TY  - JOUR
AU  - Kovačević Lepojević, Marina
AU  - Trajković, Marija
AU  - Mijatović, Luka
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
AU  - Kovačević, Milica
AU  - Marinković Paraušić , Ana
AU  - Radulović, Mladen
PY  - 2024
UR  - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0303466
UR  - http://ipir.ipisr.org.rs/handle/123456789/1095
AB  - An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers’ disciplinary practices and bullying in school and students’ satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers’ disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers’ disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers’ negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers’ disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.
T2  - PLOS ONE
T1  - The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging
IS  - 5
SP  - e0303466
VL  - 19
DO  - 10.1371/journal.pone.0303466
ER  - 

@article{
author = "Kovačević Lepojević, Marina and Trajković, Marija and Mijatović, Luka and Popović-Ćitić, Branislava and Bukvić, Lidija and Kovačević, Milica and Marinković Paraušić , Ana and Radulović, Mladen",
year = "2024",
abstract = "An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers’ disciplinary practices and bullying in school and students’ satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers’ disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers’ disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers’ negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers’ disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.",
journal = "PLOS ONE",
title = "The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging",
number = "5",
pages = "e0303466",
volume = "19",
doi = "10.1371/journal.pone.0303466"
}

Kovačević Lepojević, M., Trajković, M., Mijatović, L., Popović-Ćitić, B., Bukvić, L., Kovačević, M., Marinković Paraušić , A.,& Radulović, M.. (2024). The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging. in PLOS ONE, 19(5), e0303466.
https://doi.org/10.1371/journal.pone.0303466

Kovačević Lepojević M, Trajković M, Mijatović L, Popović-Ćitić B, Bukvić L, Kovačević M, Marinković Paraušić  A, Radulović M. The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging. in PLOS ONE. 2024;19(5):e0303466.
doi:10.1371/journal.pone.0303466 .

Kovačević Lepojević, Marina, Trajković, Marija, Mijatović, Luka, Popović-Ćitić, Branislava, Bukvić, Lidija, Kovačević, Milica, Marinković Paraušić , Ana, Radulović, Mladen, "The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging" in PLOS ONE, 19, no. 5 (2024):e0303466,
https://doi.org/10.1371/journal.pone.0303466 . .

TY  - JOUR
AU  - Kovačević Lepojević, Marina
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Paraušić Marinković, Ana
AU  - Trajković, Marija
PY  - 2024
UR  - http://teme2.junis.ni.ac.rs/index.php/TEME/article/view/1744
UR  - http://ipir.ipisr.org.rs/handle/123456789/1093
AB  - The study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development.
AB  - Истраживање је усмерено ка процени могућности коришћења социјалних наставних пракси (СНП) у условима пандемијског образовања. На узорку од 817 наставника основних школа испитана је флексибилност социјалних наставних пракси у вези са социоемоционалним компетенцијама (СЕК) наставника, генералним тешкоћама извођења наставе током пандемије, задовољством наставника образовањем у време пандемије и перцепцијом будућности професије. Резултати истраживања упућују на то да социоемоционално компетентнији наставници, наставници задовољнији функционисањем образовног система у време пандемије, као и наставници оптимистичнији у вези са својом професионалном будућношћу примењују више СНП. Откривене су разлике у примени социјалних наставних пракси у односу на пол, образовни циклус и модалитет наставе. Резултати истраживања упућују на то да примена социјалних наставних пракси у кризним временима може бити унапређена различитим могућностима подршке у склопу професионалног развоја наставника.
T2  - TEME
T1  - Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic
T1  - Где има воље, има и начина: социјалне наставне праксе наставника у основним школама током пандемије КОВИД-19
EP  - 34
IS  - n/a
SP  - 19
DO  - 10.22190/TEME230120002K
ER  - 

@article{
author = "Kovačević Lepojević, Marina and Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Paraušić Marinković, Ana and Trajković, Marija",
year = "2024",
abstract = "The study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development., Истраживање је усмерено ка процени могућности коришћења социјалних наставних пракси (СНП) у условима пандемијског образовања. На узорку од 817 наставника основних школа испитана је флексибилност социјалних наставних пракси у вези са социоемоционалним компетенцијама (СЕК) наставника, генералним тешкоћама извођења наставе током пандемије, задовољством наставника образовањем у време пандемије и перцепцијом будућности професије. Резултати истраживања упућују на то да социоемоционално компетентнији наставници, наставници задовољнији функционисањем образовног система у време пандемије, као и наставници оптимистичнији у вези са својом професионалном будућношћу примењују више СНП. Откривене су разлике у примени социјалних наставних пракси у односу на пол, образовни циклус и модалитет наставе. Резултати истраживања упућују на то да примена социјалних наставних пракси у кризним временима може бити унапређена различитим могућностима подршке у склопу професионалног развоја наставника.",
journal = "TEME",
title = "Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic, Где има воље, има и начина: социјалне наставне праксе наставника у основним школама током пандемије КОВИД-19",
pages = "34-19",
number = "n/a",
doi = "10.22190/TEME230120002K"
}

