The application of sociometric techniques in research on peer relations in inclusive education
Authors
Ratković, MarijaMedar Zlatković, Jelena
Stanišić, Jelena
Contributors
Radulović, MladenTrajković, Marija
Conference object (Published version)
Metadata
Show full item recordAbstract
The application of sociometric techniques is commonplace in research on social relations
between students included in a model of inclusive education and their peers. Since the
acceptance of children with developmental disabilities is a crucial prerequisite to a more
equitable education, this paper aims to explore the advantages and shortcomings of
the application of sociometric techniques, which are most commonly associated with
the positivist paradigm in the study of contemporary pedagogical concepts such as
inclusion.
Source:
Towards a More Equitable Education: From Research to Change, 2023, 159-164Publisher:
- Belgrade : Institute for Educational Research
Funding / projects:
- Ministry of Science, Technological Development and Innovation of the Republic of Serbia, institutional funding - 200018 (Institute for Educational Research, Belgrade) (RS-MESTD-inst-2020-200018)
Note:
- Book of Proceedings: The 29th International Scientific Conference “Educational Research and School Practice“ Towards a More Equitable Education: From Research to Change,1. December, 2023
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Institution/Community
IPITY - CONF AU - Ratković, Marija AU - Medar Zlatković, Jelena AU - Stanišić, Jelena PY - 2023 UR - http://ipir.ipisr.org.rs/handle/123456789/1011 AB - The application of sociometric techniques is commonplace in research on social relations between students included in a model of inclusive education and their peers. Since the acceptance of children with developmental disabilities is a crucial prerequisite to a more equitable education, this paper aims to explore the advantages and shortcomings of the application of sociometric techniques, which are most commonly associated with the positivist paradigm in the study of contemporary pedagogical concepts such as inclusion. PB - Belgrade : Institute for Educational Research C3 - Towards a More Equitable Education: From Research to Change T1 - The application of sociometric techniques in research on peer relations in inclusive education EP - 164 SP - 159 UR - https://hdl.handle.net/21.15107/rcub_ipir_1011 ER -
@conference{ author = "Ratković, Marija and Medar Zlatković, Jelena and Stanišić, Jelena", year = "2023", abstract = "The application of sociometric techniques is commonplace in research on social relations between students included in a model of inclusive education and their peers. Since the acceptance of children with developmental disabilities is a crucial prerequisite to a more equitable education, this paper aims to explore the advantages and shortcomings of the application of sociometric techniques, which are most commonly associated with the positivist paradigm in the study of contemporary pedagogical concepts such as inclusion.", publisher = "Belgrade : Institute for Educational Research", journal = "Towards a More Equitable Education: From Research to Change", title = "The application of sociometric techniques in research on peer relations in inclusive education", pages = "164-159", url = "https://hdl.handle.net/21.15107/rcub_ipir_1011" }
Ratković, M., Medar Zlatković, J.,& Stanišić, J.. (2023). The application of sociometric techniques in research on peer relations in inclusive education. in Towards a More Equitable Education: From Research to Change Belgrade : Institute for Educational Research., 159-164. https://hdl.handle.net/21.15107/rcub_ipir_1011
Ratković M, Medar Zlatković J, Stanišić J. The application of sociometric techniques in research on peer relations in inclusive education. in Towards a More Equitable Education: From Research to Change. 2023;:159-164. https://hdl.handle.net/21.15107/rcub_ipir_1011 .
Ratković, Marija, Medar Zlatković, Jelena, Stanišić, Jelena, "The application of sociometric techniques in research on peer relations in inclusive education" in Towards a More Equitable Education: From Research to Change (2023):159-164, https://hdl.handle.net/21.15107/rcub_ipir_1011 .