TY  - JOUR
AU  - Radulović, Mladen
AU  - Radulović, Lidija
AU  - Stančić, Milan
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/822
AB  - Abstract
Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.
PB  - United Kingdom : Taylor and Francis Group
PB  - United Kingdom : Routledge
T2  - British Journal of Sociology of Education
T1  - Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
EP  - 1031
IS  - 7
SP  - 1012
VL  - 43
DO  - 10.1080/01425692.2022.2092449
ER  - 

@article{
author = "Radulović, Mladen and Radulović, Lidija and Stančić, Milan",
year = "2022",
abstract = "Abstract
Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.",
publisher = "United Kingdom : Taylor and Francis Group, United Kingdom : Routledge",
journal = "British Journal of Sociology of Education",
title = "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement",
pages = "1031-1012",
number = "7",
volume = "43",
doi = "10.1080/01425692.2022.2092449"
}

Radulović, M., Radulović, L.,& Stančić, M.. (2022). Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education
United Kingdom : Taylor and Francis Group., 43(7), 1012-1031.
https://doi.org/10.1080/01425692.2022.2092449

Radulović M, Radulović L, Stančić M. Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education. 2022;43(7):1012-1031.
doi:10.1080/01425692.2022.2092449 .

Radulović, Mladen, Radulović, Lidija, Stančić, Milan, "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement" in British Journal of Sociology of Education, 43, no. 7 (2022):1012-1031,
https://doi.org/10.1080/01425692.2022.2092449 . .

TY  - JOUR
AU  - Radulović, Mladen
AU  - Radulović, Lidija
AU  - Stančić, Milan
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/823
AB  - AbstractStarting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.
PB  - United Kingdom : Taylor and Francis Group
PB  - United Kingdom : Routledge
T2  - British Journal of Sociology of Education
T1  - Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
EP  - 1031
IS  - 7
SP  - 1012
VL  - 43
DO  - 10.1080/01425692.2022.2092449
ER  - 

@article{
author = "Radulović, Mladen and Radulović, Lidija and Stančić, Milan",
year = "2022",
abstract = "AbstractStarting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.",
publisher = "United Kingdom : Taylor and Francis Group, United Kingdom : Routledge",
journal = "British Journal of Sociology of Education",
title = "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement",
pages = "1031-1012",
number = "7",
volume = "43",
doi = "10.1080/01425692.2022.2092449"
}

Radulović, M., Radulović, L.,& Stančić, M.. (2022). Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education
United Kingdom : Taylor and Francis Group., 43(7), 1012-1031.
https://doi.org/10.1080/01425692.2022.2092449

Radulović M, Radulović L, Stančić M. Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education. 2022;43(7):1012-1031.
doi:10.1080/01425692.2022.2092449 .

Radulović, Mladen, Radulović, Lidija, Stančić, Milan, "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement" in British Journal of Sociology of Education, 43, no. 7 (2022):1012-1031,
https://doi.org/10.1080/01425692.2022.2092449 . .

TY  - CHAP
AU  - Gundogan, Dragana
AU  - Radulović, Mladen
AU  - Stančić, Milan
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/861
AB  - Predmet Građansko vaspitanje (dalje u tekstu: GV) u škole u Srbiji je uveden 2001.
godine i moglo bi se tvrditi da su njegovom uvođenju u osnovne i srednje škole doprineli,
kako unutrašnji, tako i spoljni činioci. Kada su u pitanju spoljni faktori koji
su mogli da podstaknu stvaranje ovakvog predmeta, nužno je reći da su Ujedinjene
nacije period između 1995. godine i 2004. proglasile Dekadom obrazovanja za ljudska
prava, te da je širom planete, a naročito u Evropi, postojao trend razvijanja predmeta
koji je trebalo da podstaknu „sticanje znanja, veština i stavova koji podržavaju
vrednosti slobode, mira, tolerancije i ravnopravnosti“(Đurišić Bojanić, 2003: 29).
Ipak, čini se da GV u Srbiji nije proizvod pukog prihvatanja evropskih trendova, već
da je u isto vreme trebalo da odgovori na neke autentične potrebe društva Srbije.
Najpre, u kontekstu promene vlasti 2000. godine, građansko vaspitanje se moglo
činiti prijemčivim budući da je „savremeni koncept građanskog obrazovanja (…)
motivisan idejom odbrane od obnove nedemokratskog oblika vlasti” (Avramović,
2002: 30). Osim ovog, šire društvenog razloga za uvođenje građanskog vaspitanja u
škole, ono je moglo da odgovori i na neke probleme unutar samog obrazovnog sistema.
Naime, odmah nakon promene vlasti 2000. godine se počelo govoriti o reformi
obrazovnog sistema, čije nedostatke su pokazala brojna tada sprovedena istraživanja,
kao što su: Sveobuhvatna analiza osnovnog obrazovanja u SRJ (2001), Studija OECDa
(2001), Izveštaj Svetske banke (2001), Stanje, problemi i potrebe naših škola (2001),
Instituta za pedagoška istraživanja (Đurišić Bojanić, 2003: 31). Kao značajan deo
ove reforme viđeno je i uvođenje izbornih predmeta, kako zbog stručne argumentacije
o značaju izbornih predmeta, tako i zbog istraživačkih nalaza o zainteresovanosti učenika za ovakve predmete (Joksimović, 2003: vii). Konačno, kao bitan faktor za
uvođenje GV se može spomenuti i snažno zalaganje za uvođenje verske nastave, te
želja za formiranjem alternativnog predmeta verskoj nastavi kod jednog dela stručne
i šire javnosti (Joksimović, 2003).
PB  - Institut za društvena istraživanja u Zagrebu
PB  - Hrvatska : GONG
T2  - Od podanika do građana : Razvoj građanske kompetencije mladih
T1  - Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola
EP  - 221
SP  - 201
UR  - https://hdl.handle.net/21.15107/rcub_ipir_861
ER  - 