Kovačević Lepojević, M., Bukvić Branković, L., Popović-Ćitić, B., Paraušić Marinković, A.,& Trajković, M.. (2024). Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic. in TEME(n/a), 19-34.
https://doi.org/10.22190/TEME230120002K

Kovačević Lepojević M, Bukvić Branković L, Popović-Ćitić B, Paraušić Marinković A, Trajković M. Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic. in TEME. 2024;(n/a):19-34.
doi:10.22190/TEME230120002K .

Kovačević Lepojević, Marina, Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Paraušić Marinković, Ana, Trajković, Marija, "Where there is a will, there is a way: the social teaching practices of primary school teachers during the COVID-19 pandemic" in TEME, no. n/a (2024):19-34,
https://doi.org/10.22190/TEME230120002K . .

TY  - CONF
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1087
AB  - Bullying refers to intentional actions, repeated over time, that harm, intimidate, or humiliate
another person and that occur within the context of an imbalance of power, either real or
perceived, between the bully and the victim. Previous research suggests that age and gender
differences in bullying may be dependent upon the specific type of bullying behavior measured.
In general, the serious consequences of bullying impose the need for constant examination of
this negative phenomenon. To examine the frequency of personal experience of bullying
victimization among high school students, a survey was conducted on a sample of 243 Belgrade
students (76.5% female), aged 14–19 (M = 16.5; SD = 1.1). The Delaware Bullying
Victimization Scale (DBVS) was used to examine the frequency of personal experience of
bullying victimization. The DBVS is a six-point Likert-type scale (1 – never; 6 – every day),
which consists of a total of 16 items, which are further grouped into four subscales: Verbal,
Physical, Social/Relational and Cyberbullying. A separate score is computed for each subscale
(Verbal, Physical, Social/Relational, and Cyberbullying) and a total Bullying in School score
is computed by summing the scores on the first three subscales (under the recommendation of
the authors of the instrument). Internal reliability of the scale was high (α = .92). In general, it
can be said that high school students very rarely experienced bullying victimization (M = 1.63;
SD = .89). Verbal bullying victimization was the most common of all forms (M = 1.85; SD =
1.21), while cyberbullying was the least pronounced (M = 1.3; SD = .73). Male students more
often than female students experienced verbal (t(242) = 3.21, p < .01, d = .53), physical (t(242)
= 3.8, p < .01, d = .63), cyberbullying victimization (t(241) = 2.67, p = .01, d = .45), as well as
bullying victimization in general (t(242) = 3.29, p < .01, d = .55). The student's age had weak
positive correlations with the total score (r = 0.17, p = .01), but also with the scores on all
subscales (except for the Physical bullying). Based on the obtained findings, it can be
concluded that in the examined sample of high school students bullying victimization is not
frequent, male students experience bullying victimization more often, and the frequency of
bullying victimization increases with age. The results can serve as an initial insight and a
starting point to further assessments of bullying and intervention planning.
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Bullying victimization experiences among Belgrade high school students
EP  - 100
SP  - 100
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1087
ER  - 

@conference{
author = "Trajković, Marija and Popović-Ćitić, Branislava and Bukvić, Lidija",
year = "2024",
abstract = "Bullying refers to intentional actions, repeated over time, that harm, intimidate, or humiliate
another person and that occur within the context of an imbalance of power, either real or
perceived, between the bully and the victim. Previous research suggests that age and gender
differences in bullying may be dependent upon the specific type of bullying behavior measured.
In general, the serious consequences of bullying impose the need for constant examination of
this negative phenomenon. To examine the frequency of personal experience of bullying
victimization among high school students, a survey was conducted on a sample of 243 Belgrade
students (76.5% female), aged 14–19 (M = 16.5; SD = 1.1). The Delaware Bullying
Victimization Scale (DBVS) was used to examine the frequency of personal experience of
bullying victimization. The DBVS is a six-point Likert-type scale (1 – never; 6 – every day),
which consists of a total of 16 items, which are further grouped into four subscales: Verbal,
Physical, Social/Relational and Cyberbullying. A separate score is computed for each subscale
(Verbal, Physical, Social/Relational, and Cyberbullying) and a total Bullying in School score
is computed by summing the scores on the first three subscales (under the recommendation of
the authors of the instrument). Internal reliability of the scale was high (α = .92). In general, it
can be said that high school students very rarely experienced bullying victimization (M = 1.63;
SD = .89). Verbal bullying victimization was the most common of all forms (M = 1.85; SD =
1.21), while cyberbullying was the least pronounced (M = 1.3; SD = .73). Male students more
often than female students experienced verbal (t(242) = 3.21, p < .01, d = .53), physical (t(242)
= 3.8, p < .01, d = .63), cyberbullying victimization (t(241) = 2.67, p = .01, d = .45), as well as
bullying victimization in general (t(242) = 3.29, p < .01, d = .55). The student's age had weak
positive correlations with the total score (r = 0.17, p = .01), but also with the scores on all
subscales (except for the Physical bullying). Based on the obtained findings, it can be
concluded that in the examined sample of high school students bullying victimization is not
frequent, male students experience bullying victimization more often, and the frequency of
bullying victimization increases with age. The results can serve as an initial insight and a
starting point to further assessments of bullying and intervention planning.",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Bullying victimization experiences among Belgrade high school students",
pages = "100-100",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1087"
}

