenog izražavanja učenika VI i VII razreda, u kontekstu sva tri područja čije je ovladavanje predviđeno nastavnim planom i programom iz srpskog jezika. Istraživanjem je obuhvaćeno 148 učenika osnovne škole iz Beograda. Izvršena je jezička analiza spontano nastalog pisanog teksta, u uslovima gde nije eksplicitno traženo da učenik piše pravilno. Rezultati ukazuju da većina učenika pravi pravopisne i gramatičke greške, zadovoljavajući uslov za osnovni nivo ovladanosti znanjem iz srpskog jezika prema standardima predviđenim za kraj obaveznog obrazovanja. Takođe, značajna većina učenika ima zadovoljavajući nivo kulture pismenog izražavanja. Učenici češće prave pravopisne nego gramatičke greške. Učenici sedmog razreda su bolji od učenika šestog razreda u pogledu pridržavanja gramatičkih pravila i prema kulturi pismenog izražavanja, dok ocena iz srpskog jezika i opšti uspeh učenika koreliraju jedino sa stepenom pridržavanja pravopisnih pravila. Zaključeno je da su potrebni ne samo individualni programi podrške za učenike koji više greše, već i pokretanje nacionalnih projekata za razvoj jezičke kompetencije mladih u Srbiji.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - On written expression of primary school pupils
T1  - O pismenom izražavanju učenika osnovne škole
EP  - 164
IS  - 1
SP  - 147
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_154
ER  - 

@article{
author = "Stevanović, Jelena and Maksić, Slavica and Tenjović, Lazar",
year = "2009",
abstract = "Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia., Normativna pravila standardnog srpskog jezika stiču se tokom osnovno- školskog i srednjoškolskog obrazovanja kroz programske zahteve nastave srpskog jezika, koja se odvija na tri područja: gramatika, pravopis i kultura izražavanja. Predmet interesovanja u ovom radu je kvalitet pismenog izražavanja učenika VI i VII razreda, u kontekstu sva tri područja čije je ovladavanje predviđeno nastavnim planom i programom iz srpskog jezika. Istraživanjem je obuhvaćeno 148 učenika osnovne škole iz Beograda. Izvršena je jezička analiza spontano nastalog pisanog teksta, u uslovima gde nije eksplicitno traženo da učenik piše pravilno. Rezultati ukazuju da većina učenika pravi pravopisne i gramatičke greške, zadovoljavajući uslov za osnovni nivo ovladanosti znanjem iz srpskog jezika prema standardima predviđenim za kraj obaveznog obrazovanja. Takođe, značajna većina učenika ima zadovoljavajući nivo kulture pismenog izražavanja. Učenici češće prave pravopisne nego gramatičke greške. Učenici sedmog razreda su bolji od učenika šestog razreda u pogledu pridržavanja gramatičkih pravila i prema kulturi pismenog izražavanja, dok ocena iz srpskog jezika i opšti uspeh učenika koreliraju jedino sa stepenom pridržavanja pravopisnih pravila. Zaključeno je da su potrebni ne samo individualni programi podrške za učenike koji više greše, već i pokretanje nacionalnih projekata za razvoj jezičke kompetencije mladih u Srbiji.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "On written expression of primary school pupils, O pismenom izražavanju učenika osnovne škole",
pages = "164-147",
number = "1",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_154"
}

Stevanović, J., Maksić, S.,& Tenjović, L.. (2009). On written expression of primary school pupils. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 41(1), 147-164.
https://hdl.handle.net/21.15107/rcub_ipir_154

Stevanović J, Maksić S, Tenjović L. On written expression of primary school pupils. in Zbornik Instituta za pedagoška istraživanja. 2009;41(1):147-164.
https://hdl.handle.net/21.15107/rcub_ipir_154 .

