From encouraging initiative, cooperation and creativity in education to new roles and identities in society

Link to this page

info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//

From encouraging initiative, cooperation and creativity in education to new roles and identities in society (en)
Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву (sr)
Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (sr_RS)
Authors

Publications

Visions of Personal Future among Adolescents with Different Orientations Toward Educational Mobility: The Case of Serbia

Polovina, Nada; Gundogan, Dragana; Radulović, Mladen

(Hrvatska: Hrvatsko sociološko društvo, 2021)

TY  - JOUR
AU  - Polovina, Nada
AU  - Gundogan, Dragana
AU  - Radulović, Mladen
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/461
AB  - Research of contemporary societies emphasises the importance of global economic
circumstances, political uncertainties and social inequalities for young people’s visions of
their personal future. This research is focused on general and career-specific aspects of
adolescents’ visions of personal future and how these relate to adolescents’ orientation
toward educational mobility. Educational mobility is determined by the equivalence/nonequivalence
of parents’ levels of education and their offspring’s educational aspirations
as expressed at the end of secondary schooling. According to this principle, three groups
of participants were defined and their differences were analysed with respect to (a)
general aspects of their visions of personal future, (b) career-specific aspects of their
envisioned future, and (c) the perception of factors on which the achievement of career
visions will depend. Significant differences among the three groups have been found in
general and career-specific visions of the future. The findings of the study indicate that
students who plan to attend university are more preoccupied with career and perceive
personal characteristics as more important factors for achieving career goals than
students without such plans. Finally, this paper suggests that, in order to fully understand
young people’s visions of personal future from a micro and a macro perspective, it is
fruitful to integrate psychological and sociological approaches.
PB  - Hrvatska: Hrvatsko sociološko društvo
T2  - Revija za sociologiju
T1  - Visions of Personal Future among Adolescents with Different Orientations Toward Educational Mobility: The Case of Serbia
EP  - 50
IS  - 1
SP  - 21
VL  - 51
DO  - 10.5613/rzs.51.1.0226
ER  - 
@article{
author = "Polovina, Nada and Gundogan, Dragana and Radulović, Mladen",
year = "2021",
abstract = "Research of contemporary societies emphasises the importance of global economic
circumstances, political uncertainties and social inequalities for young people’s visions of
their personal future. This research is focused on general and career-specific aspects of
adolescents’ visions of personal future and how these relate to adolescents’ orientation
toward educational mobility. Educational mobility is determined by the equivalence/nonequivalence
of parents’ levels of education and their offspring’s educational aspirations
as expressed at the end of secondary schooling. According to this principle, three groups
of participants were defined and their differences were analysed with respect to (a)
general aspects of their visions of personal future, (b) career-specific aspects of their
envisioned future, and (c) the perception of factors on which the achievement of career
visions will depend. Significant differences among the three groups have been found in
general and career-specific visions of the future. The findings of the study indicate that
students who plan to attend university are more preoccupied with career and perceive
personal characteristics as more important factors for achieving career goals than
students without such plans. Finally, this paper suggests that, in order to fully understand
young people’s visions of personal future from a micro and a macro perspective, it is
fruitful to integrate psychological and sociological approaches.",
publisher = "Hrvatska: Hrvatsko sociološko društvo",
journal = "Revija za sociologiju",
title = "Visions of Personal Future among Adolescents with Different Orientations Toward Educational Mobility: The Case of Serbia",
pages = "50-21",
number = "1",
volume = "51",
doi = "10.5613/rzs.51.1.0226"
}
Polovina, N., Gundogan, D.,& Radulović, M.. (2021). Visions of Personal Future among Adolescents with Different Orientations Toward Educational Mobility: The Case of Serbia. in Revija za sociologiju
Hrvatska: Hrvatsko sociološko društvo., 51(1), 21-50.
https://doi.org/10.5613/rzs.51.1.0226
Polovina N, Gundogan D, Radulović M. Visions of Personal Future among Adolescents with Different Orientations Toward Educational Mobility: The Case of Serbia. in Revija za sociologiju. 2021;51(1):21-50.
doi:10.5613/rzs.51.1.0226 .
Polovina, Nada, Gundogan, Dragana, Radulović, Mladen, "Visions of Personal Future among Adolescents with Different Orientations Toward Educational Mobility: The Case of Serbia" in Revija za sociologiju, 51, no. 1 (2021):21-50,
https://doi.org/10.5613/rzs.51.1.0226 . .

The Multiple Self: Between Sociality and Dominance

Džinović, Vladimir

(Taylor & Francis Inc, Philadelphia, 2020)

TY  - JOUR
AU  - Džinović, Vladimir
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/446
AB  - We begin from the current approaches to the multiple self - Bakhtin's concept of polyphony, Mair's community of self and Hermans' dialogical self theory. Polyphony assumes that the self consists of multiple different voices, which simultaneously exist and interact in complex dialogical relations. The metaphor of the community of self enables us to perceive how the individual, depending on a specific social context, can use different selves, as subsystems of constructs which are mutually incompatible. Dialogical self theory enriches the idea of the polyphonic self with the idea of the extended I, in which the voices of others appear as simultaneous external and internalized I-positions. Further on this paper proposes that the understanding of the multiple self is complemented by the implementation of the concepts of sociality and relations of domination. Then, a methodological approach is presented for the study of sociality and dominance in the multiple self. The paper also presents a case study of a successful student's community of self as an illustration of the implementation of this methodological approach. The case study shows that the student's community of selves is marked by tension between dominant voices and voices of resistance which always have the potential to change the balance of power, making the sense of self as a student both changeable and inconsistent. The other significant finding is that the role relationships which are established between some voices could serve to either establish or maintain the domination in the multiple self.
PB  - Taylor & Francis Inc, Philadelphia
T2  - Journal of Constructivist Psychology
T1  - The Multiple Self: Between Sociality and Dominance
EP  - 217
IS  - 1
SP  - 199
VL  - 35
DO  - 10.1080/10720537.2020.1805063
ER  - 
@article{
author = "Džinović, Vladimir",
year = "2020",
abstract = "We begin from the current approaches to the multiple self - Bakhtin's concept of polyphony, Mair's community of self and Hermans' dialogical self theory. Polyphony assumes that the self consists of multiple different voices, which simultaneously exist and interact in complex dialogical relations. The metaphor of the community of self enables us to perceive how the individual, depending on a specific social context, can use different selves, as subsystems of constructs which are mutually incompatible. Dialogical self theory enriches the idea of the polyphonic self with the idea of the extended I, in which the voices of others appear as simultaneous external and internalized I-positions. Further on this paper proposes that the understanding of the multiple self is complemented by the implementation of the concepts of sociality and relations of domination. Then, a methodological approach is presented for the study of sociality and dominance in the multiple self. The paper also presents a case study of a successful student's community of self as an illustration of the implementation of this methodological approach. The case study shows that the student's community of selves is marked by tension between dominant voices and voices of resistance which always have the potential to change the balance of power, making the sense of self as a student both changeable and inconsistent. The other significant finding is that the role relationships which are established between some voices could serve to either establish or maintain the domination in the multiple self.",
publisher = "Taylor & Francis Inc, Philadelphia",
journal = "Journal of Constructivist Psychology",
title = "The Multiple Self: Between Sociality and Dominance",
pages = "217-199",
number = "1",
volume = "35",
doi = "10.1080/10720537.2020.1805063"
}
Džinović, V.. (2020). The Multiple Self: Between Sociality and Dominance. in Journal of Constructivist Psychology
Taylor & Francis Inc, Philadelphia., 35(1), 199-217.
https://doi.org/10.1080/10720537.2020.1805063
Džinović V. The Multiple Self: Between Sociality and Dominance. in Journal of Constructivist Psychology. 2020;35(1):199-217.
doi:10.1080/10720537.2020.1805063 .
Džinović, Vladimir, "The Multiple Self: Between Sociality and Dominance" in Journal of Constructivist Psychology, 35, no. 1 (2020):199-217,
https://doi.org/10.1080/10720537.2020.1805063 . .
1
6
5

The Multiple Self : Between Sociality and Dominance

Джинович, В.

(Taylor & Francis Inc, Philadelphia, 2020)

TY  - JOUR
AU  - Джинович, В.
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/4
AB  - We begin from the current approaches to the multiple self - Bakhtin's concept of polyphony, Mair's community of self and Hermans' dialogical self theory. Polyphony assumes that the self consists of multiple different voices, which simultaneously exist and interact in complex dialogical relations. The metaphor of the community of self enables us to perceive how the individual, depending on a specific social context, can use different selves, as subsystems of constructs which are mutually incompatible. Dialogical self theory enriches the idea of the polyphonic self with the idea of the extended I, in which the voices of others appear as simultaneous external and internalized I-positions. Further on this paper proposes that the understanding of the multiple self is complemented by the implementation of the concepts of sociality and relations of domination. Then, a methodological approach is presented for the study of sociality and dominance in the multiple self. The paper also presents a case study of a successful student's community of self as an illustration of the implementation of this methodological approach. The case study shows that the student's community of selves is marked by tension between dominant voices and voices of resistance which always have the potential to change the balance of power, making the sense of self as a student both changeable and inconsistent. The other significant finding is that the role relationships which are established between some voices could serve to either establish or maintain the domination in the multiple self.
PB  - Taylor & Francis Inc, Philadelphia
T2  - Journal of Constructivist Psychology
T1  - The Multiple Self : Between Sociality and Dominance
EP  - 217
IS  - 1
SP  - 199
VL  - 35
DO  - 10.1080/10720537.2020.1805063
ER  - 
@article{
author = "Джинович, В.",
year = "2020",
abstract = "We begin from the current approaches to the multiple self - Bakhtin's concept of polyphony, Mair's community of self and Hermans' dialogical self theory. Polyphony assumes that the self consists of multiple different voices, which simultaneously exist and interact in complex dialogical relations. The metaphor of the community of self enables us to perceive how the individual, depending on a specific social context, can use different selves, as subsystems of constructs which are mutually incompatible. Dialogical self theory enriches the idea of the polyphonic self with the idea of the extended I, in which the voices of others appear as simultaneous external and internalized I-positions. Further on this paper proposes that the understanding of the multiple self is complemented by the implementation of the concepts of sociality and relations of domination. Then, a methodological approach is presented for the study of sociality and dominance in the multiple self. The paper also presents a case study of a successful student's community of self as an illustration of the implementation of this methodological approach. The case study shows that the student's community of selves is marked by tension between dominant voices and voices of resistance which always have the potential to change the balance of power, making the sense of self as a student both changeable and inconsistent. The other significant finding is that the role relationships which are established between some voices could serve to either establish or maintain the domination in the multiple self.",
publisher = "Taylor & Francis Inc, Philadelphia",
journal = "Journal of Constructivist Psychology",
title = "The Multiple Self : Between Sociality and Dominance",
pages = "217-199",
number = "1",
volume = "35",
doi = "10.1080/10720537.2020.1805063"
}
Джинович, В.. (2020). The Multiple Self : Between Sociality and Dominance. in Journal of Constructivist Psychology
Taylor & Francis Inc, Philadelphia., 35(1), 199-217.
https://doi.org/10.1080/10720537.2020.1805063
Джинович В. The Multiple Self : Between Sociality and Dominance. in Journal of Constructivist Psychology. 2020;35(1):199-217.
doi:10.1080/10720537.2020.1805063 .
Джинович, В., "The Multiple Self : Between Sociality and Dominance" in Journal of Constructivist Psychology, 35, no. 1 (2020):199-217,
https://doi.org/10.1080/10720537.2020.1805063 . .
1
6
5

Iskustva učitelja tokom stručnog usavršavanja uz podršku facilitatora

Đević, Rajka; Vujačić, Milja

(Beograd : Institut za pedagogiju i andragogiju, 2020)