Trajković, M., Popović-Ćitić, B.,& Bukvić, L.. (2024). Bullying victimization experiences among Belgrade high school students. in XXX scientific conference: Empirical studies in psychology
Beograd : Filozofski fakultet., 100-100.
https://hdl.handle.net/21.15107/rcub_ipir_1087

Trajković M, Popović-Ćitić B, Bukvić L. Bullying victimization experiences among Belgrade high school students. in XXX scientific conference: Empirical studies in psychology. 2024;:100-100.
https://hdl.handle.net/21.15107/rcub_ipir_1087 .

Trajković, Marija, Popović-Ćitić, Branislava, Bukvić, Lidija, "Bullying victimization experiences among Belgrade high school students" in XXX scientific conference: Empirical studies in psychology (2024):100-100,
https://hdl.handle.net/21.15107/rcub_ipir_1087 .

TY  - GEN
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1094
AB  - Ovaj priručnik predstavlja rezultat predanog rada i istraživanja u okviru projekta
Saradnjom do rešenja: PEER model osnaživanja mladih za konstruktivni
dijalog i timski rad. Istraživači sa Filozofskog fakulteta Univerziteta u Beogradu i
Instituta za pedagoška istraživanja iz Beograda, uz finansijsku podršku Fonda za
nauku Republike Srbije, došli su na ideju da kreiraju program koji bi pomogao
adolescentima da bolje sarađuju prilikom rešavanja složenih problema i zadataka.
Oslanjajući se na znanja iz sociokulturne psihologije, psihologije individualnih
razlika, razvojne psihologije i obrazovnih nauka formulisali smo jedinstven PEER
model zajedničkog rešavanja problema. Kroz mnoge sate istraživanja, razvoja materijala
i interakcije sa mladima, zajedno smo oblikovali PEER model kao i ovaj
priručnik. Ovaj model polazi od toga da je za kvalitetnu i produktivnu saradnju
potrebno voditi računa o sledećim aspektima saradnje: 1) osobine ličnosti (Personality),
2) emocionalna inteligencija (Emotional inteligence), 3) razmena ideja
putem dijaloga (Exchange) i 4) dostupni resursi (Resources). Svakom slovu PEER
modela u ovom priručniku posvetili smo jedno poglavlje. U poglavljima je kratko
objašnjen svaki element modela, a zatim su prikazane aktivnosti koje podržavaju
razvoj saradnje kod mladih. Kroz sinergiju ovih elemenata, mladi ne samo da formulišu
bolja rešenja, već i unapređuju lične kompetencije neophodne za uspešnu
saradnju.
Naša želja je da ova publikacija bude inspiracija i resurs za sve koji su posvećeni
razvoju mladih i unapređenju veština zajedničkog rešavanja problema. Priručnik
je pre svega namenjen profesionalcima koji rade sa mladima i koriste grupni rad
kao metod u realizaciji aktivnosti za učesnike, bilo da je u pitanju školski ili vanškolski
kontekst. Psiholozi, pedagozi, stručni saradnici, nastavnici, vaspitači1 i ostali koji
se bave razvojem mladih pronaći će u ovom priručniku korisne smernice i alate
usmerene na podržavanje mladih u razvoju njihovih veština zajedničkog rešavanja
problema.
Prva dva poglavlja priručnika posvećena su aktivnostima koje podstiču prepoznavanje
i uvažavanje osobina ličnosti (Personality) kao i vežbama koje govore o
doprinosu emocionalne inteligencije zajedničkom radu. Aktivnosti opisane u ovim
poglavljima oslanjaju se na psihološka znanja i zbog toga su namenjene prvenstveno
psiholozima. Međutim, ne isključujemo mogućnost da ih mogu realizovati
i drugi edukatori, posebno nastavnici, uz konsultacije sa psiholozima. Druga dva
poglavlja, razmena ideja putem dijaloga (Exchange) i dostupni resursi (Resources),
namenjena su široj grupi edukatora, odnosno mogu ih realizovati svi profesionalci
koji koriste grupni rad u edukaciji mladih.
Želimo da izrazimo zahvalnost sledećim partnerskim školama iz Beograda, bez
čije podrške i posvećenosti ostvarenje naših ciljeva ne bi bilo moguće: Gimnaziji
„Patrijarh Pavle“, Gimnaziji „Sveti Sava“, Zemunskoj gimnaziji, Zubotehničkoj školi,
Mašinskoj školi „Radoje Dakić“, Petoj beogradskoj gimnaziji, Saobraćajno-tehnič-koj školi, Sedmoj beogradskoj gimnaziji, Srednjoj turističkoj školi, Ugostiteljsko-turističkoj
školi, Farmaceutsko-fizioterapeutskoj školi i Šestoj beogradskoj gimnaziji.
Podrška i doprinos koje smo dobili od ovih škola, njihovih učenika, nastavnika,
stručnih saradnika i direktora su nemerljivi; zajedno sa njima stvorili smo resurse
za koje verujemo da će doprineti obrazovanju i razvoju mladih ljudi.
Takođe, želimo da se zahvalimo svim recenzentima koji su doprineli kvalitetu
ovog priručnika. Sugestije i komentari koje smo dobili od dr Danijele Petrović, dr
Nevene Buđevac i dr Vladete Milina značajno su doprineli uobličavanju sadržaja
priručnika.
Nadamo se da će ovaj priručnik biti od koristi svima koji žele da doprinesu razvoju
veština koje su preduslov uspešnog uključivanja mladih u saradnju usmerenu
na rešavanje složenih problema. Takođe, podstičemo sve praktičare da aktivno
učestvuju u kreiranju novih materijala kako bismo u budućnosti što više podržali
zajednicu profesionalaca koji rade sa mladima. Ukoliko ste modifikovali i prilagodili
neku od opisanih aktivnosti iz ovog priručnika kontekstu u kom vi radite, pozivamo
vas da podelite svoje verzije. Svoje nove ideje možete poslati na imejl-adresu
peersolvers@f.bg.ac.rs i tako napraviti korak ka unapređivanju metoda rada sa
mladima koje su u funkciji razvoja veština neophodnih u saradnji.
PB  - Beograd : Filozofski fakultet, Univerzitet u Beogradu
T1  - Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje
EP  - 99
SP  - 7
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1094
ER  - 