Stevanović, Jelena, Maksić, Slavica, Tenjović, Lazar, "On written expression of primary school pupils" in Zbornik Instituta za pedagoška istraživanja, 41, no. 1 (2009):147-164,
https://hdl.handle.net/21.15107/rcub_ipir_154 .

TY  - JOUR
AU  - Stanišić, Jelena
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/152
AB  - Ecological education gains an increasing importance in the moment when ecological crisis acquires increasingly larger proportions. Education is one of the most powerful social means in fighting problems and challenges of the future. This paper presents the results of the research referring to pupils' attitudes with respect to the activities they prefer to be involved in, the independent variables their readiness for involvement depends on, as well as the relation between the knowledge possessed by pupils and their readiness to be involved in ecological activities. Research was conducted on the sample of 284 pupils in the eighth grade of primary school in urban and rural area and polluted and unpolluted environment. The results indicate that pupils find more interesting the activities taking place in nature, those where they are immediate participants and those where they have a subjective feeling that they are doing something to protect the environment. Besides, the results show that girls from both samples and pupils from rural area are more ready to get involved in ecological activities. Living in polluted or unpolluted environment is not a statistically significant variable which would influence the readiness of pupils to get involved in these activities. As the most interesting result of this research, we consider the finding that a higher level of pupils' ecological knowledge and living in polluted environment do not guarantee higher readiness of pupils to get involved in the activities of environment protection.
AB  - Ekološko vaspitanje i obrazovanje dobija sve veći značaj u trenutku kada ekološka kriza poprima sve šire razmere. Obrazovanje predstavlja jedno od najmoćnijih sredstava društva u borbi sa problemima i izazovima budućnosti. U radu su predstavljeni rezultati istraživanja koje se odnosi na stavove učenika o tome u kojim aktivnostima bi se najradije angažovali, od kojih nezavisnih varijabli zavisi njihova spremnost na angažovanje, kao i u kom odnosu su znanja koja učenici poseduju i njihova spremnost da se angažuju u ekološkim aktivnostima. Istraživanje je sprovedeno na uzorku od 284 učenika VIII razreda osnovne škole u gradskoj i seoskoj sredini i zagađenoj i nezagađenoj sredini. Rezultati ukazuju da su učenicima interesantnije aktivnosti koje se odvijaju u prirodi, u kojima su oni neposredni učesnici i u kojima imaju subjektivan osećaj da čine nešto za zaštitu životne sredine. Pored toga, rezultati pokazuju da su devojčice iz oba uzorka i učenici sa sela spremniji da se angažuju u ekološkim aktivnostima. Život u zagađenoj ili nezagađenoj sredini nije statistički značajna varijabla, koja bi uticala na spremnost učenika na angažovanje u ovim aktivnostima. Smatramo da je najinteresantniji rezultat ovog istraživanja nalaz da viši nivo ekološkog znanja učenika i život u zagađenoj sredini ne garantuju i veću spremnost učenika da se angažuju u aktivnostima zaštite životne sredine.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Pupils' involvement in ecological activities in school
T1  - Angažovanost učenika u ekološkim aktivnostima u školi
EP  - 210
IS  - 1
SP  - 195
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_152
ER  - 