TY  - JOUR
AU  - Đević, Rajka
AU  - Vujačić, Milja
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/808
AB  - U savremenim koncepcijama stručnog usavršavanja nastavnika naglašava se
značaj podrške facilitatora. Polazeći od toga da je sagledavanje perspektive nastavnika
ključno za razumevanje tog procesa, cilj našeg istraživanja je bio da ispitamo kakva su
iskustva učitelja tokom kontinuiranog stručnog usavršavanja za primenu inovativnih metoda u nastavi, uz podršku facilitatora. Primenom kvalitativne tematske analize, analizirani su transkripti audio-snimaka proizvedenih tokom 18 individualnih razgovora koje
su facilitatori obavili sa tri učitelja jedne osnovne škole u Beogradu. Rezultati istraživanja
ukazuju na to da su iskustva učitelja u tom procesu generalno pozitivna i da je došlo do
preispitivanja postojeće prakse i implicitnih pedagoških uverenja, kao i do pozitivnih
pomaka u njihovom radu. Individualni rad facilitatora sa učiteljima, koji uključuje uzajamno poverenje, ima potencijal kada je u pitanju podsticanje i održavanje motivacije učitelja za primenu inovacija i dalje stručno usavršavanje. Ukazano je na ključne implikacije
dobijenih nalaza i date su smernice za dalja istraživanja u toj oblasti.
AB  - The importance of facilitator support is given particular emphasis within the
modern conceptions of professional teacher training. Starting with the premise that perceiving teachers’ perspective is of vital importance for understanding this process, the
goal of our research was to examine the experiences of teachers throughout continual
professional training for the application of innovative teaching methods with the help of
facilitators. By applying qualitative thematic analysis, we have examined audio recording
transcripts created during 18 individual conversations that the facilitators conducted with
three teachers from a primary school in Belgrade. The results of the research show that
the experiences of teachers in this process are overall positive and that it prompted them
to reconsider existing practices and implicit pedagogical beliefs, and introduced positive
developments in their work. The individual work of facilitators with teachers founded on
trust demonstrates potential when it comes to encouragement and maintaining teachers’
motivation for implementing innovations and undergoing further professional training.
We have highlighted the key implications of the obtained findings and provided guidelines for further research in the area.
PB  - Beograd : Institut za pedagogiju i andragogiju
T2  - Andragoške studije
T1  - Iskustva učitelja tokom stručnog usavršavanja uz podršku facilitatora
T1  - Teachers’ experiences throughout professional training with the help of facilitators
EP  - 193
IS  - 2
SP  - 169
DO  - 10.5937/AndStud2002169D
ER  - 
@article{
author = "Đević, Rajka and Vujačić, Milja",
year = "2020",
abstract = "U savremenim koncepcijama stručnog usavršavanja nastavnika naglašava se
značaj podrške facilitatora. Polazeći od toga da je sagledavanje perspektive nastavnika
ključno za razumevanje tog procesa, cilj našeg istraživanja je bio da ispitamo kakva su
iskustva učitelja tokom kontinuiranog stručnog usavršavanja za primenu inovativnih metoda u nastavi, uz podršku facilitatora. Primenom kvalitativne tematske analize, analizirani su transkripti audio-snimaka proizvedenih tokom 18 individualnih razgovora koje
su facilitatori obavili sa tri učitelja jedne osnovne škole u Beogradu. Rezultati istraživanja
ukazuju na to da su iskustva učitelja u tom procesu generalno pozitivna i da je došlo do
preispitivanja postojeće prakse i implicitnih pedagoških uverenja, kao i do pozitivnih
pomaka u njihovom radu. Individualni rad facilitatora sa učiteljima, koji uključuje uzajamno poverenje, ima potencijal kada je u pitanju podsticanje i održavanje motivacije učitelja za primenu inovacija i dalje stručno usavršavanje. Ukazano je na ključne implikacije
dobijenih nalaza i date su smernice za dalja istraživanja u toj oblasti., The importance of facilitator support is given particular emphasis within the
modern conceptions of professional teacher training. Starting with the premise that perceiving teachers’ perspective is of vital importance for understanding this process, the
goal of our research was to examine the experiences of teachers throughout continual
professional training for the application of innovative teaching methods with the help of
facilitators. By applying qualitative thematic analysis, we have examined audio recording
transcripts created during 18 individual conversations that the facilitators conducted with
three teachers from a primary school in Belgrade. The results of the research show that
the experiences of teachers in this process are overall positive and that it prompted them
to reconsider existing practices and implicit pedagogical beliefs, and introduced positive
developments in their work. The individual work of facilitators with teachers founded on
trust demonstrates potential when it comes to encouragement and maintaining teachers’
motivation for implementing innovations and undergoing further professional training.
We have highlighted the key implications of the obtained findings and provided guidelines for further research in the area.",
publisher = "Beograd : Institut za pedagogiju i andragogiju",
journal = "Andragoške studije",
title = "Iskustva učitelja tokom stručnog usavršavanja uz podršku facilitatora, Teachers’ experiences throughout professional training with the help of facilitators",
pages = "193-169",
number = "2",
doi = "10.5937/AndStud2002169D"
}
Đević, R.,& Vujačić, M.. (2020). Iskustva učitelja tokom stručnog usavršavanja uz podršku facilitatora. in Andragoške studije
Beograd : Institut za pedagogiju i andragogiju.(2), 169-193.
https://doi.org/10.5937/AndStud2002169D
Đević R, Vujačić M. Iskustva učitelja tokom stručnog usavršavanja uz podršku facilitatora. in Andragoške studije. 2020;(2):169-193.
doi:10.5937/AndStud2002169D .
Đević, Rajka, Vujačić, Milja, "Iskustva učitelja tokom stručnog usavršavanja uz podršku facilitatora" in Andragoške studije, no. 2 (2020):169-193,
https://doi.org/10.5937/AndStud2002169D . .

Kako podsticati kreativnost u srednjoj školi

Jošić, Smiljana; Maksić, Slavica

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Jošić, Smiljana
AU  - Maksić, Slavica
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/565
AB  - Kreativnost je jedan od obrazovnih ciljeva koji treba da pripremi buduće nosioce društvenog razvoja
za uspešno funkcionisanje u nepoznatim uslovima. Da bi se bolje razumeli uslovi za razvoj kreativnosti
u školskom okruženju, proučavaju se implicitne teorije i uverenje aktera vaspitnoobrazovnog
procesa. U ovom radu ispitana su uverenja učenika srednjih škola o mogućnostima za podsticanje
kreativnosti u srednjoj školi. Srednjoškolci (N=311), koji su učestvovali na početnom seminaru nekog
od programa u Istraživačkoj Stanici Petnica u 2019. godini, odgovarali su na upitnik koji je sadržao
pitanja o tome na koji način obrazovanje može doprineti razvoju kreativnosti. Prikupljeni podaci
obrađeni su kvalitativno i kvantitativno. U odgovorima gotovo svih učenika (94,5%) pojavljuju se
različite vrste doprinosa obrazovanja razvoju kreativnosti. Tema doprinosa analizirana je kroz prizmu
sociokulturne teorije, oslanjajući se na koncept potpore koju je razvio Bruner sa saradnicima. Na
osnovu sadržaja odgovora definisane su sledeće vrste obrazovnih potpora kreativnosti: kognitivna,
socijalna, motivaciona, opšta potpora i potpora kulturološkim alatima. Rezultati ukazuju da su najviše
zastupljene kognitivna (59,5% odgovora) i motivaciona potpora (22,7%). Većina ispitanih učenika
uverena je da školska sredina pozitivno utiče na razvoj kreativnosti (68,4%), dok mali broj njih navodi
samo negativne efekte (7,6%). Nalazi studije diskutovani su u kontekstu preovlađujuće kritike školskog
učenja kao nedovoljno podsticajnog za kreativnost učenika. U zaključku se ističe značaj neformalnog
obrazovanja u pružanju dodatne podrške razvoju kreativnosti.
AB  - Creativity is one of the educational goals likely to prepare the future bearers of social development for
successful performance in unfamiliar conditions. For better understanding of creativity development
in school setting, the educational process participants’ implicit theories and beliefs related to
creativity were studied. This paper is dealing with high school students’ beliefs regarding possibilities
for nurturing creativity during secondary education. The sample consisted of secondary school
students (N=311) who participated in scientific programs of the Research Centre Petnica in 2019.
The Participants responded to the questionnaire composed of questions about the ways in which
education could support students’ creativity. The data collected were analysed by qualitative and
quantitative methods. Almost all students’ (94.5%) answers included different types of educational
support to development of creativity. The topic of support was analysed in the sociocultural
framework using the concept of scaffolding developed by Bruner and the associates. Content analysis
of participants’ answers resulted in the following types of scaffolding: cognitive, social, motivational,
general, and culture tools scaffolding. The most frequent types of scaffolding in participants’ answers
were cognitive (59.5%) and motivational (22.7%). Majority of respondents expressed belief that
school setting had a positive impact on development of creativity (68.4%), while small number of
them described only negative effects (7.6%). The results of the Study are discussed in relation to
the prevailing criticism of school learning as not being supportive enough for the development of
creativity. The conclusion emphasizes the importance of informal education for providing additional
support to development of students’ creativity.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Kako podsticati kreativnost u srednjoj školi
T1  - How to support creativity in high school
EP  - 87
SP  - 86
UR  - https://hdl.handle.net/21.15107/rcub_ipir_565
ER  - 
@conference{
author = "Jošić, Smiljana and Maksić, Slavica",
year = "2019",
abstract = "Kreativnost je jedan od obrazovnih ciljeva koji treba da pripremi buduće nosioce društvenog razvoja
za uspešno funkcionisanje u nepoznatim uslovima. Da bi se bolje razumeli uslovi za razvoj kreativnosti
u školskom okruženju, proučavaju se implicitne teorije i uverenje aktera vaspitnoobrazovnog
procesa. U ovom radu ispitana su uverenja učenika srednjih škola o mogućnostima za podsticanje
kreativnosti u srednjoj školi. Srednjoškolci (N=311), koji su učestvovali na početnom seminaru nekog
od programa u Istraživačkoj Stanici Petnica u 2019. godini, odgovarali su na upitnik koji je sadržao
pitanja o tome na koji način obrazovanje može doprineti razvoju kreativnosti. Prikupljeni podaci
obrađeni su kvalitativno i kvantitativno. U odgovorima gotovo svih učenika (94,5%) pojavljuju se
različite vrste doprinosa obrazovanja razvoju kreativnosti. Tema doprinosa analizirana je kroz prizmu
sociokulturne teorije, oslanjajući se na koncept potpore koju je razvio Bruner sa saradnicima. Na
osnovu sadržaja odgovora definisane su sledeće vrste obrazovnih potpora kreativnosti: kognitivna,
socijalna, motivaciona, opšta potpora i potpora kulturološkim alatima. Rezultati ukazuju da su najviše
zastupljene kognitivna (59,5% odgovora) i motivaciona potpora (22,7%). Većina ispitanih učenika
uverena je da školska sredina pozitivno utiče na razvoj kreativnosti (68,4%), dok mali broj njih navodi
samo negativne efekte (7,6%). Nalazi studije diskutovani su u kontekstu preovlađujuće kritike školskog
učenja kao nedovoljno podsticajnog za kreativnost učenika. U zaključku se ističe značaj neformalnog
obrazovanja u pružanju dodatne podrške razvoju kreativnosti., Creativity is one of the educational goals likely to prepare the future bearers of social development for
successful performance in unfamiliar conditions. For better understanding of creativity development
in school setting, the educational process participants’ implicit theories and beliefs related to
creativity were studied. This paper is dealing with high school students’ beliefs regarding possibilities
for nurturing creativity during secondary education. The sample consisted of secondary school
students (N=311) who participated in scientific programs of the Research Centre Petnica in 2019.
The Participants responded to the questionnaire composed of questions about the ways in which
education could support students’ creativity. The data collected were analysed by qualitative and
quantitative methods. Almost all students’ (94.5%) answers included different types of educational
support to development of creativity. The topic of support was analysed in the sociocultural
framework using the concept of scaffolding developed by Bruner and the associates. Content analysis
of participants’ answers resulted in the following types of scaffolding: cognitive, social, motivational,
general, and culture tools scaffolding. The most frequent types of scaffolding in participants’ answers
were cognitive (59.5%) and motivational (22.7%). Majority of respondents expressed belief that
school setting had a positive impact on development of creativity (68.4%), while small number of
them described only negative effects (7.6%). The results of the Study are discussed in relation to
the prevailing criticism of school learning as not being supportive enough for the development of
creativity. The conclusion emphasizes the importance of informal education for providing additional
support to development of students’ creativity.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Kako podsticati kreativnost u srednjoj školi, How to support creativity in high school",
pages = "87-86",
url = "https://hdl.handle.net/21.15107/rcub_ipir_565"
}
Jošić, S.,& Maksić, S.. (2019). Kako podsticati kreativnost u srednjoj školi. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 86-87.
https://hdl.handle.net/21.15107/rcub_ipir_565
Jošić S, Maksić S. Kako podsticati kreativnost u srednjoj školi. in Obrazovanje u funkciji modernizacije društva. 2019;:86-87.
https://hdl.handle.net/21.15107/rcub_ipir_565 .
Jošić, Smiljana, Maksić, Slavica, "Kako podsticati kreativnost u srednjoj školi" in Obrazovanje u funkciji modernizacije društva (2019):86-87,
https://hdl.handle.net/21.15107/rcub_ipir_565 .