@misc{
year = "2024",
abstract = "Ovaj priručnik predstavlja rezultat predanog rada i istraživanja u okviru projekta
Saradnjom do rešenja: PEER model osnaživanja mladih za konstruktivni
dijalog i timski rad. Istraživači sa Filozofskog fakulteta Univerziteta u Beogradu i
Instituta za pedagoška istraživanja iz Beograda, uz finansijsku podršku Fonda za
nauku Republike Srbije, došli su na ideju da kreiraju program koji bi pomogao
adolescentima da bolje sarađuju prilikom rešavanja složenih problema i zadataka.
Oslanjajući se na znanja iz sociokulturne psihologije, psihologije individualnih
razlika, razvojne psihologije i obrazovnih nauka formulisali smo jedinstven PEER
model zajedničkog rešavanja problema. Kroz mnoge sate istraživanja, razvoja materijala
i interakcije sa mladima, zajedno smo oblikovali PEER model kao i ovaj
priručnik. Ovaj model polazi od toga da je za kvalitetnu i produktivnu saradnju
potrebno voditi računa o sledećim aspektima saradnje: 1) osobine ličnosti (Personality),
2) emocionalna inteligencija (Emotional inteligence), 3) razmena ideja
putem dijaloga (Exchange) i 4) dostupni resursi (Resources). Svakom slovu PEER
modela u ovom priručniku posvetili smo jedno poglavlje. U poglavljima je kratko
objašnjen svaki element modela, a zatim su prikazane aktivnosti koje podržavaju
razvoj saradnje kod mladih. Kroz sinergiju ovih elemenata, mladi ne samo da formulišu
bolja rešenja, već i unapređuju lične kompetencije neophodne za uspešnu
saradnju.
Naša želja je da ova publikacija bude inspiracija i resurs za sve koji su posvećeni
razvoju mladih i unapređenju veština zajedničkog rešavanja problema. Priručnik
je pre svega namenjen profesionalcima koji rade sa mladima i koriste grupni rad
kao metod u realizaciji aktivnosti za učesnike, bilo da je u pitanju školski ili vanškolski
kontekst. Psiholozi, pedagozi, stručni saradnici, nastavnici, vaspitači1 i ostali koji
se bave razvojem mladih pronaći će u ovom priručniku korisne smernice i alate
usmerene na podržavanje mladih u razvoju njihovih veština zajedničkog rešavanja
problema.
Prva dva poglavlja priručnika posvećena su aktivnostima koje podstiču prepoznavanje
i uvažavanje osobina ličnosti (Personality) kao i vežbama koje govore o
doprinosu emocionalne inteligencije zajedničkom radu. Aktivnosti opisane u ovim
poglavljima oslanjaju se na psihološka znanja i zbog toga su namenjene prvenstveno
psiholozima. Međutim, ne isključujemo mogućnost da ih mogu realizovati
i drugi edukatori, posebno nastavnici, uz konsultacije sa psiholozima. Druga dva
poglavlja, razmena ideja putem dijaloga (Exchange) i dostupni resursi (Resources),
namenjena su široj grupi edukatora, odnosno mogu ih realizovati svi profesionalci
koji koriste grupni rad u edukaciji mladih.
Želimo da izrazimo zahvalnost sledećim partnerskim školama iz Beograda, bez
čije podrške i posvećenosti ostvarenje naših ciljeva ne bi bilo moguće: Gimnaziji
„Patrijarh Pavle“, Gimnaziji „Sveti Sava“, Zemunskoj gimnaziji, Zubotehničkoj školi,
Mašinskoj školi „Radoje Dakić“, Petoj beogradskoj gimnaziji, Saobraćajno-tehnič-koj školi, Sedmoj beogradskoj gimnaziji, Srednjoj turističkoj školi, Ugostiteljsko-turističkoj
školi, Farmaceutsko-fizioterapeutskoj školi i Šestoj beogradskoj gimnaziji.
Podrška i doprinos koje smo dobili od ovih škola, njihovih učenika, nastavnika,
stručnih saradnika i direktora su nemerljivi; zajedno sa njima stvorili smo resurse
za koje verujemo da će doprineti obrazovanju i razvoju mladih ljudi.
Takođe, želimo da se zahvalimo svim recenzentima koji su doprineli kvalitetu
ovog priručnika. Sugestije i komentari koje smo dobili od dr Danijele Petrović, dr
Nevene Buđevac i dr Vladete Milina značajno su doprineli uobličavanju sadržaja
priručnika.
Nadamo se da će ovaj priručnik biti od koristi svima koji žele da doprinesu razvoju
veština koje su preduslov uspešnog uključivanja mladih u saradnju usmerenu
na rešavanje složenih problema. Takođe, podstičemo sve praktičare da aktivno
učestvuju u kreiranju novih materijala kako bismo u budućnosti što više podržali
zajednicu profesionalaca koji rade sa mladima. Ukoliko ste modifikovali i prilagodili
neku od opisanih aktivnosti iz ovog priručnika kontekstu u kom vi radite, pozivamo
vas da podelite svoje verzije. Svoje nove ideje možete poslati na imejl-adresu
peersolvers@f.bg.ac.rs i tako napraviti korak ka unapređivanju metoda rada sa
mladima koje su u funkciji razvoja veština neophodnih u saradnji.",
publisher = "Beograd : Filozofski fakultet, Univerzitet u Beogradu",
title = "Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje",
pages = "99-7",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1094"
}