@article{
author = "Stanišić, Jelena",
year = "2009",
abstract = "Ecological education gains an increasing importance in the moment when ecological crisis acquires increasingly larger proportions. Education is one of the most powerful social means in fighting problems and challenges of the future. This paper presents the results of the research referring to pupils' attitudes with respect to the activities they prefer to be involved in, the independent variables their readiness for involvement depends on, as well as the relation between the knowledge possessed by pupils and their readiness to be involved in ecological activities. Research was conducted on the sample of 284 pupils in the eighth grade of primary school in urban and rural area and polluted and unpolluted environment. The results indicate that pupils find more interesting the activities taking place in nature, those where they are immediate participants and those where they have a subjective feeling that they are doing something to protect the environment. Besides, the results show that girls from both samples and pupils from rural area are more ready to get involved in ecological activities. Living in polluted or unpolluted environment is not a statistically significant variable which would influence the readiness of pupils to get involved in these activities. As the most interesting result of this research, we consider the finding that a higher level of pupils' ecological knowledge and living in polluted environment do not guarantee higher readiness of pupils to get involved in the activities of environment protection., Ekološko vaspitanje i obrazovanje dobija sve veći značaj u trenutku kada ekološka kriza poprima sve šire razmere. Obrazovanje predstavlja jedno od najmoćnijih sredstava društva u borbi sa problemima i izazovima budućnosti. U radu su predstavljeni rezultati istraživanja koje se odnosi na stavove učenika o tome u kojim aktivnostima bi se najradije angažovali, od kojih nezavisnih varijabli zavisi njihova spremnost na angažovanje, kao i u kom odnosu su znanja koja učenici poseduju i njihova spremnost da se angažuju u ekološkim aktivnostima. Istraživanje je sprovedeno na uzorku od 284 učenika VIII razreda osnovne škole u gradskoj i seoskoj sredini i zagađenoj i nezagađenoj sredini. Rezultati ukazuju da su učenicima interesantnije aktivnosti koje se odvijaju u prirodi, u kojima su oni neposredni učesnici i u kojima imaju subjektivan osećaj da čine nešto za zaštitu životne sredine. Pored toga, rezultati pokazuju da su devojčice iz oba uzorka i učenici sa sela spremniji da se angažuju u ekološkim aktivnostima. Život u zagađenoj ili nezagađenoj sredini nije statistički značajna varijabla, koja bi uticala na spremnost učenika na angažovanje u ovim aktivnostima. Smatramo da je najinteresantniji rezultat ovog istraživanja nalaz da viši nivo ekološkog znanja učenika i život u zagađenoj sredini ne garantuju i veću spremnost učenika da se angažuju u aktivnostima zaštite životne sredine.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Pupils' involvement in ecological activities in school, Angažovanost učenika u ekološkim aktivnostima u školi",
pages = "210-195",
number = "1",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_152"
}

Stanišić, J.. (2009). Pupils' involvement in ecological activities in school. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 41(1), 195-210.
https://hdl.handle.net/21.15107/rcub_ipir_152

Stanišić J. Pupils' involvement in ecological activities in school. in Zbornik Instituta za pedagoška istraživanja. 2009;41(1):195-210.
https://hdl.handle.net/21.15107/rcub_ipir_152 .

Stanišić, Jelena, "Pupils' involvement in ecological activities in school" in Zbornik Instituta za pedagoška istraživanja, 41, no. 1 (2009):195-210,
https://hdl.handle.net/21.15107/rcub_ipir_152 .

