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Socijalni odnosi u školi

dc.creatorŠevkušić-Mandić, Slavica
dc.date.accessioned2021-03-17T13:23:02Z
dc.date.available2021-03-17T13:23:02Z
dc.date.issued2000
dc.identifier.issn0579-6431
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/47
dc.description.abstractAt the Institute for Educational Research, along with investigations of teaching and learning, attention is continuously addressed to investigations of interpersonal relationships in school. The paper surveys theoretical and empirical investigations by associates to the Institute, which evidence that social relationships between teachers and students as well as between students themselves are of crucial importance for effective educational process and student personality development. The first part of the paper gives an account of papers dealing with teachers, student - teacher communication and teacher expectations. The second part considers papers dealing with student interrelationships, friendships and importance of peer interactions for overall student development. Attention is specially directed to effects of peer interaction on student cognitive development and functioning. For that purpose, a number of papers were reviewed dealing with cooperative learning whose essential point of reference is peer interaction. Theoretical essentials of cooperative learning, various techniques and effects of cooperation on numerous variables are considered. A survey of study findings on learning taking place through peer cooperation points to its superiority to competitive and individual methods with regard to the variables as follows: school achievement, student interpersonal relationships, self-respect and pro-social behavior.en
dc.description.abstractU Institutu za pedagoška istraživanja se, paralelno sa istraživanjem nastave i učenja, kontinuirana pažnja posvećuje istraživanju interpersonalnih odnosa u školi. Ovde su prikazani teorijski i empirijski radovi saradnika Instituta koji pružaju uverljive dokaze o tome da socijalni odnosi nastavnika i učenika, kao i samih učenika, imaju krucijalni značaj za efekte vaspitno-obrazovnog procesa i razvoj ličnosti učenika. U prvom delu članka dat je prikaz radova koji su posvećeni nastavnicima, komunikaciji između nastavnika i učenika, kao i fenomenu nastavnikovih očekivanja. U drugom delu razmatraju se radovi koji se bave odnosima između učenika, učeničkim prijateljstvima i značajem koji vršnjačka interakcija ima za ukupan razvoj učenika. Posebna pažnja posvećena je efektima koje vršnjačka interakcija ima na kognitivni razvoj i funkcionisanje učenika. U tu svrhu, prikazan je i jedan broj radova koji se bave kooperativnim učenjem, čija je suštinska odrednica vršnjačka interakcija. Razmatraju se teorijske osnove kooperativnog učenja, različite tehnike, kao i efekti kooperacije na brojne varijable. Pregled istraživačkih nalaza o učenju koje se odvija putem saradnje vršnjaka, ukazuje na njegovu superiornost u odnosu na kompetitivni i individualni način rada u pogledu sledećih varijabli: školski uspeh interpersonalni odnosi učenika, samopoštovanje i prosocijalno ponašanje.sr
dc.publisherBeograd : Institut za pedagoška istraživanja
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceZbornik Instituta za pedagoška istraživanja
dc.subjectsocial interrelationshipsen
dc.subjectinterpersonal relationshipsen
dc.subjectinteractionen
dc.subjectpeersen
dc.subjectteachersen
dc.subjectcommunicationen
dc.subjectcooperationen
dc.subjectprosocial behavioren
dc.subjectsocijalni odnosisr
dc.subjectinterakcijasr
dc.subjectvršnjacisr
dc.subjectnastavnicisr
dc.subjectkomunikacijasr
dc.subjectkooperacijasr
dc.titleSocial interrelationships in schoolen
dc.titleSocijalni odnosi u školisr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage85
dc.citation.issue32
dc.citation.other(32): 66-85
dc.citation.spage66
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1551/Socijalni_odnosi_u_skoli_2000.pdf
dc.identifier.rcubconv_351
dc.type.versionpublishedVersion


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