(2024). Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje. 
Beograd : Filozofski fakultet, Univerzitet u Beogradu., 7-99.
https://hdl.handle.net/21.15107/rcub_ipir_1094

Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje. 2024;:7-99.
https://hdl.handle.net/21.15107/rcub_ipir_1094 .

"Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje" (2024):7-99,
https://hdl.handle.net/21.15107/rcub_ipir_1094 .

TY  - CONF
AU  - Micić, Isidora
AU  - Milojičić, Jelica
AU  - Jovčić, Nevena
AU  - Jovanović, Viktorija
AU  - Karalejić, Emilija
AU  - Živković, Marko
AU  - Krstić, Ksenija
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1089
AB  - This study aims to validate the Achievement Emotions Questionnaire in Mathematics (AEQM)
within a Serbian sample, comprising high school students aged 15 to 19. Grounded in
control-value theory, the study posits that these emotions stem from appraisals related to
control and value, subsequently influencing students' motivation, learning strategies, and
performance. The AEQ-M instrument contains 60 items and assesses seven emotions
(enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across three contexts (in
class, during learning, in testing situations). The sample of 457 students (70% female; Mage =
16.35), from both grammar and vocational schools, completed the questionnaire either in the
school or online format. Confirmatory factor analysis was carried out in Mplus 7 to examine
the fit of our data to scale’s theory-proposed factor structure. A CFA of the 60 scale items
showed poor model fit. After excluding 10 items with low factor loadings (< .50) and 14 items
that were cross-loaded on two or more factors, the final model consisted of 36 items and
resulted in adequate model fit (χ2(573) = 2194.50, CFI = .88, TLI = .87, RMSEA = .08 and
SRMR = 0.07). To test reliability and convergent validity of constructs we conducted CR (>
.70), AVE (> .50) and inspected factors loadings. Analysis showed that all emotions had
acceptable values indicating good reliability and convergent validity. Comparing configural,
metric and scalar invariance models, we tested cross-gender, school and grade measurement
invariance. Based on differences in CFI < .01 and in RMSEA < .015, metric and scalar
invariance was established. In the next step, we analyzed emotions’ correlations with the math
grades and motivation for learning math and correlations were in expected order and directions.
In order to test discriminant validity we inspected correlations between emotions and compared
AVE with the squared correlation between emotions. These analyses revealed very strong
correlations (> .70) between Hopelessness and factors encompassing Anxiety, Anger, and
Shame, indicative of substantial multicollinearity challenges among these constructs, as
obtained in previous studies. These strong intercorrelations highlight the complexity of
disentangling the specific influences of these related emotional constructs, necessitating a
nuanced approach in the interpretation and refinement of the analytical model.
PB  - XXX scientific conference: Empirical studies in psychology
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Validation of the achievement emotions questionnaire in mathematics among high school students
EP  - 118
SP  - 118
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1089
ER  - 