TY  - JOUR
AU  - Đević, Rajka
AU  - Đerić, Ivana
AU  - Stanišić, Jelena
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/136
AB  - The development of positive attitudes among students towards children with developmental difficulties is a significant precondition for successful functioning of these children in regular school. This article presents the results of a research aimed at examining the level of readiness of regular-school students to accept peers with developmental difficulties. The sample comprised 471 fifth-grade students from ten primary schools in Serbia. The aim was achieved by: a) examining regular-school students' attitudes towards joint education with children with developmental difficulties and whether they would associate with and help such peers; b) examining the readiness of regular-school students to accept children with developmental difficulties, dependent upon the school's inclusion/exclusion in the inclusive education projects; and c) examining the teachers' opinions on the willingness of other students to accept children with developmental difficulties. The students whose schools were included in the projects of inclusive education expressed more positive personal attitudes towards their peers with developmental difficulties. This implies a necessity for a wider inclusion of schools into similar projects and providing direct contacts between the two groups of students.
AB  - Razvijanje pozitivnih stavova učenika prema deci s teškoćama u razvoju značajan je preduslov uspešnog funkcionisanja ove dece u redovnoj školi. U radu su predstavljeni rezultati istraživanja čiji je osnovni cilj bio da se ispita spremnost učenika osnovne škola da prihvate decu s teškoćama u razvoju. U istraživanju je učestvovao 471 učenik petog razreda iz deset osnovnih škola sa teritorije Srbije. Cilj je realizovan kroz: (a) ispitivanje stavova učenika prema zajedničkom školovanju s decom s teškoćama u razvoju, mogućnostima druženja i pružanja pomoći toj deci, kao i kroz ispitivanje odnosa koji učenici zauzimaju prema vršnjacima s teškoćama u razvoju, (b) ispitivanje učenika o prihvatanju dece s teškoćama u razvoju, zavisno od uključenosti/neuključenosti u projekte inkluzivnog obrazovanja, i (v) ispitivanje mišljenja nastavnika o spremnosti ostalih učenika da prihvate decu s teškoćama u razvoju. Analiza rezultata ukazuje na postojanje spremnosti učenika da prihvate decu s teškoćama u razvoju. Pozitivniji lični odnos prema vršnjacima s teškoćama imali su oni učenici čije su škole bile uključene u projekte inkluzivnog obrazovanja. To implicira neophodnost uključivanja škola u slične projekte i omogućavanje neposrednog kontakta između jedne i druge grupe učenika.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - How willing are regular-school students to accept peers with developmental difficulties?
T1  - Spremnost učenika redovne škole da prihvate decu s teškoćama u razvoju
EP  - 578
IS  - 4
SP  - 561
VL  - 58
UR  - https://hdl.handle.net/21.15107/rcub_ipir_136
ER  - 

@article{
author = "Đević, Rajka and Đerić, Ivana and Stanišić, Jelena",
year = "2009",
abstract = "The development of positive attitudes among students towards children with developmental difficulties is a significant precondition for successful functioning of these children in regular school. This article presents the results of a research aimed at examining the level of readiness of regular-school students to accept peers with developmental difficulties. The sample comprised 471 fifth-grade students from ten primary schools in Serbia. The aim was achieved by: a) examining regular-school students' attitudes towards joint education with children with developmental difficulties and whether they would associate with and help such peers; b) examining the readiness of regular-school students to accept children with developmental difficulties, dependent upon the school's inclusion/exclusion in the inclusive education projects; and c) examining the teachers' opinions on the willingness of other students to accept children with developmental difficulties. The students whose schools were included in the projects of inclusive education expressed more positive personal attitudes towards their peers with developmental difficulties. This implies a necessity for a wider inclusion of schools into similar projects and providing direct contacts between the two groups of students., Razvijanje pozitivnih stavova učenika prema deci s teškoćama u razvoju značajan je preduslov uspešnog funkcionisanja ove dece u redovnoj školi. U radu su predstavljeni rezultati istraživanja čiji je osnovni cilj bio da se ispita spremnost učenika osnovne škola da prihvate decu s teškoćama u razvoju. U istraživanju je učestvovao 471 učenik petog razreda iz deset osnovnih škola sa teritorije Srbije. Cilj je realizovan kroz: (a) ispitivanje stavova učenika prema zajedničkom školovanju s decom s teškoćama u razvoju, mogućnostima druženja i pružanja pomoći toj deci, kao i kroz ispitivanje odnosa koji učenici zauzimaju prema vršnjacima s teškoćama u razvoju, (b) ispitivanje učenika o prihvatanju dece s teškoćama u razvoju, zavisno od uključenosti/neuključenosti u projekte inkluzivnog obrazovanja, i (v) ispitivanje mišljenja nastavnika o spremnosti ostalih učenika da prihvate decu s teškoćama u razvoju. Analiza rezultata ukazuje na postojanje spremnosti učenika da prihvate decu s teškoćama u razvoju. Pozitivniji lični odnos prema vršnjacima s teškoćama imali su oni učenici čije su škole bile uključene u projekte inkluzivnog obrazovanja. To implicira neophodnost uključivanja škola u slične projekte i omogućavanje neposrednog kontakta između jedne i druge grupe učenika.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "How willing are regular-school students to accept peers with developmental difficulties?, Spremnost učenika redovne škole da prihvate decu s teškoćama u razvoju",
pages = "578-561",
number = "4",
volume = "58",
url = "https://hdl.handle.net/21.15107/rcub_ipir_136"
}