The relation between text and illustration : the analysis of contemporary primers

Ševa, Nada; Lalić-Vučetić, Nataša

(Institut za pedagoška istraživanja, Beograd, 2019)

TY  - JOUR
AU  - Ševa, Nada
AU  - Lalić-Vučetić, Nataša
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/312
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - The relation between text and illustration : the analysis of contemporary primers
EP  - 572
IS  - 2
SP  - 507
VL  - 51
DO  - 10.2298/ZIPI1902507S
ER  - 
@article{
author = "Ševa, Nada and Lalić-Vučetić, Nataša",
year = "2019",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "The relation between text and illustration : the analysis of contemporary primers",
pages = "572-507",
number = "2",
volume = "51",
doi = "10.2298/ZIPI1902507S"
}
Ševa, N.,& Lalić-Vučetić, N.. (2019). The relation between text and illustration : the analysis of contemporary primers. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 51(2), 507-572.
https://doi.org/10.2298/ZIPI1902507S
Ševa N, Lalić-Vučetić N. The relation between text and illustration : the analysis of contemporary primers. in Zbornik Instituta za pedagoška istraživanja. 2019;51(2):507-572.
doi:10.2298/ZIPI1902507S .
Ševa, Nada, Lalić-Vučetić, Nataša, "The relation between text and illustration : the analysis of contemporary primers" in Zbornik Instituta za pedagoška istraživanja, 51, no. 2 (2019):507-572,
https://doi.org/10.2298/ZIPI1902507S . .
1

Analiza priručnika za učitelje o projektnoj nastavi : gde su nestali istraživački elementi iz projekata

Ševa, Nada; Đerić, Ivana

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Ševa, Nada
AU  - Đerić, Ivana
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/563
AB  - Projektna nastava je jedna od reformskih inicijativa koje su uvedene u obrazovni sistem tokom
poslednje dve godine. Pored sistemske obuke za prosvetne radnike, podršku uvođenju učenja
kroz projekte obezbedili su i izdavači kroz priručnike za efikasno izvođenje projektne nastave. Cilј
ovog rada je da utvrdimo u kojoj meri su priručnici pouzdan i sveobuhvatan oslonac učitelјima u
procesu planiranja i izvođenja projektne nastave. Analzirana su četiri priručnika za učitelјe sledećih
izdavača: Bigz, Kreativni centar, Eduka i Klet. Klјučni elementi analize izvedeni su iz aktuelne literature
o projektnoj nastavi i obuhvataju sledeće kategorije: (1) referentni okvir projektne nastave; (2) cilј,
zadaci i aktivnosti u projektu; (3) metodologija projekta; (4) produkti projekta i njegove vrednosti
(istraživačka, vaspitna, praktična); (5) primeri projekata i njihova povezanost sa referentnim okvirom;
(6) uloga IKT-a u projektima; (7) dodatni materijali i resursi za učenike i učitelјe; (8) evaluacija i refleksija.
Rezultati ukazuju da priručnici retko prikazuju primere istraživačkih projekata što je neobično s
obzirom na to da je razvoj kritičkog i logičkog mišlјenja u fokusu nastave bazirane na projektnom
učenju. Izbor tema u priručnicima jesu iz svakodnevnog života, ali nisu postavlјene na problemski
način kao što se to ističe u referentnim okvirima priručnika. Izostaju aktivnosti učenika koje se tiču
sinteze prikuplјenih iskustava i saznanja o temi koju su obrađivali, kao i o produktima projekta.
Priručnici ne sadrže u velikoj meri aktivnosti i zadatke otvorenog tipa koji izazivaju kognitivni konflikt
potreban da bi se savladala nova znanja i izgrađivale komeptencije. Date su preporuke učitelјima i
nastavnicima o načinima pripreme i realizacije projekata koji su istraživačkog karaktera.
AB  - Project-based learning is one of the reform initiatives introduced in the education system over the last
two years. In addition to systemic training for teachers, the support for introducing the project-based
learning has also been provided by publishers via manuals for efficient project-based learning. The
aim of this paper is to determine to what extent the manuals present a reliable and comprehensive
support to teachers in the process of planning and performing teaching based on project-based
learning. Four teacher manuals from the following publishers are analysed: Bigz, Kreativni centar,
Eduka, and Klet. The key analysis elements are derived from the current literature on the projectbased
learning and cover the following categories: (1) reference framework for project learning; (2)
objective, tasks and activities of the project; (3) project methodology; (4) products of the project and
its values (research, educational, practical); (5) examples of projects and their relation to the reference
frame; (6) role of ICT in the projects; (7) additional materials and resources for students and teachers;
(8) evaluation and reflection. The results indicate that manuals rarely display examples of research
projects, which is unusual given that development of critical thinking and logical reasoning is the
focus of project-based learning. The topics covered in the manuals are the ones from everyday life
but not presented in a problem approach, as pointed out in the manuals’ reference frames. There
are no student activities involving the synthesis of collected experiences and knowledge on the
topic covered and the products of the project. The manuals do not contain a great deal of openended
activities and tasks that cause cognitive conflict necessary for mastering new knowledge and
building competences. Recommendations are given to teachers on how to prepare and execute
research projects.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Analiza priručnika za učitelje o projektnoj nastavi : gde su nestali istraživački elementi iz projekata
T1  - Analysis of teacher manuals on project-based learning : where have the research elements from projects disappeared?
EP  - 77
SP  - 76
UR  - https://hdl.handle.net/21.15107/rcub_ipir_563
ER  - 
@conference{
author = "Ševa, Nada and Đerić, Ivana",
year = "2019",
abstract = "Projektna nastava je jedna od reformskih inicijativa koje su uvedene u obrazovni sistem tokom
poslednje dve godine. Pored sistemske obuke za prosvetne radnike, podršku uvođenju učenja
kroz projekte obezbedili su i izdavači kroz priručnike za efikasno izvođenje projektne nastave. Cilј
ovog rada je da utvrdimo u kojoj meri su priručnici pouzdan i sveobuhvatan oslonac učitelјima u
procesu planiranja i izvođenja projektne nastave. Analzirana su četiri priručnika za učitelјe sledećih
izdavača: Bigz, Kreativni centar, Eduka i Klet. Klјučni elementi analize izvedeni su iz aktuelne literature
o projektnoj nastavi i obuhvataju sledeće kategorije: (1) referentni okvir projektne nastave; (2) cilј,
zadaci i aktivnosti u projektu; (3) metodologija projekta; (4) produkti projekta i njegove vrednosti
(istraživačka, vaspitna, praktična); (5) primeri projekata i njihova povezanost sa referentnim okvirom;
(6) uloga IKT-a u projektima; (7) dodatni materijali i resursi za učenike i učitelјe; (8) evaluacija i refleksija.
Rezultati ukazuju da priručnici retko prikazuju primere istraživačkih projekata što je neobično s
obzirom na to da je razvoj kritičkog i logičkog mišlјenja u fokusu nastave bazirane na projektnom
učenju. Izbor tema u priručnicima jesu iz svakodnevnog života, ali nisu postavlјene na problemski
način kao što se to ističe u referentnim okvirima priručnika. Izostaju aktivnosti učenika koje se tiču
sinteze prikuplјenih iskustava i saznanja o temi koju su obrađivali, kao i o produktima projekta.
Priručnici ne sadrže u velikoj meri aktivnosti i zadatke otvorenog tipa koji izazivaju kognitivni konflikt
potreban da bi se savladala nova znanja i izgrađivale komeptencije. Date su preporuke učitelјima i
nastavnicima o načinima pripreme i realizacije projekata koji su istraživačkog karaktera., Project-based learning is one of the reform initiatives introduced in the education system over the last
two years. In addition to systemic training for teachers, the support for introducing the project-based
learning has also been provided by publishers via manuals for efficient project-based learning. The
aim of this paper is to determine to what extent the manuals present a reliable and comprehensive
support to teachers in the process of planning and performing teaching based on project-based
learning. Four teacher manuals from the following publishers are analysed: Bigz, Kreativni centar,
Eduka, and Klet. The key analysis elements are derived from the current literature on the projectbased
learning and cover the following categories: (1) reference framework for project learning; (2)
objective, tasks and activities of the project; (3) project methodology; (4) products of the project and
its values (research, educational, practical); (5) examples of projects and their relation to the reference
frame; (6) role of ICT in the projects; (7) additional materials and resources for students and teachers;
(8) evaluation and reflection. The results indicate that manuals rarely display examples of research
projects, which is unusual given that development of critical thinking and logical reasoning is the
focus of project-based learning. The topics covered in the manuals are the ones from everyday life
but not presented in a problem approach, as pointed out in the manuals’ reference frames. There
are no student activities involving the synthesis of collected experiences and knowledge on the
topic covered and the products of the project. The manuals do not contain a great deal of openended
activities and tasks that cause cognitive conflict necessary for mastering new knowledge and
building competences. Recommendations are given to teachers on how to prepare and execute
research projects.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Analiza priručnika za učitelje o projektnoj nastavi : gde su nestali istraživački elementi iz projekata, Analysis of teacher manuals on project-based learning : where have the research elements from projects disappeared?",
pages = "77-76",
url = "https://hdl.handle.net/21.15107/rcub_ipir_563"
}
Ševa, N.,& Đerić, I.. (2019). Analiza priručnika za učitelje o projektnoj nastavi : gde su nestali istraživački elementi iz projekata. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 76-77.
https://hdl.handle.net/21.15107/rcub_ipir_563
Ševa N, Đerić I. Analiza priručnika za učitelje o projektnoj nastavi : gde su nestali istraživački elementi iz projekata. in Obrazovanje u funkciji modernizacije društva. 2019;:76-77.
https://hdl.handle.net/21.15107/rcub_ipir_563 .
Ševa, Nada, Đerić, Ivana, "Analiza priručnika za učitelje o projektnoj nastavi : gde su nestali istraživački elementi iz projekata" in Obrazovanje u funkciji modernizacije društva (2019):76-77,
https://hdl.handle.net/21.15107/rcub_ipir_563 .

Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara

Ševa, Nada; Lazarević, Emilija

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CHAP
AU  - Ševa, Nada
AU  - Lazarević, Emilija
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/1068
AB  - Reading comprehension represents a basis for the literacy competencies. This paper focused on a primer textbook as the first textbook that students encounter with and attempted to define in what way and to what extent they help the development of reading comprehension. More specifically, the main goal of this study was to determine what are the quantitative and qualitative characteristics of the exercises, instructions and other information which follow the texts and facilitate the development of literacy competencies in children who are at the beginner level of reading. We have analyzed texts with affirmed authorship from seven primer textbooks, published in the last ten years. The first level of the analysis established what were the different types of instructions and exercises, as well as what was their distribution. The second level of the analysis went into more detailed quantitative and qualitative analysis of the texts that were published in each primer textbook, in order to determine what were the different strategies that publishers used for the construction of following categories: questions about the text, dictionary behind the text, lexical-semantic exercises, as well as additional instructions. Results indicated that instructions and exercises which could potentially facilitate the development of reading comprehension were present in the primer textbooks for Serbian, but that their distribution was scares and nonsystematic. These findings were discussed in the context of the previous studies about the textbooks for lower grades for Serbian language, as well as within the context of the current theories about reading comprehension and literacy.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Udžbenik: stara tema pred izazovima starog doba
T1  - Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara
EP  - 137
SP  - 117
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1068
ER  - 
@inbook{
author = "Ševa, Nada and Lazarević, Emilija",
year = "2019",
abstract = "Reading comprehension represents a basis for the literacy competencies. This paper focused on a primer textbook as the first textbook that students encounter with and attempted to define in what way and to what extent they help the development of reading comprehension. More specifically, the main goal of this study was to determine what are the quantitative and qualitative characteristics of the exercises, instructions and other information which follow the texts and facilitate the development of literacy competencies in children who are at the beginner level of reading. We have analyzed texts with affirmed authorship from seven primer textbooks, published in the last ten years. The first level of the analysis established what were the different types of instructions and exercises, as well as what was their distribution. The second level of the analysis went into more detailed quantitative and qualitative analysis of the texts that were published in each primer textbook, in order to determine what were the different strategies that publishers used for the construction of following categories: questions about the text, dictionary behind the text, lexical-semantic exercises, as well as additional instructions. Results indicated that instructions and exercises which could potentially facilitate the development of reading comprehension were present in the primer textbooks for Serbian, but that their distribution was scares and nonsystematic. These findings were discussed in the context of the previous studies about the textbooks for lower grades for Serbian language, as well as within the context of the current theories about reading comprehension and literacy.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Udžbenik: stara tema pred izazovima starog doba",
booktitle = "Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara",
pages = "137-117",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1068"
}
Ševa, N.,& Lazarević, E.. (2019). Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara. in Udžbenik: stara tema pred izazovima starog doba
Beograd : Institut za pedagoška istraživanja., 117-137.
https://hdl.handle.net/21.15107/rcub_ipir_1068
Ševa N, Lazarević E. Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara. in Udžbenik: stara tema pred izazovima starog doba. 2019;:117-137.
https://hdl.handle.net/21.15107/rcub_ipir_1068 .
Ševa, Nada, Lazarević, Emilija, "Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara" in Udžbenik: stara tema pred izazovima starog doba (2019):117-137,
https://hdl.handle.net/21.15107/rcub_ipir_1068 .