@inbook{
author = "Gundogan, Dragana and Radulović, Mladen and Stančić, Milan",
year = "2016",
abstract = "Predmet Građansko vaspitanje (dalje u tekstu: GV) u škole u Srbiji je uveden 2001.
godine i moglo bi se tvrditi da su njegovom uvođenju u osnovne i srednje škole doprineli,
kako unutrašnji, tako i spoljni činioci. Kada su u pitanju spoljni faktori koji
su mogli da podstaknu stvaranje ovakvog predmeta, nužno je reći da su Ujedinjene
nacije period između 1995. godine i 2004. proglasile Dekadom obrazovanja za ljudska
prava, te da je širom planete, a naročito u Evropi, postojao trend razvijanja predmeta
koji je trebalo da podstaknu „sticanje znanja, veština i stavova koji podržavaju
vrednosti slobode, mira, tolerancije i ravnopravnosti“(Đurišić Bojanić, 2003: 29).
Ipak, čini se da GV u Srbiji nije proizvod pukog prihvatanja evropskih trendova, već
da je u isto vreme trebalo da odgovori na neke autentične potrebe društva Srbije.
Najpre, u kontekstu promene vlasti 2000. godine, građansko vaspitanje se moglo
činiti prijemčivim budući da je „savremeni koncept građanskog obrazovanja (…)
motivisan idejom odbrane od obnove nedemokratskog oblika vlasti” (Avramović,
2002: 30). Osim ovog, šire društvenog razloga za uvođenje građanskog vaspitanja u
škole, ono je moglo da odgovori i na neke probleme unutar samog obrazovnog sistema.
Naime, odmah nakon promene vlasti 2000. godine se počelo govoriti o reformi
obrazovnog sistema, čije nedostatke su pokazala brojna tada sprovedena istraživanja,
kao što su: Sveobuhvatna analiza osnovnog obrazovanja u SRJ (2001), Studija OECDa
(2001), Izveštaj Svetske banke (2001), Stanje, problemi i potrebe naših škola (2001),
Instituta za pedagoška istraživanja (Đurišić Bojanić, 2003: 31). Kao značajan deo
ove reforme viđeno je i uvođenje izbornih predmeta, kako zbog stručne argumentacije
o značaju izbornih predmeta, tako i zbog istraživačkih nalaza o zainteresovanosti učenika za ovakve predmete (Joksimović, 2003: vii). Konačno, kao bitan faktor za
uvođenje GV se može spomenuti i snažno zalaganje za uvođenje verske nastave, te
želja za formiranjem alternativnog predmeta verskoj nastavi kod jednog dela stručne
i šire javnosti (Joksimović, 2003).",
publisher = "Institut za društvena istraživanja u Zagrebu, Hrvatska : GONG",
journal = "Od podanika do građana : Razvoj građanske kompetencije mladih",
booktitle = "Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola",
pages = "221-201",
url = "https://hdl.handle.net/21.15107/rcub_ipir_861"
}

Gundogan, D., Radulović, M.,& Stančić, M.. (2016). Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola. in Od podanika do građana : Razvoj građanske kompetencije mladih
Institut za društvena istraživanja u Zagrebu., 201-221.
https://hdl.handle.net/21.15107/rcub_ipir_861

Gundogan D, Radulović M, Stančić M. Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola. in Od podanika do građana : Razvoj građanske kompetencije mladih. 2016;:201-221.
https://hdl.handle.net/21.15107/rcub_ipir_861 .

Gundogan, Dragana, Radulović, Mladen, Stančić, Milan, "Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola" in Od podanika do građana : Razvoj građanske kompetencije mladih (2016):201-221,
https://hdl.handle.net/21.15107/rcub_ipir_861 .