Đević, R., Đerić, I.,& Stanišić, J.. (2009). How willing are regular-school students to accept peers with developmental difficulties?. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 58(4), 561-578.
https://hdl.handle.net/21.15107/rcub_ipir_136

Đević R, Đerić I, Stanišić J. How willing are regular-school students to accept peers with developmental difficulties?. in Nastava i vaspitanje. 2009;58(4):561-578.
https://hdl.handle.net/21.15107/rcub_ipir_136 .

Đević, Rajka, Đerić, Ivana, Stanišić, Jelena, "How willing are regular-school students to accept peers with developmental difficulties?" in Nastava i vaspitanje, 58, no. 4 (2009):561-578,
https://hdl.handle.net/21.15107/rcub_ipir_136 .

TY  - JOUR
AU  - Korolija, Jasminka
AU  - Stanišić, Jelena
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/153
AB  - Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school.
AB  - Povezivanje nauke, tehnologije i društva predstavlja jedan od važnih principa savremenog obrazovanja. U osnovi tog principa nalazi se ideja o tome da naučna i tehnološka dostignuća treba da budu od koristi i primenljiva u svakodnevnom životu pojedinca. U radu su izložene glavne odrednice STS projekta (Science, Technologie and Society Project - Projekat nauka, tehnologija i društvo) koji se bavi proučavanjem uticaja naučnih istraživanja i tehnološkog razvoja na društvene, političke i kulturne vrednosti. Osnovni cilj obrazovanja u okviru STS projekta je omogućiti učenicima da razumeju i nauče da inkorporiraju dostignuća naučnotehnološkog razvoja u svoje kulturne, ekološke, ekonomske, političke i društvene kontekste. Takođe, u radu je prikazana uloga prirodnih nauka u povezivanju nauke, tehnologije i društva i opisane su mogućnosti ugrađivanja sličnog projekta u nastavu hemije u našoj školi. Pilot istraživanje koje je urađeno odnosi se na predlog primene principa, na kojima počiva STS projekat, u nastavu hemije kod nas. Ovo pilot istraživanje može predstavljati osnovu za naredna istraživanja i smernice koji se mogu upotrebiti za unapređivanje obrazovnog procesa u osnovnoj i srednjoj školi.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Sciences education for connecting science, technology and the society
T1  - Nastava prirodnih nauka u funkciji povezivanja nauke, tehnologije i društva
EP  - 476
IS  - 2
SP  - 461
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_153
ER  - 

@article{
author = "Korolija, Jasminka and Stanišić, Jelena",
year = "2009",
abstract = "Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school., Povezivanje nauke, tehnologije i društva predstavlja jedan od važnih principa savremenog obrazovanja. U osnovi tog principa nalazi se ideja o tome da naučna i tehnološka dostignuća treba da budu od koristi i primenljiva u svakodnevnom životu pojedinca. U radu su izložene glavne odrednice STS projekta (Science, Technologie and Society Project - Projekat nauka, tehnologija i društvo) koji se bavi proučavanjem uticaja naučnih istraživanja i tehnološkog razvoja na društvene, političke i kulturne vrednosti. Osnovni cilj obrazovanja u okviru STS projekta je omogućiti učenicima da razumeju i nauče da inkorporiraju dostignuća naučnotehnološkog razvoja u svoje kulturne, ekološke, ekonomske, političke i društvene kontekste. Takođe, u radu je prikazana uloga prirodnih nauka u povezivanju nauke, tehnologije i društva i opisane su mogućnosti ugrađivanja sličnog projekta u nastavu hemije u našoj školi. Pilot istraživanje koje je urađeno odnosi se na predlog primene principa, na kojima počiva STS projekat, u nastavu hemije kod nas. Ovo pilot istraživanje može predstavljati osnovu za naredna istraživanja i smernice koji se mogu upotrebiti za unapređivanje obrazovnog procesa u osnovnoj i srednjoj školi.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Sciences education for connecting science, technology and the society, Nastava prirodnih nauka u funkciji povezivanja nauke, tehnologije i društva",
pages = "476-461",
number = "2",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_153"
}