Лексичко-семантичке особености у делима српских писаца и настава српског језика и књижевности

Стевановић, Јелена; Јадранка, Милошевић

(Београд : Институт за педагошка истраживања, 2019)

TY  - BOOK
AU  - Стевановић, Јелена
AU  - Јадранка, Милошевић
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/594
AB  - Анализа књижевноуметничког дела не може бити потпуна уколико се
мимоиђе проучавање организације и естетских функција језика којим је
дело написано, јер се једино тако може спознати природа језика уопште,
поетског језика и књижевног дела у целини, као и њиховог међуодноса. Нити
књижевно дело, као један од видова информације, нити људска комуникација
у свим другим доменима, бар када је реч о природним језицима, не може без
правила која су карактеристична управо за ове семиотичке системе. Стога би
настојање да се литерарно дело објасни изван система основних средстава која га
конституишу заправо представљало недовршену схему.
Различити типови језичких извора могу бити употребљени приликом
творбе књижевноуметничког текста. Међутим, независно од дате језичке
поливалентности, језичка структура сваког литерарног дела садржи неколико
слојева, односно сам језички слој књижевног дела је стратификован (вишеслојан).
Посебно место, неспорно је, припада лексичко-семантичком аспекту (слоју)
језика литерарног стваралаштва, будући да је суштински значајан за свстраније
сагледавање књижевног текста у целини и будући да указује и на мање видљиве
везе између писца и његових поступака.
PB  - Београд : Институт за педагошка истраживања
T1  - Лексичко-семантичке особености у делима српских писаца и настава српског језика и књижевности
T1  - Lexical-semantic features in the works of Serbian writers and the teaching of Serbian language and literature
UR  - https://hdl.handle.net/21.15107/rcub_ipir_594
ER  - 
@book{
author = "Стевановић, Јелена and Јадранка, Милошевић",
year = "2019",
abstract = "Анализа књижевноуметничког дела не може бити потпуна уколико се
мимоиђе проучавање организације и естетских функција језика којим је
дело написано, јер се једино тако може спознати природа језика уопште,
поетског језика и књижевног дела у целини, као и њиховог међуодноса. Нити
књижевно дело, као један од видова информације, нити људска комуникација
у свим другим доменима, бар када је реч о природним језицима, не може без
правила која су карактеристична управо за ове семиотичке системе. Стога би
настојање да се литерарно дело објасни изван система основних средстава која га
конституишу заправо представљало недовршену схему.
Различити типови језичких извора могу бити употребљени приликом
творбе књижевноуметничког текста. Међутим, независно од дате језичке
поливалентности, језичка структура сваког литерарног дела садржи неколико
слојева, односно сам језички слој књижевног дела је стратификован (вишеслојан).
Посебно место, неспорно је, припада лексичко-семантичком аспекту (слоју)
језика литерарног стваралаштва, будући да је суштински значајан за свстраније
сагледавање књижевног текста у целини и будући да указује и на мање видљиве
везе између писца и његових поступака.",
publisher = "Београд : Институт за педагошка истраживања",
title = "Лексичко-семантичке особености у делима српских писаца и настава српског језика и књижевности, Lexical-semantic features in the works of Serbian writers and the teaching of Serbian language and literature",
url = "https://hdl.handle.net/21.15107/rcub_ipir_594"
}
Стевановић, Ј.,& Јадранка, М.. (2019). Лексичко-семантичке особености у делима српских писаца и настава српског језика и књижевности. 
Београд : Институт за педагошка истраживања..
https://hdl.handle.net/21.15107/rcub_ipir_594
Стевановић Ј, Јадранка М. Лексичко-семантичке особености у делима српских писаца и настава српског језика и књижевности. 2019;.
https://hdl.handle.net/21.15107/rcub_ipir_594 .
Стевановић, Јелена, Јадранка, Милошевић, "Лексичко-семантичке особености у делима српских писаца и настава српског језика и књижевности" (2019),
https://hdl.handle.net/21.15107/rcub_ipir_594 .

Značaj jezičke kulture u procesima modernizacije društva

Stevanović, Jelena

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Stevanović, Jelena
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/543
AB  - Strateški cilj svakog razvijenog društva predstavlja efikasno obrazovanje. Kvalitetno obrazovanje,
posebno srednjoškolsko, ima dugoročan uticaj na nivo jezičke pismenosti, budući da u savremenom
društvu adekvatan nivo osnovne jezičke, matematičke i informatičke pismenosti predstavlja nužan
uslov da svaki pojedinac aktivno učestvuje u društvu i preuzme svoju društvenu odgovornost. S tim u
vezi, osnovu opšteg školskog obrazovanja svakog učenika u Srbiji predstavlja izučavanje standardnog
srpskog jezika i njegovih normi, jer se drugačije ne mogu procenjivati znanja učenika ponaosob koja
se iskazuju kroz primenjivanje pravila/zakonitosti jezičke kulture (usmeno i pisano izražavanje).
Osnovu jezičke kulture, dakle, čini književnojezička norma. Imajući u vidu iznesene konstatacije, cilj
rada je da se ukaže na ulogu jezičke kulture u reformisanim programima nastave i učenja, kao i da se
ispita funkcionalnost primene znanja iz oblasti jezičke kulture kod srednjoškolaca i studenata, jer oni
predstavljaju najprogresivniju grupu govornika srpskog jezika. U prvom delu rada biće razmatrani
sadržaji koji se u aktuelnim programima nastave i učenja za srpski jezik u gimnazijama odnose na
nastavnu oblast Jezička kultura. U drugom delu rada biće analizirano postignuće srednjoškolaca
i studenata na testu znanja koji je koncipiran za potrebe ovog istraživanja. Test je sadržao pitanja
otvorenog i zatvorenog tipa iz triju oblasti: gramatika, pravopis i leksikologija. Nivo težine zadataka
usklađen je sa sadržajima nastavnog programa za srpski jezik za više razrede osnovne škole. Uzorak
je prigodan i čini ga 239 ispitanika – maturanti gimnazija i srednjih stručnih škola i studenti fakulteta
na kojima se ne izučavaju filološke nauke. U analizi su primenjene metode deskriptivne statistike.
Istraživanje je realizovano školske 2018/2019. i 2019/2020. godine. Rezultati istraživanja pokazuju
da u reformisanim nastavnim programima za gimnazije – kao i u programima koji su donedavno
važili – jezičkoj kulturi nije posvećeno mnogo pažnje, jer su sadržaji naklonjeni temama iz jezika i
književnosti. Istakli bismo da su izostale i različite vrste programskih vežbi (pravopisne, jezičke,
leksičko-semantičke i dr.) koje se realizuju u nastavnom kontekstu u kome postoji potreba za
svrsishodnim usvajanjem i primenom datih jezičkih zakonitosti i pojava u novim komunikativnim
situacijama. Takođe, rezultati analize postignuća srednjoškolaca i studenata na testu upućuju na to da
nijedan ispitanik nije odgovorio tačno na sva pitanja, kao i da je najveći problem predstavljala upravo
funkcionalna primena znanja, posebno iz pravopisa i leksikologije. Više od polovine ispitanika nije
umelo da upotrebi veliko slovo ili da primeni pravila o spojenom i odvojenom pisanju reči poštujući
ortografsku normu srpskog jezika, a više od trećine ispitanika nije odgovorilo na pitanja koja se tiču
osnovnih leksičkih mehanizama (metafora i metonimija) koji umnogome doprinose bogaćenju
leksičkog fonda. U radu se zaključuje da bi u srednjoškolskim nastavnim programima trebalo da budu zastupljeniji sadržaji iz jezičke kulture, kao i da je u srednjoškolskoj nastavi srpskog jezika
neophodno više pažnje posvetiti praktičnoj primeni stečenog znanja u realnim jezičkim situacijama.
Pored toga, nalazi ukazuju da bi studenti, posebno na nastavničkim fakultetima na kojima je jezik
struke praktično neminovan, trebalo da imaju obavezan predmet u okviru koga bi se izučavala pravila
standardnog srpskog jezika, odnosno jezičke kulture, kako bi se zaustavio pad kvaliteta usmenog i
pisanog diskursa mladih govornika srpskog jezika.
AB  - Efficient education is a strategic goal of every developed society. High quality education, particularly
high-school education, has a long-term influence on the level of linguistic literacy since, in the
modern society, the satisfactory level of basic literacy in linguistics, mathematics and informatics
is a prerequisite for the individual to actively participate in the society and assume their social
responsibility. In this regard, studying the standard Serbian language and its norms is the basis of
general education for every student in Serbia, as the students’ individual knowledge, demonstrated
through applying rules/laws of the functional style (written and oral expression), cannot be assessed
otherwise. Therefore, the literary language norm creates the basis of functional style. Having
in mind these remarks, the objective of the paper is to point to the role of functional style in the
reformed teaching and learning programs as well as to examine efficiency of the applied knowledge
of functional style in high-school and university students, as they represent the most progressive
group of Serbian language speakers. The first part of the paper will deliberate the contents relating
to functional style in the current Serbian language teaching and learning high-school programs.
The second part of the paper will analyze the achievement of high school and university students
through the knowledge test specifically composed for this research. The test consists of the openended
and closed-ended questions from three fields: grammar, spelling and lexicology. The difficulty
level of the task matches the contents of Serbian language curriculum for the senior primary school
grades. The sample is appropriate and consist of 239 participants – high-school and vocational school
graduates and philology faculty students. Descriptive statistics methods are applied in the analysis.
The research was realized in the school years 2018/2019 and 2019/2020. The research results show
that in the reformed high-school curriculums – as well as in the curriculums that were valid up until
recently – functional style received little attention as the contents favor the topics of language and
literature. We underline that different types of program exercises (spelling, linguistic and lexical
semantic, etc.) that are implemented in the teaching context where there is a need for purposeful
adoption and implementation of given linguistic principles and phenomena in new communication
situations, were also missing. Furthermore, the results of the analysis of high-school and university
students’ achievements at the test show that none of the participants answered all the questions
correctly. Also, the greatest problem was functional application of knowledge, especially in spelling
and lexicology. More than a half of participants did not know how to use a capital letter or apply
the rules for the words that are spelled together or apart, respecting the orthographic norm of the
Serbian language. Also, more than a half of participants did not answer the questions regarding the basic lexical mechanisms (metaphor and metonymy) which contribute greatly to enrichment
of lexical fund. The paper concludes that high-school curriculums should contain more functional
style contents and that the high-school Serbian language teaching should pay more attention to
practical application of acquired knowledge in real linguistic situations. In addition, the results show
that students, especially those from teacher training faculties where the vocational language is
virtually inevitable, should have a compulsory subject that would teach the rules of standard Serbian
language i.e. functional style, so as to prevent the decline in quality of oral and written discourse of
young Serbian language speakers.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Značaj jezičke kulture u procesima modernizacije društva
T1  - Importance of functional style in modernization of society
EP  - 29
SP  - 26
UR  - https://hdl.handle.net/21.15107/rcub_ipir_543
ER  - 
@conference{
author = "Stevanović, Jelena",
year = "2019",
abstract = "Strateški cilj svakog razvijenog društva predstavlja efikasno obrazovanje. Kvalitetno obrazovanje,
posebno srednjoškolsko, ima dugoročan uticaj na nivo jezičke pismenosti, budući da u savremenom
društvu adekvatan nivo osnovne jezičke, matematičke i informatičke pismenosti predstavlja nužan
uslov da svaki pojedinac aktivno učestvuje u društvu i preuzme svoju društvenu odgovornost. S tim u
vezi, osnovu opšteg školskog obrazovanja svakog učenika u Srbiji predstavlja izučavanje standardnog
srpskog jezika i njegovih normi, jer se drugačije ne mogu procenjivati znanja učenika ponaosob koja
se iskazuju kroz primenjivanje pravila/zakonitosti jezičke kulture (usmeno i pisano izražavanje).
Osnovu jezičke kulture, dakle, čini književnojezička norma. Imajući u vidu iznesene konstatacije, cilj
rada je da se ukaže na ulogu jezičke kulture u reformisanim programima nastave i učenja, kao i da se
ispita funkcionalnost primene znanja iz oblasti jezičke kulture kod srednjoškolaca i studenata, jer oni
predstavljaju najprogresivniju grupu govornika srpskog jezika. U prvom delu rada biće razmatrani
sadržaji koji se u aktuelnim programima nastave i učenja za srpski jezik u gimnazijama odnose na
nastavnu oblast Jezička kultura. U drugom delu rada biće analizirano postignuće srednjoškolaca
i studenata na testu znanja koji je koncipiran za potrebe ovog istraživanja. Test je sadržao pitanja
otvorenog i zatvorenog tipa iz triju oblasti: gramatika, pravopis i leksikologija. Nivo težine zadataka
usklađen je sa sadržajima nastavnog programa za srpski jezik za više razrede osnovne škole. Uzorak
je prigodan i čini ga 239 ispitanika – maturanti gimnazija i srednjih stručnih škola i studenti fakulteta
na kojima se ne izučavaju filološke nauke. U analizi su primenjene metode deskriptivne statistike.
Istraživanje je realizovano školske 2018/2019. i 2019/2020. godine. Rezultati istraživanja pokazuju
da u reformisanim nastavnim programima za gimnazije – kao i u programima koji su donedavno
važili – jezičkoj kulturi nije posvećeno mnogo pažnje, jer su sadržaji naklonjeni temama iz jezika i
književnosti. Istakli bismo da su izostale i različite vrste programskih vežbi (pravopisne, jezičke,
leksičko-semantičke i dr.) koje se realizuju u nastavnom kontekstu u kome postoji potreba za
svrsishodnim usvajanjem i primenom datih jezičkih zakonitosti i pojava u novim komunikativnim
situacijama. Takođe, rezultati analize postignuća srednjoškolaca i studenata na testu upućuju na to da
nijedan ispitanik nije odgovorio tačno na sva pitanja, kao i da je najveći problem predstavljala upravo
funkcionalna primena znanja, posebno iz pravopisa i leksikologije. Više od polovine ispitanika nije
umelo da upotrebi veliko slovo ili da primeni pravila o spojenom i odvojenom pisanju reči poštujući
ortografsku normu srpskog jezika, a više od trećine ispitanika nije odgovorilo na pitanja koja se tiču
osnovnih leksičkih mehanizama (metafora i metonimija) koji umnogome doprinose bogaćenju
leksičkog fonda. U radu se zaključuje da bi u srednjoškolskim nastavnim programima trebalo da budu zastupljeniji sadržaji iz jezičke kulture, kao i da je u srednjoškolskoj nastavi srpskog jezika
neophodno više pažnje posvetiti praktičnoj primeni stečenog znanja u realnim jezičkim situacijama.
Pored toga, nalazi ukazuju da bi studenti, posebno na nastavničkim fakultetima na kojima je jezik
struke praktično neminovan, trebalo da imaju obavezan predmet u okviru koga bi se izučavala pravila
standardnog srpskog jezika, odnosno jezičke kulture, kako bi se zaustavio pad kvaliteta usmenog i
pisanog diskursa mladih govornika srpskog jezika., Efficient education is a strategic goal of every developed society. High quality education, particularly
high-school education, has a long-term influence on the level of linguistic literacy since, in the
modern society, the satisfactory level of basic literacy in linguistics, mathematics and informatics
is a prerequisite for the individual to actively participate in the society and assume their social
responsibility. In this regard, studying the standard Serbian language and its norms is the basis of
general education for every student in Serbia, as the students’ individual knowledge, demonstrated
through applying rules/laws of the functional style (written and oral expression), cannot be assessed
otherwise. Therefore, the literary language norm creates the basis of functional style. Having
in mind these remarks, the objective of the paper is to point to the role of functional style in the
reformed teaching and learning programs as well as to examine efficiency of the applied knowledge
of functional style in high-school and university students, as they represent the most progressive
group of Serbian language speakers. The first part of the paper will deliberate the contents relating
to functional style in the current Serbian language teaching and learning high-school programs.
The second part of the paper will analyze the achievement of high school and university students
through the knowledge test specifically composed for this research. The test consists of the openended
and closed-ended questions from three fields: grammar, spelling and lexicology. The difficulty
level of the task matches the contents of Serbian language curriculum for the senior primary school
grades. The sample is appropriate and consist of 239 participants – high-school and vocational school
graduates and philology faculty students. Descriptive statistics methods are applied in the analysis.
The research was realized in the school years 2018/2019 and 2019/2020. The research results show
that in the reformed high-school curriculums – as well as in the curriculums that were valid up until
recently – functional style received little attention as the contents favor the topics of language and
literature. We underline that different types of program exercises (spelling, linguistic and lexical
semantic, etc.) that are implemented in the teaching context where there is a need for purposeful
adoption and implementation of given linguistic principles and phenomena in new communication
situations, were also missing. Furthermore, the results of the analysis of high-school and university
students’ achievements at the test show that none of the participants answered all the questions
correctly. Also, the greatest problem was functional application of knowledge, especially in spelling
and lexicology. More than a half of participants did not know how to use a capital letter or apply
the rules for the words that are spelled together or apart, respecting the orthographic norm of the
Serbian language. Also, more than a half of participants did not answer the questions regarding the basic lexical mechanisms (metaphor and metonymy) which contribute greatly to enrichment
of lexical fund. The paper concludes that high-school curriculums should contain more functional
style contents and that the high-school Serbian language teaching should pay more attention to
practical application of acquired knowledge in real linguistic situations. In addition, the results show
that students, especially those from teacher training faculties where the vocational language is
virtually inevitable, should have a compulsory subject that would teach the rules of standard Serbian
language i.e. functional style, so as to prevent the decline in quality of oral and written discourse of
young Serbian language speakers.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Značaj jezičke kulture u procesima modernizacije društva, Importance of functional style in modernization of society",
pages = "29-26",
url = "https://hdl.handle.net/21.15107/rcub_ipir_543"
}
Stevanović, J.. (2019). Značaj jezičke kulture u procesima modernizacije društva. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 26-29.
https://hdl.handle.net/21.15107/rcub_ipir_543
Stevanović J. Značaj jezičke kulture u procesima modernizacije društva. in Obrazovanje u funkciji modernizacije društva. 2019;:26-29.
https://hdl.handle.net/21.15107/rcub_ipir_543 .
Stevanović, Jelena, "Značaj jezičke kulture u procesima modernizacije društva" in Obrazovanje u funkciji modernizacije društva (2019):26-29,
https://hdl.handle.net/21.15107/rcub_ipir_543 .

