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Effects of the family-school cooperation on student social behavior and academic achievement

Uticaj saradnje porodice i škole na socijalno ponašanje i školsko postignuće učenika

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Milošević, Nikoleta
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Abstract
Cooperation between a family and school makes provisions for solving problems students face in their interpersonal relations and academic achievement. We are singling out a view of the effects of a micro-system on child's development, which states that immediate interrelations in a micro-system - a family - can effect interrelations in another micro-system -peer groups - or can effect academic achievement. The majority of authors agree that modes and spheres of influences that family exerts are numerous and diverse and that they depend on characteristics of a broader social and cultural community where a child is growing up as well as on parents' abilities and preparations. How successful the family-school cooperation will be is largely determined by teacher's personality and the way he/she is communicating with parents. A joint planning and implementation of decisions reached, identical norms of behavior, commonly adopted goals are a prerequisite for a child's normal development. It i...s pointed out that school should plan and organize its activities (courses, seminars, forums lectures, discussions), so as to popularize knowledge of pedagogy and psychology among parents as well as teacher training in communication competence.

U saradnji porodice i škole vidimo mogućnost rešavanja problema sa kojima se suočavaju učenici na planu interpersonalnih odnosa i školskog postignuća. Izdvajamo shvatanje o uticaju mezosistema na dečji razvoj, prema kome neposredni odnosi u jednom mikrosistemu - porodici - mogu delovati na odnose u drugom mikrosistemu - vršnjačkim grupama, ili se odraziti na uspeh u učenju. Većina autora saglasna je da su načini i oblasti delovanja porodice brojni i raznovrsni i da oni zavise od karakteristika šire društvene i kulturne zajednice u kojoj dete odrasta, kao i od sposobnosti i pripremljenosti roditelja. Uspešnost saradnje porodica-škola u velikoj meri zavisi od ličnosti nastavnika i načina vođenja komunikacije sa roditeljima. Kanali komunikacije moraju biti stalno otvoreni, u suprotnom, efektivni napori mogu postati neefektivni. Neophodno je uspostaviti sistem permanentnog fidbeka kako bi nastavnik, isto kao i učenik i njegovi roditelji, mogao da prati napredak u vaspitno-obrazovnom proces...u. Zajedničko planiranje i sprovođen,e donetih odluka, postojanje istih normi ponašanja, zajednički prihvaćeni ciljevi, nužan su preduslov za optimalan razvoj deteta. Ukazujemo na neophodnost organizovane i planske aktivnosti škole (kursevi, seminari, tribine, predavanja, diskusije) na popularizaciji pedagoško-psiholoških znanja među roditeljima, kao i obuke nastavnika u oblasti komunikacione kompetentnosti.

Keywords:
family / school / cooperation / social behavior / academic achievement / porodica / škola / saradnja / socijalno ponašanje / školsko postignuće
Source:
Zbornik Instituta za pedagoška istraživanja, 2002, 34, 193-212
Publisher:
  • Institut za pedagoška istraživanja, Beograd

