TY  - CONF
AU  - Baucal, Aleksandar
AU  - Pavlović Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Nikitović, Tijana
AU  - Mojović Zdravković, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/863
AB  - The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together.
PB  - Serbia : Faculty of Technical Sciences Čačak
C3  - Technics and informatics in education – TIE 2022
T1  - From collaboration to solutions: Encouraging collaborative problem solving through school practice
EP  - 472
SP  - 470
DO  - 10.46793/TIE22.470B
ER  - 

@conference{
author = "Baucal, Aleksandar and Pavlović Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Nikitović, Tijana and Mojović Zdravković, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2022",
abstract = "The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together.",
publisher = "Serbia : Faculty of Technical Sciences Čačak",
journal = "Technics and informatics in education – TIE 2022",
title = "From collaboration to solutions: Encouraging collaborative problem solving through school practice",
pages = "472-470",
doi = "10.46793/TIE22.470B"
}

Baucal, A., Pavlović Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović Zdravković, K., Rajić, M.,& Ivanović, J.. (2022). From collaboration to solutions: Encouraging collaborative problem solving through school practice. in Technics and informatics in education – TIE 2022
Serbia : Faculty of Technical Sciences Čačak., 470-472.
https://doi.org/10.46793/TIE22.470B

Baucal A, Pavlović Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović Zdravković K, Rajić M, Ivanović J. From collaboration to solutions: Encouraging collaborative problem solving through school practice. in Technics and informatics in education – TIE 2022. 2022;:470-472.
doi:10.46793/TIE22.470B .

Baucal, Aleksandar, Pavlović Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović Zdravković, Kristina, Rajić, Milana, Ivanović, Jovan, "From collaboration to solutions: Encouraging collaborative problem solving through school practice" in Technics and informatics in education – TIE 2022 (2022):470-472,
https://doi.org/10.46793/TIE22.470B . .

TY  - CONF
AU  - Videnović, Marina
AU  - Rajić, Milana
AU  - Krstić, Ksenija
AU  - Stepanović Ilić, Ivana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/437
AB  - Počnimo od informacije nepoznate samo onima koji će čitati ovaj tekst u
nekoj daljoj budućnosti: Kao mera borbe protiv pandemije izazvane virusom COVID-19
tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići,
skraćeno je radno vreme prodavnica i zabranjeno je kretanje u određenim periodima. Kao
posledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebe
da se adaptiraju na iznenadne promena. Dosadašnja istraživanja iz drugih zemalja koje su se
suočile sa sličnom merom ukazuju da su roditelji u periodu zatvaranja ispoljavali emocionalnu
iscrpljenost (Marchetti et al., 2020) i psihološki distres povezan sa finansijskom nesigurnošću,
zatvaranjem škola, nedostupnost servisa za brigu o deci (Fontanesi i sar., 2020) i formalne
i neformalne mreže podrške (Crook, 2020). Tematska analiza komentara u onlajn forumima
namenjenih roditeljima, napisanih tokom pandemije, pokazuje veću zastupljenost negativnih,
kao i prisustvo sledećih izvora teškoća: 1. stres izazvan procenom sredine kao zdravstveno
ugrožavajuće 2. žalost zbog nedostataka socijalnih kontakata, porodične podrške i rituala 3.
izmenjeni odnosi u porodici 4. predstavljanje sebe kao srećnog da bi se izbegao osećaj krivice
5. briga za budućnost porodice (Chivers et al., 2020).
PB  - Beograd : Institut za pedagoška istraživanja
PB  - Beograd : Institut za psihologiju
C3  - Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
T1  - Izazovi roditeljstva tokom vanrednog stanja u Srbiji
EP  - 117
SP  - 114
UR  - https://hdl.handle.net/21.15107/rcub_ipir_437
ER  - 

@conference{
author = "Videnović, Marina and Rajić, Milana and Krstić, Ksenija and Stepanović Ilić, Ivana",
year = "2021",
abstract = "Počnimo od informacije nepoznate samo onima koji će čitati ovaj tekst u
nekoj daljoj budućnosti: Kao mera borbe protiv pandemije izazvane virusom COVID-19
tokom marta, aprila i maja meseca 2020-te proglašeno je vanredno stanje, zatvoreni su vrtići,
skraćeno je radno vreme prodavnica i zabranjeno je kretanje u određenim periodima. Kao
posledica ovakve odluke, mnoge porodice su se suočile sa izazovima proisteklim iz potrebe
da se adaptiraju na iznenadne promena. Dosadašnja istraživanja iz drugih zemalja koje su se
suočile sa sličnom merom ukazuju da su roditelji u periodu zatvaranja ispoljavali emocionalnu
iscrpljenost (Marchetti et al., 2020) i psihološki distres povezan sa finansijskom nesigurnošću,
zatvaranjem škola, nedostupnost servisa za brigu o deci (Fontanesi i sar., 2020) i formalne
i neformalne mreže podrške (Crook, 2020). Tematska analiza komentara u onlajn forumima
namenjenih roditeljima, napisanih tokom pandemije, pokazuje veću zastupljenost negativnih,
kao i prisustvo sledećih izvora teškoća: 1. stres izazvan procenom sredine kao zdravstveno
ugrožavajuće 2. žalost zbog nedostataka socijalnih kontakata, porodične podrške i rituala 3.
izmenjeni odnosi u porodici 4. predstavljanje sebe kao srećnog da bi se izbegao osećaj krivice
5. briga za budućnost porodice (Chivers et al., 2020).",
publisher = "Beograd : Institut za pedagoška istraživanja, Beograd : Institut za psihologiju",
journal = "Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika",
title = "Izazovi roditeljstva tokom vanrednog stanja u Srbiji",
pages = "117-114",
url = "https://hdl.handle.net/21.15107/rcub_ipir_437"
}