Leksičko-semantičke vežbe u udžbenicima za drugi razred osnovne škole

Stevanović, Jelena; Lazarević, Emilija

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Stevanović, Jelena
AU  - Lazarević, Emilija
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/559
AB  - Jedan od najvažnijih ishoda nastave srpskog jezika jeste razvijanje i unapređivanje jezičke kulture
učenika. Jezička kultura se veoma efikasno (ako ne i najsvrsishodnije) neguje primenjivanjem
različitih leksičko-semantičkih vežbi. S tim u vezi, cilј rada jeste da sagledamo koliko su leksičkosemantičke
vežbe zastuplјene u udžbenicima za drugi razred osnovne škole, u kojoj meri su usklađene
sa programom nastave i učenja i koliko su funkcionalne. Primenjena je deskriptivna i komparativna
metoda koja je u ovom slučaju podrazumevala analizu sadržaja udžbenika za srpski jezik (gramatike i
radne sveske) za drugi razred osnovne škole, odnosno analizu leksičko-semantičkih vežbanja u ovim
udžbenicima. Korpus čine udžbenici za drugi razred osnovne škole koji su pisani u saglasju sa novim
programom nastave i učenja i to udžbenici koje je odobrio za upotrebu nadležni prosvetni organ.
Rezultati analize pokazuju da nisu svi autori analiziranih udžbenika predvideli leksičko-semantičke
vežbe, a u udžbenicima u kojima je posvećena pažnja ovoj vrsti vežbanja njihova zastuplјenost je
vrlo oskudna. Takođe, date vežbe su donekle usklađene sa aktuelnim programom; najčešće se
nalaze u okviru tematske celine koja je namenjena jezičkoj kulturi; ni u jednom udžbeniku nismo
zapazili podnaslov koji bi direktno upućivao na leksičko-semantičke vežbe; ova vežbanja su data ili u
gramatikama ili u radnim sveskama. Imajući u vidu da se primenom leksičko-semantičkih vežbi kod
učenika stvara navika da promišlјaju i traže adekvatan jezički izraz za ono što žele da iskažu i povećava
se fond takvih izraza u njihovom rečniku, neophodno je izraditi udžbeničku literature za srpski jezik
– posebno u mlađim razredima osnovne škole – u kojoj će detalјnije i organizovanije biti koncipirane
različite vrste vežbanja, posebno leksičko-semantičke vežbe.
AB  - One of the most important outcomes in Serbian language teaching is developing and improving
functional style of the students. Functional style is very efficiently (and probably most beneficially)
nurtured through various lexical semantics exercises. In this regard, the objective of the paper is to
examine to what extent the lexical semantics exercises are: represented in the primary school second
grade textbooks; harmonized with the teaching and learning curriculum; and how functional they are.
The descriptive and comparative method was applied, which in this case involved content analysis
of the Serbian language textbooks for the second grade of primary school (grammar books and
workbooks), i.e. the analysis of lexical semantics exercises in these textbooks. The corpus is made up
of textbooks for the second grade of primary school written in accordance with the new teaching and
learning curriculum and approved by the competent education authority. The results of the analysis
show that not all the authors of the analysed textbooks included lexical semantics exercises and that
in the textbooks in which some attention was devoted to this type of exercise, their presence was
rather scarce. Also, the given exercises are somewhat harmonized with the current program; most
commonly they are a part of a thematic unit dedicated to functional style; in no textbook have we
noticed a subtitle with direct reference to lexical semantics exercises; these exercises are provided
either in grammar books or in workbooks. Having in mind that the use of lexical semantics exercises
helps students create a habit of thinking and searching for the adequate linguistic expression of the
idea they want to communicate, and increases the number of such expressions in their vocabulary,
it is necessary to produce textbooks for Serbian language - especially for the junior primary school
grades - in which different types of exercises, especially lexical semantics exercises, will be designed
in a more detailed and organized way.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Leksičko-semantičke vežbe u udžbenicima za drugi razred osnovne škole
T1  - Lexical semantics exercises in texbooks for the second grade of primary school
EP  - 63
SP  - 62
UR  - https://hdl.handle.net/21.15107/rcub_ipir_559
ER  - 
@conference{
author = "Stevanović, Jelena and Lazarević, Emilija",
year = "2019",
abstract = "Jedan od najvažnijih ishoda nastave srpskog jezika jeste razvijanje i unapređivanje jezičke kulture
učenika. Jezička kultura se veoma efikasno (ako ne i najsvrsishodnije) neguje primenjivanjem
različitih leksičko-semantičkih vežbi. S tim u vezi, cilј rada jeste da sagledamo koliko su leksičkosemantičke
vežbe zastuplјene u udžbenicima za drugi razred osnovne škole, u kojoj meri su usklađene
sa programom nastave i učenja i koliko su funkcionalne. Primenjena je deskriptivna i komparativna
metoda koja je u ovom slučaju podrazumevala analizu sadržaja udžbenika za srpski jezik (gramatike i
radne sveske) za drugi razred osnovne škole, odnosno analizu leksičko-semantičkih vežbanja u ovim
udžbenicima. Korpus čine udžbenici za drugi razred osnovne škole koji su pisani u saglasju sa novim
programom nastave i učenja i to udžbenici koje je odobrio za upotrebu nadležni prosvetni organ.
Rezultati analize pokazuju da nisu svi autori analiziranih udžbenika predvideli leksičko-semantičke
vežbe, a u udžbenicima u kojima je posvećena pažnja ovoj vrsti vežbanja njihova zastuplјenost je
vrlo oskudna. Takođe, date vežbe su donekle usklađene sa aktuelnim programom; najčešće se
nalaze u okviru tematske celine koja je namenjena jezičkoj kulturi; ni u jednom udžbeniku nismo
zapazili podnaslov koji bi direktno upućivao na leksičko-semantičke vežbe; ova vežbanja su data ili u
gramatikama ili u radnim sveskama. Imajući u vidu da se primenom leksičko-semantičkih vežbi kod
učenika stvara navika da promišlјaju i traže adekvatan jezički izraz za ono što žele da iskažu i povećava
se fond takvih izraza u njihovom rečniku, neophodno je izraditi udžbeničku literature za srpski jezik
– posebno u mlađim razredima osnovne škole – u kojoj će detalјnije i organizovanije biti koncipirane
različite vrste vežbanja, posebno leksičko-semantičke vežbe., One of the most important outcomes in Serbian language teaching is developing and improving
functional style of the students. Functional style is very efficiently (and probably most beneficially)
nurtured through various lexical semantics exercises. In this regard, the objective of the paper is to
examine to what extent the lexical semantics exercises are: represented in the primary school second
grade textbooks; harmonized with the teaching and learning curriculum; and how functional they are.
The descriptive and comparative method was applied, which in this case involved content analysis
of the Serbian language textbooks for the second grade of primary school (grammar books and
workbooks), i.e. the analysis of lexical semantics exercises in these textbooks. The corpus is made up
of textbooks for the second grade of primary school written in accordance with the new teaching and
learning curriculum and approved by the competent education authority. The results of the analysis
show that not all the authors of the analysed textbooks included lexical semantics exercises and that
in the textbooks in which some attention was devoted to this type of exercise, their presence was
rather scarce. Also, the given exercises are somewhat harmonized with the current program; most
commonly they are a part of a thematic unit dedicated to functional style; in no textbook have we
noticed a subtitle with direct reference to lexical semantics exercises; these exercises are provided
either in grammar books or in workbooks. Having in mind that the use of lexical semantics exercises
helps students create a habit of thinking and searching for the adequate linguistic expression of the
idea they want to communicate, and increases the number of such expressions in their vocabulary,
it is necessary to produce textbooks for Serbian language - especially for the junior primary school
grades - in which different types of exercises, especially lexical semantics exercises, will be designed
in a more detailed and organized way.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Leksičko-semantičke vežbe u udžbenicima za drugi razred osnovne škole, Lexical semantics exercises in texbooks for the second grade of primary school",
pages = "63-62",
url = "https://hdl.handle.net/21.15107/rcub_ipir_559"
}
Stevanović, J.,& Lazarević, E.. (2019). Leksičko-semantičke vežbe u udžbenicima za drugi razred osnovne škole. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 62-63.
https://hdl.handle.net/21.15107/rcub_ipir_559
Stevanović J, Lazarević E. Leksičko-semantičke vežbe u udžbenicima za drugi razred osnovne škole. in Obrazovanje u funkciji modernizacije društva. 2019;:62-63.
https://hdl.handle.net/21.15107/rcub_ipir_559 .
Stevanović, Jelena, Lazarević, Emilija, "Leksičko-semantičke vežbe u udžbenicima za drugi razred osnovne škole" in Obrazovanje u funkciji modernizacije društva (2019):62-63,
https://hdl.handle.net/21.15107/rcub_ipir_559 .