Korolija, J.,& Stanišić, J.. (2009). Sciences education for connecting science, technology and the society. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 41(2), 461-476.
https://hdl.handle.net/21.15107/rcub_ipir_153

Korolija J, Stanišić J. Sciences education for connecting science, technology and the society. in Zbornik Instituta za pedagoška istraživanja. 2009;41(2):461-476.
https://hdl.handle.net/21.15107/rcub_ipir_153 .

Korolija, Jasminka, Stanišić, Jelena, "Sciences education for connecting science, technology and the society" in Zbornik Instituta za pedagoška istraživanja, 41, no. 2 (2009):461-476,
https://hdl.handle.net/21.15107/rcub_ipir_153 .

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

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

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

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

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

TY  - JOUR
AU  - Džinović, Vladimir
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/150
AB  - This paper analyses discourses on school failure of gymnasium students. Research strategy for establishment of dialogue with students is focus group. The method of analysis of the material obtained in the conversations with students is discourse analysis. First, two dominant strategies of focus group usage are discussed: as means for collecting data from subjects and as a social emancipatory practice. The prevailing discourses about school failure of students are mapped: the discourse of school as an insecure investment, the discourse of school marginalisation, the discourse of disinterest of students, the discourse of disinterest of teachers and the discourse 'school success does not have an alternative'. The concluding part discusses research implications on social position of students in power relations in education.
AB  - Rad se bavi analizom diskursa o školskom neuspehu kod učenika gimnazije. Istraživačka strategija za ulaženje u dijalog sa učenicima je fokus grupa. Metoda za analizu materijala, dobijenog u razgovoru sa učenicima je analiza diskursa. Prvo, razmatraju se dve dominantne strategije upotrebe fokus grupa: kao sredstva za prikupljanje podataka i kao socijalne emancipatorne prakse. Mapirani su preovlađujući diskursi o školskom neuspehu: diskurs škole kao nesigurne investicije, diskrus marginalizacije škole, diskurs nezainteresovanosti učenika, diskurs nezainteresovanosti nastavnika i diskurs 'školski uspeh nema alternativu'. U završnom delu se razmatraju implikacije istraživanja na socijalni položaj učenika u odnosima moći u obrazovanju.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Using focus groups to give voice to school underachievers
T1  - Fokus grupe kao sredstvo davanja glasa neuspešnim učenicima
EP  - 296
IS  - 2
SP  - 284
VL  - 41
DO  - 10.2298/ZIPI0902284D
ER  - 