ISSN: 0579-6431

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URI
http://ipir.ipisr.org.rs/handle/123456789/55
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  • Zbornik Instituta za pedagoška istraživanja
  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - JOUR
AU  - Milošević, Nikoleta
PY  - 2002
UR  - http://ipir.ipisr.org.rs/handle/123456789/55
AB  - Cooperation between a family and school makes provisions for solving problems students face in their interpersonal relations and academic achievement. We are singling out a view of the effects of a micro-system on child's development, which states that immediate interrelations in a micro-system - a family - can effect interrelations in another micro-system -peer groups - or can effect academic achievement. The majority of authors agree that modes and spheres of influences that family exerts are numerous and diverse and that they depend on characteristics of a broader social and cultural community where a child is growing up as well as on parents' abilities and preparations. How successful the family-school cooperation will be is largely determined by teacher's personality and the way he/she is communicating with parents. A joint planning and implementation of decisions reached, identical norms of behavior, commonly adopted goals are a prerequisite for a child's normal development. It is pointed out that school should plan and organize its activities (courses, seminars, forums lectures, discussions), so as to popularize knowledge of pedagogy and psychology among parents as well as teacher training in communication competence.
AB  - U saradnji porodice i škole vidimo mogućnost rešavanja problema sa kojima se suočavaju učenici na planu interpersonalnih odnosa i školskog postignuća. Izdvajamo shvatanje o uticaju mezosistema na dečji razvoj, prema kome neposredni odnosi u jednom mikrosistemu - porodici - mogu delovati na odnose u drugom mikrosistemu - vršnjačkim grupama, ili se odraziti na uspeh u učenju. Većina autora saglasna je da su načini i oblasti delovanja porodice brojni i raznovrsni i da oni zavise od karakteristika šire društvene i kulturne zajednice u kojoj dete odrasta, kao i od sposobnosti i pripremljenosti roditelja. Uspešnost saradnje porodica-škola u velikoj meri zavisi od ličnosti nastavnika i načina vođenja komunikacije sa roditeljima. Kanali komunikacije moraju biti stalno otvoreni, u suprotnom, efektivni napori mogu postati neefektivni. Neophodno je uspostaviti sistem permanentnog fidbeka kako bi nastavnik, isto kao i učenik i njegovi roditelji, mogao da prati napredak u vaspitno-obrazovnom procesu. Zajedničko planiranje i sprovođen,e donetih odluka, postojanje istih normi ponašanja, zajednički prihvaćeni ciljevi, nužan su preduslov za optimalan razvoj deteta. Ukazujemo na neophodnost organizovane i planske aktivnosti škole (kursevi, seminari, tribine, predavanja, diskusije) na popularizaciji pedagoško-psiholoških znanja među roditeljima, kao i obuke nastavnika u oblasti komunikacione kompetentnosti.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Effects of the family-school cooperation on student social behavior and academic achievement
T1  - Uticaj saradnje porodice i škole na socijalno ponašanje i školsko postignuće učenika
EP  - 212
IS  - 34
SP  - 193
UR  - conv_383
ER  - 
@article{
author = "Milošević, Nikoleta",
year = "2002",
abstract = "Cooperation between a family and school makes provisions for solving problems students face in their interpersonal relations and academic achievement. We are singling out a view of the effects of a micro-system on child's development, which states that immediate interrelations in a micro-system - a family - can effect interrelations in another micro-system -peer groups - or can effect academic achievement. The majority of authors agree that modes and spheres of influences that family exerts are numerous and diverse and that they depend on characteristics of a broader social and cultural community where a child is growing up as well as on parents' abilities and preparations. How successful the family-school cooperation will be is largely determined by teacher's personality and the way he/she is communicating with parents. A joint planning and implementation of decisions reached, identical norms of behavior, commonly adopted goals are a prerequisite for a child's normal development. It is pointed out that school should plan and organize its activities (courses, seminars, forums lectures, discussions), so as to popularize knowledge of pedagogy and psychology among parents as well as teacher training in communication competence., U saradnji porodice i škole vidimo mogućnost rešavanja problema sa kojima se suočavaju učenici na planu interpersonalnih odnosa i školskog postignuća. Izdvajamo shvatanje o uticaju mezosistema na dečji razvoj, prema kome neposredni odnosi u jednom mikrosistemu - porodici - mogu delovati na odnose u drugom mikrosistemu - vršnjačkim grupama, ili se odraziti na uspeh u učenju. Većina autora saglasna je da su načini i oblasti delovanja porodice brojni i raznovrsni i da oni zavise od karakteristika šire društvene i kulturne zajednice u kojoj dete odrasta, kao i od sposobnosti i pripremljenosti roditelja. Uspešnost saradnje porodica-škola u velikoj meri zavisi od ličnosti nastavnika i načina vođenja komunikacije sa roditeljima. Kanali komunikacije moraju biti stalno otvoreni, u suprotnom, efektivni napori mogu postati neefektivni. Neophodno je uspostaviti sistem permanentnog fidbeka kako bi nastavnik, isto kao i učenik i njegovi roditelji, mogao da prati napredak u vaspitno-obrazovnom procesu. Zajedničko planiranje i sprovođen,e donetih odluka, postojanje istih normi ponašanja, zajednički prihvaćeni ciljevi, nužan su preduslov za optimalan razvoj deteta. Ukazujemo na neophodnost organizovane i planske aktivnosti škole (kursevi, seminari, tribine, predavanja, diskusije) na popularizaciji pedagoško-psiholoških znanja među roditeljima, kao i obuke nastavnika u oblasti komunikacione kompetentnosti.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Effects of the family-school cooperation on student social behavior and academic achievement, Uticaj saradnje porodice i škole na socijalno ponašanje i školsko postignuće učenika",
pages = "212-193",
number = "34",
url = "conv_383"
}
Milošević, N.. (2002). Effects of the family-school cooperation on student social behavior and academic achievement. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd.(34), 193-212.
conv_383
Milošević N. Effects of the family-school cooperation on student social behavior and academic achievement. in Zbornik Instituta za pedagoška istraživanja. 2002;(34):193-212.
conv_383 .
Milošević, Nikoleta, "Effects of the family-school cooperation on student social behavior and academic achievement" in Zbornik Instituta za pedagoška istraživanja, no. 34 (2002):193-212,
conv_383 .

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