Identitet neuspešnog učenika

Gutvajn, Nikoleta; Džinović, Vladimir

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - BOOK
AU  - Gutvajn, Nikoleta
AU  - Džinović, Vladimir
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/348
AB  - The subject of our research is not limited only to students’ personal
constructs of their school achievement, but is also an observation of the issue
of school failure in a more complex and comprehensive way – as a person’s
self-definition. The choice to avoid investing in achieving high school results
represents the decision to be a certain kind of person and is not an individual and
isolated act. School achievement, in other words, is the domain of experiences
related to a person’s essential constructs, which make up the experience of self
and thus provide orientation in the morally defined social order. This facilitates
a deeper understanding of how the dedication of time and personal potentials
to extra-curricular activities, instead of studying for grades, may represent the
achievement of broader life plans and the struggle for a certain way of life.
Also, the institutional system, on the basis of analyses and the standardization
of the individual’s concrete activities, produces subjectivizing discourses, thus
creating the image of the unsuccessful student as a stable and recognizable
identity. Some students agree to identify with this image, while others create
counter-identities, creating resistance to the unfavorable institutional etiquette.
The book sheds light on the complex dynamic between the identity of school
underachievers as the personal sense of self and as the ‘outside’ imposed
position of subjectivity.
PB  - Beograd : Institut za pedagoška istraživanja
T1  - Identitet neuspešnog učenika
UR  - https://hdl.handle.net/21.15107/rcub_ipir_348
ER  - 
@book{
author = "Gutvajn, Nikoleta and Džinović, Vladimir",
year = "2019",
abstract = "The subject of our research is not limited only to students’ personal
constructs of their school achievement, but is also an observation of the issue
of school failure in a more complex and comprehensive way – as a person’s
self-definition. The choice to avoid investing in achieving high school results
represents the decision to be a certain kind of person and is not an individual and
isolated act. School achievement, in other words, is the domain of experiences
related to a person’s essential constructs, which make up the experience of self
and thus provide orientation in the morally defined social order. This facilitates
a deeper understanding of how the dedication of time and personal potentials
to extra-curricular activities, instead of studying for grades, may represent the
achievement of broader life plans and the struggle for a certain way of life.
Also, the institutional system, on the basis of analyses and the standardization
of the individual’s concrete activities, produces subjectivizing discourses, thus
creating the image of the unsuccessful student as a stable and recognizable
identity. Some students agree to identify with this image, while others create
counter-identities, creating resistance to the unfavorable institutional etiquette.
The book sheds light on the complex dynamic between the identity of school
underachievers as the personal sense of self and as the ‘outside’ imposed
position of subjectivity.",
publisher = "Beograd : Institut za pedagoška istraživanja",
title = "Identitet neuspešnog učenika",
url = "https://hdl.handle.net/21.15107/rcub_ipir_348"
}
Gutvajn, N.,& Džinović, V.. (2019). Identitet neuspešnog učenika. 
Beograd : Institut za pedagoška istraživanja..
https://hdl.handle.net/21.15107/rcub_ipir_348
Gutvajn N, Džinović V. Identitet neuspešnog učenika. 2019;.
https://hdl.handle.net/21.15107/rcub_ipir_348 .
Gutvajn, Nikoleta, Džinović, Vladimir, "Identitet neuspešnog učenika" (2019),
https://hdl.handle.net/21.15107/rcub_ipir_348 .

Visoko obrazovanje i društveni razvoj : funkcionalistička i institucionalistička paradigma

Gundogan, Dragana

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Gundogan, Dragana
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/546
AB  - U savremenim društvima se smatra da visoko obrazovanje ima značajnu ulogu za ekonomski
razvoj tako što obezbeđuje kvalifikovanu radnu snagu, ekonomsku konkurentnost, produktivnost,
političku stabilnost i stvaranje demokratskog društva. Predmet rada je da se predstave i kritički
ispitaju sociološka stanovišta koja pripadaju funkcionalističkoj i institucionalističkoj paradigmi koje
na različite načine tumače značaj obrazovanja za razvoj društva. Prvi cilj je da se predstavi na koji
način autori koji pripadaju ovim teorijskim pravcima opisuju ulogu obrazovanja u ekonomskom i
političkom razvoju. Drugi cilj je da se ispita na koji način isti autori tumače značaj visokog obrazovanja
za pojedince: za zaposlenje, napredovanje i životne šanse. Funkcionalistička paradigma smatra da
je visoko obrazovanje neophodno za tehnološki, ekonomski i društveni napredak, jer priprema
pojedince za rad u odgovarajućem segmentu kapitalističke ekonomije i povezana je sa shvatanjem
progresa i pojmova: modernist, profesionalizacija i racionalizacija. Institucionalistička perspektiva
takođe pokazuje da je obrazovni sistem strukturalno povezan sa nastankom moderne privrede i
nacionalne države, da ima alokativnu funkciju i da na taj način utiče na životne šanse pojedinaca. Za
razliku od funkcionalističke, institicionalistička perspektiva naglašava ideološku i legitimacijsku stranu
ovih procesa i značaj pridaje političkim faktorima u odnosu na ekonomske faktore. Preispitivanjem
i suočavanjem različitih teorijskih polazišta ukazuje se na kompleksan odnos obrazovanja i šireg
društva. Stoga je potrebno kontinuirano ispitivati suprotstavljena stanovišta koja ovoj temi prilaze
na različite načine. Jedino celovito i kritičko teorijsko promatranje ovih procesa može imati značajne
implikacije za kreiranje obrazovnih politika, kao i sveobuhvatnijih reformi društva.
AB  - In modern societies, higher education is considered to be playing a significant role in economic
development by providing skilled labor, economic competitiveness, productivity, political stability
and building a democratic society. The subject of this paper is to present and critically review
sociological standpoints belonging to functionalist and institutionalist paradigm which interpret
the importance of education for development of a society in a different way. The first objective
is to present how authors belonging to these theoretical concepts describe the role of education
in economic and political development. The second objective is to examine how these authors
interpret the importance of higher education for individuals: for their employment, promotion and
life chances. The functionalist paradigm holds that higher education is necessary for technological,
economic and social progress, as it prepares individuals for work in the relevant segment of capitalist
economy and is linked to understanding of progress and concepts of modernity, professionalization
and rationalization. The institutionalist perspective also shows that education system is structurally
linked to emergence of modern economy and the nation-state, that it has an allocative function and
thus affects the life chances of individuals. Unlike the functionalist, the institutionalist perspective
emphasizes the ideology and legitimacy of these processes and attaches importance to political rather
than economic factors. By reviewing and confronting different theoretical starting points, a complex
relationship between education and wider society is revealed. It is therefore necessary to continually
examine the opposing viewpoints that approach this topic in a different way. Only a comprehensive
and critical theoretical observation of these processes can have significant implications for creating
educational policies and far-reaching societal reforms.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Visoko obrazovanje i društveni razvoj : funkcionalistička i institucionalistička paradigma
T1  - Higher education and social development : functionalist and institutionalist paradigm
EP  - 39
SP  - 38
UR  - https://hdl.handle.net/21.15107/rcub_ipir_546
ER  - 
@conference{
author = "Gundogan, Dragana",
year = "2019",
abstract = "U savremenim društvima se smatra da visoko obrazovanje ima značajnu ulogu za ekonomski
razvoj tako što obezbeđuje kvalifikovanu radnu snagu, ekonomsku konkurentnost, produktivnost,
političku stabilnost i stvaranje demokratskog društva. Predmet rada je da se predstave i kritički
ispitaju sociološka stanovišta koja pripadaju funkcionalističkoj i institucionalističkoj paradigmi koje
na različite načine tumače značaj obrazovanja za razvoj društva. Prvi cilj je da se predstavi na koji
način autori koji pripadaju ovim teorijskim pravcima opisuju ulogu obrazovanja u ekonomskom i
političkom razvoju. Drugi cilj je da se ispita na koji način isti autori tumače značaj visokog obrazovanja
za pojedince: za zaposlenje, napredovanje i životne šanse. Funkcionalistička paradigma smatra da
je visoko obrazovanje neophodno za tehnološki, ekonomski i društveni napredak, jer priprema
pojedince za rad u odgovarajućem segmentu kapitalističke ekonomije i povezana je sa shvatanjem
progresa i pojmova: modernist, profesionalizacija i racionalizacija. Institucionalistička perspektiva
takođe pokazuje da je obrazovni sistem strukturalno povezan sa nastankom moderne privrede i
nacionalne države, da ima alokativnu funkciju i da na taj način utiče na životne šanse pojedinaca. Za
razliku od funkcionalističke, institicionalistička perspektiva naglašava ideološku i legitimacijsku stranu
ovih procesa i značaj pridaje političkim faktorima u odnosu na ekonomske faktore. Preispitivanjem
i suočavanjem različitih teorijskih polazišta ukazuje se na kompleksan odnos obrazovanja i šireg
društva. Stoga je potrebno kontinuirano ispitivati suprotstavljena stanovišta koja ovoj temi prilaze
na različite načine. Jedino celovito i kritičko teorijsko promatranje ovih procesa može imati značajne
implikacije za kreiranje obrazovnih politika, kao i sveobuhvatnijih reformi društva., In modern societies, higher education is considered to be playing a significant role in economic
development by providing skilled labor, economic competitiveness, productivity, political stability
and building a democratic society. The subject of this paper is to present and critically review
sociological standpoints belonging to functionalist and institutionalist paradigm which interpret
the importance of education for development of a society in a different way. The first objective
is to present how authors belonging to these theoretical concepts describe the role of education
in economic and political development. The second objective is to examine how these authors
interpret the importance of higher education for individuals: for their employment, promotion and
life chances. The functionalist paradigm holds that higher education is necessary for technological,
economic and social progress, as it prepares individuals for work in the relevant segment of capitalist
economy and is linked to understanding of progress and concepts of modernity, professionalization
and rationalization. The institutionalist perspective also shows that education system is structurally
linked to emergence of modern economy and the nation-state, that it has an allocative function and
thus affects the life chances of individuals. Unlike the functionalist, the institutionalist perspective
emphasizes the ideology and legitimacy of these processes and attaches importance to political rather
than economic factors. By reviewing and confronting different theoretical starting points, a complex
relationship between education and wider society is revealed. It is therefore necessary to continually
examine the opposing viewpoints that approach this topic in a different way. Only a comprehensive
and critical theoretical observation of these processes can have significant implications for creating
educational policies and far-reaching societal reforms.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Visoko obrazovanje i društveni razvoj : funkcionalistička i institucionalistička paradigma, Higher education and social development : functionalist and institutionalist paradigm",
pages = "39-38",
url = "https://hdl.handle.net/21.15107/rcub_ipir_546"
}
Gundogan, D.. (2019). Visoko obrazovanje i društveni razvoj : funkcionalistička i institucionalistička paradigma. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 38-39.
https://hdl.handle.net/21.15107/rcub_ipir_546
Gundogan D. Visoko obrazovanje i društveni razvoj : funkcionalistička i institucionalistička paradigma. in Obrazovanje u funkciji modernizacije društva. 2019;:38-39.
https://hdl.handle.net/21.15107/rcub_ipir_546 .
Gundogan, Dragana, "Visoko obrazovanje i društveni razvoj : funkcionalistička i institucionalistička paradigma" in Obrazovanje u funkciji modernizacije društva (2019):38-39,
https://hdl.handle.net/21.15107/rcub_ipir_546 .