Videnović, M., Rajić, M., Krstić, K.,& Stepanović Ilić, I.. (2021). Izazovi roditeljstva tokom vanrednog stanja u Srbiji. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika
Beograd : Institut za pedagoška istraživanja., 114-117.
https://hdl.handle.net/21.15107/rcub_ipir_437

Videnović M, Rajić M, Krstić K, Stepanović Ilić I. Izazovi roditeljstva tokom vanrednog stanja u Srbiji. in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika. 2021;:114-117.
https://hdl.handle.net/21.15107/rcub_ipir_437 .

Videnović, Marina, Rajić, Milana, Krstić, Ksenija, Stepanović Ilić, Ivana, "Izazovi roditeljstva tokom vanrednog stanja u Srbiji" in Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika (2021):114-117,
https://hdl.handle.net/21.15107/rcub_ipir_437 .

TY  - CHAP
AU  - Rajić, Milana
AU  - Mihić, Ivana
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/603
AB  - Milana Rajić and Ivana Mihić’s research, The Quality of Relationships between
Teachers and Children with Developmental Disabilities, is focused on research into
the quality of this relationship as well as the potential factors which could contribute
to quality. Self-evaluations of teachers’ experiences with children were analysed to
gain insight into the quality of relationships between teachers and children. In order
to study the potential quality factors of this relationship, consideration was given to
a) teachers’ characteristics – self-evaluated motivation and perceived competences
for work with children with developmental disabilities, b) environmental features –
estimated global conditions for work and the number of children in groups as well
as c) teachers’ beliefs about children. In terms of the quality of the teacher-child
relationship, the data indicates relatively expressed closeness, but equally expressed
antagonism between teachers and pupils with developmental disabilities. As regards
those factors which could influence such relationships, the findings show that
those teaches who have fewer negative beliefs about children with developmental
disabilities and who perceive themselves as competent and motivated for work with
such children will establish relationships with children which are characterised by
acceptance, positive emotional exchange and harmony. The authors recommend the
continuous professional training of teachers based on relational perspectives with a
particular focus on mastering the knowledge and skills required to support children
and strengthening teachers’ sensitivity towards them.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
T1  - Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju
T1  - The Quality of Relationships between Teachers and Children with Developmental Disabilities
EP  - 162
SP  - 143
UR  - https://hdl.handle.net/21.15107/rcub_ipir_603
ER  - 

@inbook{
author = "Rajić, Milana and Mihić, Ivana",
year = "2018",
abstract = "Milana Rajić and Ivana Mihić’s research, The Quality of Relationships between
Teachers and Children with Developmental Disabilities, is focused on research into
the quality of this relationship as well as the potential factors which could contribute
to quality. Self-evaluations of teachers’ experiences with children were analysed to
gain insight into the quality of relationships between teachers and children. In order
to study the potential quality factors of this relationship, consideration was given to
a) teachers’ characteristics – self-evaluated motivation and perceived competences
for work with children with developmental disabilities, b) environmental features –
estimated global conditions for work and the number of children in groups as well
as c) teachers’ beliefs about children. In terms of the quality of the teacher-child
relationship, the data indicates relatively expressed closeness, but equally expressed
antagonism between teachers and pupils with developmental disabilities. As regards
those factors which could influence such relationships, the findings show that
those teaches who have fewer negative beliefs about children with developmental
disabilities and who perceive themselves as competent and motivated for work with
such children will establish relationships with children which are characterised by
acceptance, positive emotional exchange and harmony. The authors recommend the
continuous professional training of teachers based on relational perspectives with a
particular focus on mastering the knowledge and skills required to support children
and strengthening teachers’ sensitivity towards them.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih",
booktitle = "Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju, The Quality of Relationships between Teachers and Children with Developmental Disabilities",
pages = "162-143",
url = "https://hdl.handle.net/21.15107/rcub_ipir_603"
}

Rajić, M.,& Mihić, I.. (2018). Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
Beograd : Institut za pedagoška istraživanja., 143-162.
https://hdl.handle.net/21.15107/rcub_ipir_603

Rajić M, Mihić I. Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih. 2018;:143-162.
https://hdl.handle.net/21.15107/rcub_ipir_603 .

Rajić, Milana, Mihić, Ivana, "Kvalitet odnosa vaspitača i dece sa smetnjama u razvoju" in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih (2018):143-162,
https://hdl.handle.net/21.15107/rcub_ipir_603 .