@conference{
author = "Micić, Isidora and Milojičić, Jelica and Jovčić, Nevena and Jovanović, Viktorija and Karalejić, Emilija and Živković, Marko and Krstić, Ksenija",
year = "2024",
abstract = "This study aims to validate the Achievement Emotions Questionnaire in Mathematics (AEQM)
within a Serbian sample, comprising high school students aged 15 to 19. Grounded in
control-value theory, the study posits that these emotions stem from appraisals related to
control and value, subsequently influencing students' motivation, learning strategies, and
performance. The AEQ-M instrument contains 60 items and assesses seven emotions
(enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across three contexts (in
class, during learning, in testing situations). The sample of 457 students (70% female; Mage =
16.35), from both grammar and vocational schools, completed the questionnaire either in the
school or online format. Confirmatory factor analysis was carried out in Mplus 7 to examine
the fit of our data to scale’s theory-proposed factor structure. A CFA of the 60 scale items
showed poor model fit. After excluding 10 items with low factor loadings (< .50) and 14 items
that were cross-loaded on two or more factors, the final model consisted of 36 items and
resulted in adequate model fit (χ2(573) = 2194.50, CFI = .88, TLI = .87, RMSEA = .08 and
SRMR = 0.07). To test reliability and convergent validity of constructs we conducted CR (>
.70), AVE (> .50) and inspected factors loadings. Analysis showed that all emotions had
acceptable values indicating good reliability and convergent validity. Comparing configural,
metric and scalar invariance models, we tested cross-gender, school and grade measurement
invariance. Based on differences in CFI < .01 and in RMSEA < .015, metric and scalar
invariance was established. In the next step, we analyzed emotions’ correlations with the math
grades and motivation for learning math and correlations were in expected order and directions.
In order to test discriminant validity we inspected correlations between emotions and compared
AVE with the squared correlation between emotions. These analyses revealed very strong
correlations (> .70) between Hopelessness and factors encompassing Anxiety, Anger, and
Shame, indicative of substantial multicollinearity challenges among these constructs, as
obtained in previous studies. These strong intercorrelations highlight the complexity of
disentangling the specific influences of these related emotional constructs, necessitating a
nuanced approach in the interpretation and refinement of the analytical model.",
publisher = "XXX scientific conference: Empirical studies in psychology",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Validation of the achievement emotions questionnaire in mathematics among high school students",
pages = "118-118",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1089"
}

Micić, I., Milojičić, J., Jovčić, N., Jovanović, V., Karalejić, E., Živković, M.,& Krstić, K.. (2024). Validation of the achievement emotions questionnaire in mathematics among high school students. in XXX scientific conference: Empirical studies in psychology
XXX scientific conference: Empirical studies in psychology., 118-118.
https://hdl.handle.net/21.15107/rcub_ipir_1089

Micić I, Milojičić J, Jovčić N, Jovanović V, Karalejić E, Živković M, Krstić K. Validation of the achievement emotions questionnaire in mathematics among high school students. in XXX scientific conference: Empirical studies in psychology. 2024;:118-118.
https://hdl.handle.net/21.15107/rcub_ipir_1089 .

Micić, Isidora, Milojičić, Jelica, Jovčić, Nevena, Jovanović, Viktorija, Karalejić, Emilija, Živković, Marko, Krstić, Ksenija, "Validation of the achievement emotions questionnaire in mathematics among high school students" in XXX scientific conference: Empirical studies in psychology (2024):118-118,
https://hdl.handle.net/21.15107/rcub_ipir_1089 .