Leadership in education: the case of Serbia

Teodorović, Jelena; Ševkušić, Slavica; Malinić, Dušica; Đelić, Jasmina

(Belgrade : Institute for Educational Research, 2019)

TY  - CHAP
AU  - Teodorović, Jelena
AU  - Ševkušić, Slavica
AU  - Malinić, Dušica
AU  - Đelić, Jasmina
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/679
AB  - The paper deals with major aspects of educational leadership in Serbia.
First, the legislative framework is presented which, in the last several years, has considerably
focused on the roles and obligations of principals, as well as their formal
training and licensing. Then, the findings of the research on principals’ needs, problems
and perspectives on leadership since 2000 are described. This section shows
that principals are aware of the multitude of competencies that they need to have in
order to professionally fulfill their duties, but that they also believe that many problems
hamper them in their jobs: insufficient school funding, teacher employment
policies, inconsistent legislation, poor selection procedures of principals, inadequate
support from higher administrative levels and so on. Subsequently, the paper
gives an overview of seminars, trainings and academic programs that comprise the
current offering of professional development opportunities for principals. Among
them, the master program developed within the Tempus project and the official
state program developed by the Institute for the Improvement of Education are
described in more detail. Finally, the authors present a set of recommendations for
the improvement of educational leadership in Serbia.
PB  - Belgrade : Institute for Educational Research
PB  - Jagodina : Faculty of Education, University of Kragujevac
PB  - Szeged : Hungarian-Netherlands School of Educational Management, University of Szeged
T2  - Leadership in education : Initiatives and trends in selected European countries
T1  - Leadership in education: the case of Serbia
EP  - 180
SP  - 163
UR  - https://hdl.handle.net/21.15107/rcub_ipir_679
ER  - 
@inbook{
author = "Teodorović, Jelena and Ševkušić, Slavica and Malinić, Dušica and Đelić, Jasmina",
year = "2019",
abstract = "The paper deals with major aspects of educational leadership in Serbia.
First, the legislative framework is presented which, in the last several years, has considerably
focused on the roles and obligations of principals, as well as their formal
training and licensing. Then, the findings of the research on principals’ needs, problems
and perspectives on leadership since 2000 are described. This section shows
that principals are aware of the multitude of competencies that they need to have in
order to professionally fulfill their duties, but that they also believe that many problems
hamper them in their jobs: insufficient school funding, teacher employment
policies, inconsistent legislation, poor selection procedures of principals, inadequate
support from higher administrative levels and so on. Subsequently, the paper
gives an overview of seminars, trainings and academic programs that comprise the
current offering of professional development opportunities for principals. Among
them, the master program developed within the Tempus project and the official
state program developed by the Institute for the Improvement of Education are
described in more detail. Finally, the authors present a set of recommendations for
the improvement of educational leadership in Serbia.",
publisher = "Belgrade : Institute for Educational Research, Jagodina : Faculty of Education, University of Kragujevac, Szeged : Hungarian-Netherlands School of Educational Management, University of Szeged",
journal = "Leadership in education : Initiatives and trends in selected European countries",
booktitle = "Leadership in education: the case of Serbia",
pages = "180-163",
url = "https://hdl.handle.net/21.15107/rcub_ipir_679"
}
Teodorović, J., Ševkušić, S., Malinić, D.,& Đelić, J.. (2019). Leadership in education: the case of Serbia. in Leadership in education : Initiatives and trends in selected European countries
Belgrade : Institute for Educational Research., 163-180.
https://hdl.handle.net/21.15107/rcub_ipir_679
Teodorović J, Ševkušić S, Malinić D, Đelić J. Leadership in education: the case of Serbia. in Leadership in education : Initiatives and trends in selected European countries. 2019;:163-180.
https://hdl.handle.net/21.15107/rcub_ipir_679 .
Teodorović, Jelena, Ševkušić, Slavica, Malinić, Dušica, Đelić, Jasmina, "Leadership in education: the case of Serbia" in Leadership in education : Initiatives and trends in selected European countries (2019):163-180,
https://hdl.handle.net/21.15107/rcub_ipir_679 .

Kada naučno postane naučeno : prirodno-naučno opismenjavanje u teoriji, istraživanjima i nastavnoj praksi

Marušić Jablanović, Milica

(Beograd : Učiteljski fakultet, 2019)

TY  - BOOK
AU  - Marušić Jablanović, Milica
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/478
AB  - У контексту трансформације наставне праксе, ауторке се залажу за нека начелна, врло свежа и ефективна решења. Пре свега, у њиховој интерпретацији, концепт природнонаучне писмености није предметно и разредно организован, већ се залажу за јединствен приступ у којем теме интегришу предметне специфичности. Другим речима, настава која подржава природнонаучну писменост брише границе између предмета какве данас познајемо у нашој школи и оријентишу се ка глобалним темама које се проучавају и истражују из различитих перспектива и различитим методолошким средствима.

  Налазе истраживања ауторке „читају“ из социо-когнитивистичке перспективе, што је, у извођењу методолошких импликација, омогућило богату, когнитивно подстицајну и разноврсну методолошку понуду, корисну за све професионалце који се баве образовањем деце, али и за све друге који су у комуникацији са децом, на пример, родитеље, предшколске установе, културне и спортске институције, организације различитих профила са програмима за децу. Најзад, и најбитније, методичка перспектива на наставу природнонаучне групе предмета има и директне поруке за доносиоце образовних одлуке и креаторе образовних политика. Фина анализа различитих фактора који учествују у образовном процесу и њиховог доприноса образовним постигнућима резултирала је методолошким препорукама које на различите начине активирају ученике и подстичу когнитивну обраду информација на различитим нивоима. Поред когнитивно подстицајног амбијента, ауторке се залажу и за наставу која подиже ниво личне одговорности појединца, па и оног појединца који се налази на тако младим узрастима, за личну добробит и добробит различитих заједница у којима живе и крећу се, као што је породица, школа или вршњачко окружење.
PB  - Beograd : Učiteljski fakultet
PB  - Beograd : Institut za pedagoška istraživanja
T1  - Kada naučno postane naučeno : prirodno-naučno opismenjavanje u teoriji, istraživanjima i nastavnoj praksi
T1  - From science learning to science mastery : scientific literacy in theory, research and teaching practice
UR  - https://hdl.handle.net/21.15107/rcub_ipir_478
ER  - 
@book{
author = "Marušić Jablanović, Milica",
year = "2019",
abstract = "У контексту трансформације наставне праксе, ауторке се залажу за нека начелна, врло свежа и ефективна решења. Пре свега, у њиховој интерпретацији, концепт природнонаучне писмености није предметно и разредно организован, већ се залажу за јединствен приступ у којем теме интегришу предметне специфичности. Другим речима, настава која подржава природнонаучну писменост брише границе између предмета какве данас познајемо у нашој школи и оријентишу се ка глобалним темама које се проучавају и истражују из различитих перспектива и различитим методолошким средствима.

  Налазе истраживања ауторке „читају“ из социо-когнитивистичке перспективе, што је, у извођењу методолошких импликација, омогућило богату, когнитивно подстицајну и разноврсну методолошку понуду, корисну за све професионалце који се баве образовањем деце, али и за све друге који су у комуникацији са децом, на пример, родитеље, предшколске установе, културне и спортске институције, организације различитих профила са програмима за децу. Најзад, и најбитније, методичка перспектива на наставу природнонаучне групе предмета има и директне поруке за доносиоце образовних одлуке и креаторе образовних политика. Фина анализа различитих фактора који учествују у образовном процесу и њиховог доприноса образовним постигнућима резултирала је методолошким препорукама које на различите начине активирају ученике и подстичу когнитивну обраду информација на различитим нивоима. Поред когнитивно подстицајног амбијента, ауторке се залажу и за наставу која подиже ниво личне одговорности појединца, па и оног појединца који се налази на тако младим узрастима, за личну добробит и добробит различитих заједница у којима живе и крећу се, као што је породица, школа или вршњачко окружење.",
publisher = "Beograd : Učiteljski fakultet, Beograd : Institut za pedagoška istraživanja",
title = "Kada naučno postane naučeno : prirodno-naučno opismenjavanje u teoriji, istraživanjima i nastavnoj praksi, From science learning to science mastery : scientific literacy in theory, research and teaching practice",
url = "https://hdl.handle.net/21.15107/rcub_ipir_478"
}
Marušić Jablanović, M.. (2019). Kada naučno postane naučeno : prirodno-naučno opismenjavanje u teoriji, istraživanjima i nastavnoj praksi. 
Beograd : Učiteljski fakultet..
https://hdl.handle.net/21.15107/rcub_ipir_478
Marušić Jablanović M. Kada naučno postane naučeno : prirodno-naučno opismenjavanje u teoriji, istraživanjima i nastavnoj praksi. 2019;.
https://hdl.handle.net/21.15107/rcub_ipir_478 .
Marušić Jablanović, Milica, "Kada naučno postane naučeno : prirodno-naučno opismenjavanje u teoriji, istraživanjima i nastavnoj praksi" (2019),
https://hdl.handle.net/21.15107/rcub_ipir_478 .

Primenjivost atop skale među učenicima mlađeg školskog uzrasta u Srbiji

Miščević Kadijević, Gordana; Gutvajn, Nikoleta

(Beograd : Filozofski fakultet, Laboratorija za eksperimentalnu psihologiju, 2019)