@article{
author = "Džinović, Vladimir",
year = "2009",
abstract = "This paper analyses discourses on school failure of gymnasium students. Research strategy for establishment of dialogue with students is focus group. The method of analysis of the material obtained in the conversations with students is discourse analysis. First, two dominant strategies of focus group usage are discussed: as means for collecting data from subjects and as a social emancipatory practice. The prevailing discourses about school failure of students are mapped: the discourse of school as an insecure investment, the discourse of school marginalisation, the discourse of disinterest of students, the discourse of disinterest of teachers and the discourse 'school success does not have an alternative'. The concluding part discusses research implications on social position of students in power relations in education., Rad se bavi analizom diskursa o školskom neuspehu kod učenika gimnazije. Istraživačka strategija za ulaženje u dijalog sa učenicima je fokus grupa. Metoda za analizu materijala, dobijenog u razgovoru sa učenicima je analiza diskursa. Prvo, razmatraju se dve dominantne strategije upotrebe fokus grupa: kao sredstva za prikupljanje podataka i kao socijalne emancipatorne prakse. Mapirani su preovlađujući diskursi o školskom neuspehu: diskurs škole kao nesigurne investicije, diskrus marginalizacije škole, diskurs nezainteresovanosti učenika, diskurs nezainteresovanosti nastavnika i diskurs 'školski uspeh nema alternativu'. U završnom delu se razmatraju implikacije istraživanja na socijalni položaj učenika u odnosima moći u obrazovanju.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Using focus groups to give voice to school underachievers, Fokus grupe kao sredstvo davanja glasa neuspešnim učenicima",
pages = "296-284",
number = "2",
volume = "41",
doi = "10.2298/ZIPI0902284D"
}

Džinović, V.. (2009). Using focus groups to give voice to school underachievers. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 41(2), 284-296.
https://doi.org/10.2298/ZIPI0902284D

Džinović V. Using focus groups to give voice to school underachievers. in Zbornik Instituta za pedagoška istraživanja. 2009;41(2):284-296.
doi:10.2298/ZIPI0902284D .

Džinović, Vladimir, "Using focus groups to give voice to school underachievers" in Zbornik Instituta za pedagoška istraživanja, 41, no. 2 (2009):284-296,
https://doi.org/10.2298/ZIPI0902284D . .

TY  - JOUR
AU  - Lalić-Vučetić, Nataša
AU  - Đerić, Ivana
AU  - Đević, Rajka
PY  - 2009
UR  - http://ipir.ipisr.org.rs/handle/123456789/138
AB  - Starting from psychological needs that are considered basic within self-determination theory (autonomy, competence and relatedness), the importance of encouraging students' autonomy in school context is particularly emphasised. Appreciation of students' autonomy has a stimulating effect on school achievement, conceptual understanding, creativity development, strengthening of self-esteem, and students adapt better to school system and demonstrate a larger degree of internalisation of school rules and intrinsic motivation. Teachers' behavioural style largely determines the degree of students' autonomy in school life and work. Self-determination theory implies the necessity of agreement between the developmental need for autonomy in children and the level of adult control and distinguishes between two styles of interpersonal behavior of teachers: (a) those who offer support to students' autonomy by their behavior and (b) those that are predominantly inclined to control students' behavior. This paper also points out to different strategies that can be applied by teachers in working with students in school, which also contribute to the development of students' autonomy. What is especially encouraging is the fact that it is possible to learn and to develop 'appreciation of students' autonomy' as teacher's interpersonal style.
AB  - Polazeći od psiholoških potreba koje se u okviru teorije samodeterminacije shvataju kao osnovne (autonomija, kompetentnost i bliska povezanost sa drugim osobama), posebno se ističe značaj podsticanja učeničke autonomije u školskom kontekstu. Uvažavanje učeničke autonomije podsticajno deluje na školsko postignuće, pojmovno razumevanje, razvijanje kreativnosti, jačanje samopouzdanja, učenici se bolje prilagođavaju školskom sistemu, pokazuju veći stepen internalizacije školskih pravila i intrinzične motivacije. Stil ponašanja nastavnika u mnogome određuje stepen autonomije učenika u školskom životu i radu. Teorija samodeterminacije implicira neophodnost saglasja između razvojne potrebe za autonomijom kod dece i nivoa kontrole odraslih i razlikuje dva stila interpersonalnog ponašanja nastavnika: (a) oni koji svojim ponašanjem pružaju podršku autonomiji učenika i (b) oni koji su pretežno skloni kontroli učeničkog ponašanja. Ovaj članak ukazuje i na različite strategije koje nastavnici mogu da primene u radu sa učenicima u školi, a koje doprinose razvijanju učeničke autonomije. Posebno ohrabruje činjenica da je 'uvažavanje učeničke autonomije' kao interpersonalni stil nastavnika moguće učiti i razvijati.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Students' autonomy and teacher's interpersonal style in self-determination theory
T1  - Učenička autonomija i interpersonalni stil nastavnika u teoriji samodeterminacije
EP  - 366
IS  - 2
SP  - 349
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_138
ER  - 