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

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

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

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

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

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

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

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

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

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

TY  - CONF
AU  - Jošić, Smiljana
AU  - Stepanović Ilić, Ivana
AU  - Baucal, Aleksander
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1091
AB  - Peer Collaborative Problem Solving (CPS) is recognized as a pivotal factor in shaping positive
learning outcomes and developmental progress across various educational levels. This
systematic review aims to comprehensively synthesize existing research on the adults’
scaffolding modalities that effectively facilitate adolescents' engagement in CPS. According to
PRISMA guidelines, an extensive search across PsycInfo, WoS, and ERIC databases yielded
5256 English abstracts, from which 160 papers were selected for in-depth analysis. Among the
chosen papers, 110 provided valuable insights into adult mediation, i.e. the supportive role of
teachers/researchers. Notably, while 17 papers (15.4%) detailed cooperation training,
scaffolding emerged as a predominant focus in the selected research (N = 78; 70.9%).
Additionally, 13 papers (11.8%) explored both training and scaffolding methodologies.
Examining the impact of such support on collaborative problem-solving, a majority of
published papers reported positive effects (N = 60, 53.6%), with a minimal number indicating
negative effects (N = 7, 6.3%). The remaining 44 papers (40%) did not analyse an impact of
training or scaffolding on CPS. Thematic analyses uncovered crucial insights into the
multifaceted ways in which adults (teachers/researchers) contribute to successful CPS.
Moderation of peer interaction was observed through a tripartite focus on cognitive processes
(N = 82; 75%), group discussions (N = 73; 66%), and classroom management (N = 23; 21%).
The main characteristics identified in this review provide a comprehensive understanding of
the dynamics involved in fostering effective CPS among adolescents. The ensuing discussion
will delve into these characteristics, offering concluding remarks with pertinent educational
implications.
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Exploring adults’ mediation in collaborative problem solving among adolescents
EP  - 78
SP  - 78
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1091
ER  - 

@conference{
author = "Jošić, Smiljana and Stepanović Ilić, Ivana and Baucal, Aleksander",
year = "2024",
abstract = "Peer Collaborative Problem Solving (CPS) is recognized as a pivotal factor in shaping positive
learning outcomes and developmental progress across various educational levels. This
systematic review aims to comprehensively synthesize existing research on the adults’
scaffolding modalities that effectively facilitate adolescents' engagement in CPS. According to
PRISMA guidelines, an extensive search across PsycInfo, WoS, and ERIC databases yielded
5256 English abstracts, from which 160 papers were selected for in-depth analysis. Among the
chosen papers, 110 provided valuable insights into adult mediation, i.e. the supportive role of
teachers/researchers. Notably, while 17 papers (15.4%) detailed cooperation training,
scaffolding emerged as a predominant focus in the selected research (N = 78; 70.9%).
Additionally, 13 papers (11.8%) explored both training and scaffolding methodologies.
Examining the impact of such support on collaborative problem-solving, a majority of
published papers reported positive effects (N = 60, 53.6%), with a minimal number indicating
negative effects (N = 7, 6.3%). The remaining 44 papers (40%) did not analyse an impact of
training or scaffolding on CPS. Thematic analyses uncovered crucial insights into the
multifaceted ways in which adults (teachers/researchers) contribute to successful CPS.
Moderation of peer interaction was observed through a tripartite focus on cognitive processes
(N = 82; 75%), group discussions (N = 73; 66%), and classroom management (N = 23; 21%).
The main characteristics identified in this review provide a comprehensive understanding of
the dynamics involved in fostering effective CPS among adolescents. The ensuing discussion
will delve into these characteristics, offering concluding remarks with pertinent educational
implications.",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Exploring adults’ mediation in collaborative problem solving among adolescents",
pages = "78-78",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1091"
}

Jošić, S., Stepanović Ilić, I.,& Baucal, A.. (2024). Exploring adults’ mediation in collaborative problem solving among adolescents. in XXX scientific conference: Empirical studies in psychology
Beograd : Filozofski fakultet., 78-78.
https://hdl.handle.net/21.15107/rcub_ipir_1091

Jošić S, Stepanović Ilić I, Baucal A. Exploring adults’ mediation in collaborative problem solving among adolescents. in XXX scientific conference: Empirical studies in psychology. 2024;:78-78.
https://hdl.handle.net/21.15107/rcub_ipir_1091 .

Jošić, Smiljana, Stepanović Ilić, Ivana, Baucal, Aleksander, "Exploring adults’ mediation in collaborative problem solving among adolescents" in XXX scientific conference: Empirical studies in psychology (2024):78-78,
https://hdl.handle.net/21.15107/rcub_ipir_1091 .

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

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

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

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

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

TY  - JOUR
AU  - Baucal, Aleksandar
AU  - Jošić, Smiljana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Ivanović, Jovan
AU  - Krstić, Ksenija
PY  - 2023
UR  - https://www.sciencedirect.com/science/article/pii/S1747938X2300060X
UR  - http://ipir.ipisr.org.rs/handle/123456789/985
AB  - Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this systematic review was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c) ways of supporting productive CPS by using digital resources. We conducted a thematic analysis of 160 selected papers from a larger corpus and identified six main themes, that is, groups of characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/problem-solving strategies; regulation of group activity oriented towards the task; regulation of group activity oriented towards group members; and participant engagement in CPS. We found that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identified two major roles of digital resources in adolescent CPS. The first role pertained to ICT as a source of relevant knowledge or a tool for problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding comments refer to educational implications.
T2  - Educational Research Review
T1  - What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review
SP  - 100567
VL  - n/a
DO  - 10.1016/j.edurev.2023.100567
ER  - 

@article{
author = "Baucal, Aleksandar and Jošić, Smiljana and Stepanović Ilić, Ivana and Videnović, Marina and Ivanović, Jovan and Krstić, Ksenija",
year = "2023",
abstract = "Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this systematic review was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c) ways of supporting productive CPS by using digital resources. We conducted a thematic analysis of 160 selected papers from a larger corpus and identified six main themes, that is, groups of characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/problem-solving strategies; regulation of group activity oriented towards the task; regulation of group activity oriented towards group members; and participant engagement in CPS. We found that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identified two major roles of digital resources in adolescent CPS. The first role pertained to ICT as a source of relevant knowledge or a tool for problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding comments refer to educational implications.",
journal = "Educational Research Review",
title = "What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review",
pages = "100567",
volume = "n/a",
doi = "10.1016/j.edurev.2023.100567"
}

Baucal, A., Jošić, S., Stepanović Ilić, I., Videnović, M., Ivanović, J.,& Krstić, K.. (2023). What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review. in Educational Research Review, n/a, 100567.
https://doi.org/10.1016/j.edurev.2023.100567

Baucal A, Jošić S, Stepanović Ilić I, Videnović M, Ivanović J, Krstić K. What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review. in Educational Research Review. 2023;n/a:100567.
doi:10.1016/j.edurev.2023.100567 .

Baucal, Aleksandar, Jošić, Smiljana, Stepanović Ilić, Ivana, Videnović, Marina, Ivanović, Jovan, Krstić, Ksenija, "What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review" in Educational Research Review, n/a (2023):100567,
https://doi.org/10.1016/j.edurev.2023.100567 . .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TY  - JOUR
AU  - Трајковић, Марија
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/933
AB  - Научна монографија Вршњачка прихваћеност у инклузивном
образовању настала је као резултат намере ауторки др Миље Вујачић и др Рајке Ђевић да обогате постојећу истраживачку грађу
о социјалној прихваћености ученика који имају тешкоће у развоју
у одељењима редовних основних
школа у нашој средини, као једном
од кључних аспеката инклузивног
образовања. Осим Предговора,
Литературе и Индекса аутора, монографију чини пет поглавља, која
су садржајно и логички увезана.
PB  - Београд : Учитељски факултет
T2  - Иновације у настави
T1  - Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”
T1  - Prikaz knjige “Vršnjačka prihvaćenost u inkluzivnom obrazovanju”
EP  - 163
EP  - 2335-0806 (Online)
IS  - 1
SP  - 162
VL  - XXXVI
UR  - https://hdl.handle.net/21.15107/rcub_ipir_933
ER  - 

@article{
author = "Трајковић, Марија",
year = "2023",
abstract = "Научна монографија Вршњачка прихваћеност у инклузивном
образовању настала је као резултат намере ауторки др Миље Вујачић и др Рајке Ђевић да обогате постојећу истраживачку грађу
о социјалној прихваћености ученика који имају тешкоће у развоју
у одељењима редовних основних
школа у нашој средини, као једном
од кључних аспеката инклузивног
образовања. Осим Предговора,
Литературе и Индекса аутора, монографију чини пет поглавља, која
су садржајно и логички увезана.",
publisher = "Београд : Учитељски факултет",
journal = "Иновације у настави",
title = "Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”, Prikaz knjige “Vršnjačka prihvaćenost u inkluzivnom obrazovanju”",
pages = "163-2335-0806 (Online)-162",
number = "1",
volume = "XXXVI",
url = "https://hdl.handle.net/21.15107/rcub_ipir_933"
}

Трајковић, М.. (2023). Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”. in Иновације у настави
Београд : Учитељски факултет., XXXVI(1), 162-163.
https://hdl.handle.net/21.15107/rcub_ipir_933

Трајковић М. Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”. in Иновације у настави. 2023;XXXVI(1):162-163.
https://hdl.handle.net/21.15107/rcub_ipir_933 .

Трајковић, Марија, "Приказ књиге “Вршњачка прихваћеност у инклузивном образовању”" in Иновације у настави, XXXVI, no. 1 (2023):162-163,
https://hdl.handle.net/21.15107/rcub_ipir_933 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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