@article{
author = "Lalić-Vučetić, Nataša and Đerić, Ivana and Đević, Rajka",
year = "2009",
abstract = "Starting from psychological needs that are considered basic within self-determination theory (autonomy, competence and relatedness), the importance of encouraging students' autonomy in school context is particularly emphasised. Appreciation of students' autonomy has a stimulating effect on school achievement, conceptual understanding, creativity development, strengthening of self-esteem, and students adapt better to school system and demonstrate a larger degree of internalisation of school rules and intrinsic motivation. Teachers' behavioural style largely determines the degree of students' autonomy in school life and work. Self-determination theory implies the necessity of agreement between the developmental need for autonomy in children and the level of adult control and distinguishes between two styles of interpersonal behavior of teachers: (a) those who offer support to students' autonomy by their behavior and (b) those that are predominantly inclined to control students' behavior. This paper also points out to different strategies that can be applied by teachers in working with students in school, which also contribute to the development of students' autonomy. What is especially encouraging is the fact that it is possible to learn and to develop 'appreciation of students' autonomy' as teacher's interpersonal style., Polazeći od psiholoških potreba koje se u okviru teorije samodeterminacije shvataju kao osnovne (autonomija, kompetentnost i bliska povezanost sa drugim osobama), posebno se ističe značaj podsticanja učeničke autonomije u školskom kontekstu. Uvažavanje učeničke autonomije podsticajno deluje na školsko postignuće, pojmovno razumevanje, razvijanje kreativnosti, jačanje samopouzdanja, učenici se bolje prilagođavaju školskom sistemu, pokazuju veći stepen internalizacije školskih pravila i intrinzične motivacije. Stil ponašanja nastavnika u mnogome određuje stepen autonomije učenika u školskom životu i radu. Teorija samodeterminacije implicira neophodnost saglasja između razvojne potrebe za autonomijom kod dece i nivoa kontrole odraslih i razlikuje dva stila interpersonalnog ponašanja nastavnika: (a) oni koji svojim ponašanjem pružaju podršku autonomiji učenika i (b) oni koji su pretežno skloni kontroli učeničkog ponašanja. Ovaj članak ukazuje i na različite strategije koje nastavnici mogu da primene u radu sa učenicima u školi, a koje doprinose razvijanju učeničke autonomije. Posebno ohrabruje činjenica da je 'uvažavanje učeničke autonomije' kao interpersonalni stil nastavnika moguće učiti i razvijati.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Students' autonomy and teacher's interpersonal style in self-determination theory, Učenička autonomija i interpersonalni stil nastavnika u teoriji samodeterminacije",
pages = "366-349",
number = "2",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_138"
}

Lalić-Vučetić, N., Đerić, I.,& Đević, R.. (2009). Students' autonomy and teacher's interpersonal style in self-determination theory. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 41(2), 349-366.
https://hdl.handle.net/21.15107/rcub_ipir_138

Lalić-Vučetić N, Đerić I, Đević R. Students' autonomy and teacher's interpersonal style in self-determination theory. in Zbornik Instituta za pedagoška istraživanja. 2009;41(2):349-366.
https://hdl.handle.net/21.15107/rcub_ipir_138 .

Lalić-Vučetić, Nataša, Đerić, Ivana, Đević, Rajka, "Students' autonomy and teacher's interpersonal style in self-determination theory" in Zbornik Instituta za pedagoška istraživanja, 41, no. 2 (2009):349-366,
https://hdl.handle.net/21.15107/rcub_ipir_138 .