TY  - CONF
AU  - Miščević Kadijević, Gordana
AU  - Gutvajn, Nikoleta
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/591
AB  - U istraživanjima se ukazuje na pozitivnu povezanost ranih iskustava stečenih u prirodnom
okruženju sa iskazanim stavovima i ponašanjima u kasnijim fazama života, kao i na činjenicu
da deca imaju sve manje direktnih kontakata sa prirodnim okruženjem. U Srbiji učitelji
realizuju nastavu u prirodi, ali nema dovoljno podataka o povezanosti primene navedenog
pristupa i učeničkih percepcija o boravku u prirodi. U Sjedinjenim Američkim Državama je za
decu uzrasta 9 – 13 godina konstruisana ATOP skala (engl. Attitudes Toward Outdoor Play).
Sačinjena je od 12 stavki raspoređenih u dve celine. Prva celina, koji čini 7 stavki, odnosi se
na izjašnjavanje o pozitivnim stranama boravka i igranja u prirodi, dok se druga, koji čini
preostalih 5 stavki, odnosi na izjašnjavanje o potencijalnoj brizi ili strahu koji se može javiti
pri boravku u prirodnom okruženju. U ovom istraživanju ispitivali smo primenjivost te skale
u našoj sredini. Stavke smo preveli na srpski jezik, i koristili u izvornom značenju, osim kod
tvrdnje “Ne volim igranje napolju u prirodi jer mogu da sretnem ljude koji se drogiraju” date
u vidu “Ne volim igranje napolju u prirodi jer mogu da sretnem ljude koji se čudno ponašaju”.
Kao i u originalnom instrumentu, deca su stepen slaganja sa datim tvrdnjama iskazivali birajući
jednu od sledeće četiri opcije: “u opšte se ne slažem”, “ne slažem se”, “slažem se” ili “u
potpunosti se slažem”, koje su redom kodirane brojevima 1 – 4. Uzorak je činilo 252 učenika
četvrtog razreda iz dve beogradske osnovne škole. Prvo je testirana dvofaktorska struktura
instrumenta (pozitivne strane boravka u prirodi naspram potencijalne brige ili straha pri
boravku u prirodi). Takva struktura je zaista bila prisutna, ali je varijansa ukupnog skora
objašnjena ovim faktorima bila svega 40%. Pouzdanosti odgovarajućih setova stavki (Kronbah
alfa) bile su oko granice prihvatljivosti 0.70:0.67 za stavke koje se odnose na pozitivne strane
boravka u prirodi; 0.72 za stavke koje se odnose na potencijalnu brigu ili strah pri boravku u
prirodi. Iako je istraživanje u osnovi pokazalo da bi se ATOP skala mogla primenjivati među
decom mlađeg školskog uzrasta u Srbiji, takva preporuka ipak zahteva veću empirijsku
potporu.
AB  - Research on schoolchildren’s perceptions about spending time in a natural environment is
scarce. Developed in the U.S. for schoolchildren between 9 and 13, ATOP (Attitudes Toward
Outdoor Play) scale is used to express views about positive sides of outdoor activities and
potential concerns/fears regarding such activities. This study examined the applicability of this
scale in Serbia. To this end, the scale was translated into the Serbian language and administered
in two elementary schools in Belgrade. By using a sample of 252 fourth graders, it was found
that (1) a two-factor model regarding these views (positive sides vs. concerns/fears) could be
applied, (2) the reliabilities of two sub-scales regarding positive sides and concerns/fears were
around 0.70 (i.e. 0.67 and 0.72, respectively). Although the study showed that the ATOP scale
could be applied among younger schoolchildren in Serbia, such a recommendation still requires
more empirical evidence.
PB  - Beograd : Filozofski fakultet, Laboratorija za eksperimentalnu psihologiju
C3  - Empirijska istraživanja u psihologiji
T1  - Primenjivost atop skale među učenicima mlađeg školskog uzrasta u Srbiji
EP  - 65
SP  - 64
UR  - https://hdl.handle.net/21.15107/rcub_ipir_591
ER  - 
@conference{
author = "Miščević Kadijević, Gordana and Gutvajn, Nikoleta",
year = "2019",
abstract = "U istraživanjima se ukazuje na pozitivnu povezanost ranih iskustava stečenih u prirodnom
okruženju sa iskazanim stavovima i ponašanjima u kasnijim fazama života, kao i na činjenicu
da deca imaju sve manje direktnih kontakata sa prirodnim okruženjem. U Srbiji učitelji
realizuju nastavu u prirodi, ali nema dovoljno podataka o povezanosti primene navedenog
pristupa i učeničkih percepcija o boravku u prirodi. U Sjedinjenim Američkim Državama je za
decu uzrasta 9 – 13 godina konstruisana ATOP skala (engl. Attitudes Toward Outdoor Play).
Sačinjena je od 12 stavki raspoređenih u dve celine. Prva celina, koji čini 7 stavki, odnosi se
na izjašnjavanje o pozitivnim stranama boravka i igranja u prirodi, dok se druga, koji čini
preostalih 5 stavki, odnosi na izjašnjavanje o potencijalnoj brizi ili strahu koji se može javiti
pri boravku u prirodnom okruženju. U ovom istraživanju ispitivali smo primenjivost te skale
u našoj sredini. Stavke smo preveli na srpski jezik, i koristili u izvornom značenju, osim kod
tvrdnje “Ne volim igranje napolju u prirodi jer mogu da sretnem ljude koji se drogiraju” date
u vidu “Ne volim igranje napolju u prirodi jer mogu da sretnem ljude koji se čudno ponašaju”.
Kao i u originalnom instrumentu, deca su stepen slaganja sa datim tvrdnjama iskazivali birajući
jednu od sledeće četiri opcije: “u opšte se ne slažem”, “ne slažem se”, “slažem se” ili “u
potpunosti se slažem”, koje su redom kodirane brojevima 1 – 4. Uzorak je činilo 252 učenika
četvrtog razreda iz dve beogradske osnovne škole. Prvo je testirana dvofaktorska struktura
instrumenta (pozitivne strane boravka u prirodi naspram potencijalne brige ili straha pri
boravku u prirodi). Takva struktura je zaista bila prisutna, ali je varijansa ukupnog skora
objašnjena ovim faktorima bila svega 40%. Pouzdanosti odgovarajućih setova stavki (Kronbah
alfa) bile su oko granice prihvatljivosti 0.70:0.67 za stavke koje se odnose na pozitivne strane
boravka u prirodi; 0.72 za stavke koje se odnose na potencijalnu brigu ili strah pri boravku u
prirodi. Iako je istraživanje u osnovi pokazalo da bi se ATOP skala mogla primenjivati među
decom mlađeg školskog uzrasta u Srbiji, takva preporuka ipak zahteva veću empirijsku
potporu., Research on schoolchildren’s perceptions about spending time in a natural environment is
scarce. Developed in the U.S. for schoolchildren between 9 and 13, ATOP (Attitudes Toward
Outdoor Play) scale is used to express views about positive sides of outdoor activities and
potential concerns/fears regarding such activities. This study examined the applicability of this
scale in Serbia. To this end, the scale was translated into the Serbian language and administered
in two elementary schools in Belgrade. By using a sample of 252 fourth graders, it was found
that (1) a two-factor model regarding these views (positive sides vs. concerns/fears) could be
applied, (2) the reliabilities of two sub-scales regarding positive sides and concerns/fears were
around 0.70 (i.e. 0.67 and 0.72, respectively). Although the study showed that the ATOP scale
could be applied among younger schoolchildren in Serbia, such a recommendation still requires
more empirical evidence.",
publisher = "Beograd : Filozofski fakultet, Laboratorija za eksperimentalnu psihologiju",
journal = "Empirijska istraživanja u psihologiji",
title = "Primenjivost atop skale među učenicima mlađeg školskog uzrasta u Srbiji",
pages = "65-64",
url = "https://hdl.handle.net/21.15107/rcub_ipir_591"
}
Miščević Kadijević, G.,& Gutvajn, N.. (2019). Primenjivost atop skale među učenicima mlađeg školskog uzrasta u Srbiji. in Empirijska istraživanja u psihologiji
Beograd : Filozofski fakultet, Laboratorija za eksperimentalnu psihologiju., 64-65.
https://hdl.handle.net/21.15107/rcub_ipir_591
Miščević Kadijević G, Gutvajn N. Primenjivost atop skale među učenicima mlađeg školskog uzrasta u Srbiji. in Empirijska istraživanja u psihologiji. 2019;:64-65.
https://hdl.handle.net/21.15107/rcub_ipir_591 .
Miščević Kadijević, Gordana, Gutvajn, Nikoleta, "Primenjivost atop skale među učenicima mlađeg školskog uzrasta u Srbiji" in Empirijska istraživanja u psihologiji (2019):64-65,
https://hdl.handle.net/21.15107/rcub_ipir_591 .

Uloge i zadaci direktora škole u Srbiji : nekad i sad

Malinić, Dušica; Ševkušić, Slavica; Teodorović, Jelena

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Malinić, Dušica
AU  - Ševkušić, Slavica
AU  - Teodorović, Jelena
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/573
AB  - Standardi kompetencija direktora ustanova obrazovanja i vaspitanja u Srbiji (2013), kao i zakonska
regulativa koja se odnosi na direktore, propisuju kompleksne i raznovrsne uloge i zadatke. Novija
istraživanja u oblasti obrazovnog liderstva pokazuju da su direktori veoma opterećeni, zbog čega im je
posebno teško da uspostave ravnotežu između dve najvažnije uloge: pedagoškog lidera i menadžera
škole. Cilj ovog rada je da utvrdimo da li je pomenuti problem, na koji direktori ukazuju, nov ili je
postojao i u prošlosti. S tim u vezi, analizirale smo radove o direktorima škola koji su objavljeni u
časopisu Nastava i vaspitanje u periodu od početka izlaženja časopisa (1951. godine) do osamdesetih
godina 20. veka. U tekstovima smo tragale za opisima uloga direktora, za sadržajem zadataka putem
kojih se ove uloge ostvaruju, kao i za iskazima autora koji potencijalno ukazuju na problem balansa
između dve najvažnije uloge. Na osnovu analize sadržaja 14 tekstova utvrdile smo da su autori
značajno više pažnje posvetili razmatranju pedagoško-instruktivne uloge direktora, nego razmatranju
uloge direktora kao menadžera škole. Pedagoško-instruktivnu ulogu opisuju kroz sledeće zadatke:
planiranje i programiranje nastavnog procesa, posete časovima, praćenje rada nastavnika i pružanje
neophodne pomoći posebno mlađim nastavnicima, praćenje učeničkog znanja i napredovanja,
planiranje i organizacija individualnog i kolektivnog stručnog usavršavanja nastavnika, stvaranje
uslova za efikasnu saradnju sa školskim pedagogom i tako dalje. Na osnovu istraživanja i iskustava iz
školske prakse autori su ukazivali na to da je pedagoška uloga direktora zapostavljena, zbog njihove
opterećenosti poslovima koji pripadaju menadžerskoj ulozi. Pored toga, ukazivali su i na nedostatak
istraživanja u oblasti pedagoškog liderstva, kao i na potrebu za organizovanjem seminara koji bi se
programski zasnivali na stvarnim interesovanjima i potrebama direktora škola. Dakle, rezultati naše
analize upućuju na relativno dug vremenski period postojanja sličnih problema u oblasti obrazovnog
liderstva u Srbiji, što bi trebalo da predstavlja dodatni podsticaj za istraživače i kreatore obrazovnih
politika u pronalaženju adekvatnih strategija podrške direktorima škola u balansiranju ključnih uloga.
U radu se diskutuje o rešenjima – kao što su distributivno liderstvo, mentorstvo i facilitacija prilikom
uvođenja novih direktora u posao – koja su se u drugim obrazovnim sistemima pokazala kao efektivna
za unapređivanje kvaliteta rada škole.
AB  - Standards of competencies for principals of educational institutions in Serbia (2013), as well as the
legislation related to principals, stipulate complex and diverse roles and tasks. Recent research in
the field of educational leadership shows that principals are overburdened, and therefore have
difficulties in balancing out the two most important roles: of educational leader and school manager.
The objective of this paper is to determine whether this problem, signalled by the principals, is new
or has existed in the past as well. In this regard, we analysed the articles on principals published in the
journal Teaching and education from the beginning of its publication (1951) till 1980s. In the articles,
we searched for descriptions of the principals’ roles, the content of their professional tasks, as well as
for authors’ statements that potentially point to the problem of balancing the two most important
roles. Based on the content analysis of 14 articles, we found that the authors paid much more
attention to educational and instructive role of the principal than to the principal’s role of a school
manager. They describe the educational and instructive role through the following tasks: planning
and programming of the teaching process, visits to classes, monitoring the work of teachers and
providing necessary assistance particularly to younger teachers, monitoring of students’ knowledge
and progress, planning and organization of individual and collective in-service teacher trainings,
creating conditions for efficient cooperation with a school counsellor and so on. Based on the research
and experience from the school practice, the authors indicated that the educational role of principals
was neglected due to burden of tasks belonging to managerial role. In addition, they pointed to the
lack of research in the field of educational leadership, as well as to the need for organizing seminars
which would be topically based on real interests and needs of principals. Therefore, the results of our
analysis point to a relatively long period of similar problems in the field of educational leadership in
Serbia, which is supposed to provide additional motivation to researchers and educational policy
makers for finding adequate strategies for supporting the principals in balancing their key roles. The
paper discusses solutions - such as distributed leadership, mentoring, and facilitation in introducing
new principals into job - that have proven effective in other education systems in improving quality
of school’s operation.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Uloge i zadaci direktora škole u Srbiji : nekad i sad
T1  - Roles and tasks of a principal in Serbia : now and then
EP  - 129
SP  - 128
UR  - https://hdl.handle.net/21.15107/rcub_ipir_573
ER  - 
@conference{
author = "Malinić, Dušica and Ševkušić, Slavica and Teodorović, Jelena",
year = "2019",
abstract = "Standardi kompetencija direktora ustanova obrazovanja i vaspitanja u Srbiji (2013), kao i zakonska
regulativa koja se odnosi na direktore, propisuju kompleksne i raznovrsne uloge i zadatke. Novija
istraživanja u oblasti obrazovnog liderstva pokazuju da su direktori veoma opterećeni, zbog čega im je
posebno teško da uspostave ravnotežu između dve najvažnije uloge: pedagoškog lidera i menadžera
škole. Cilj ovog rada je da utvrdimo da li je pomenuti problem, na koji direktori ukazuju, nov ili je
postojao i u prošlosti. S tim u vezi, analizirale smo radove o direktorima škola koji su objavljeni u
časopisu Nastava i vaspitanje u periodu od početka izlaženja časopisa (1951. godine) do osamdesetih
godina 20. veka. U tekstovima smo tragale za opisima uloga direktora, za sadržajem zadataka putem
kojih se ove uloge ostvaruju, kao i za iskazima autora koji potencijalno ukazuju na problem balansa
između dve najvažnije uloge. Na osnovu analize sadržaja 14 tekstova utvrdile smo da su autori
značajno više pažnje posvetili razmatranju pedagoško-instruktivne uloge direktora, nego razmatranju
uloge direktora kao menadžera škole. Pedagoško-instruktivnu ulogu opisuju kroz sledeće zadatke:
planiranje i programiranje nastavnog procesa, posete časovima, praćenje rada nastavnika i pružanje
neophodne pomoći posebno mlađim nastavnicima, praćenje učeničkog znanja i napredovanja,
planiranje i organizacija individualnog i kolektivnog stručnog usavršavanja nastavnika, stvaranje
uslova za efikasnu saradnju sa školskim pedagogom i tako dalje. Na osnovu istraživanja i iskustava iz
školske prakse autori su ukazivali na to da je pedagoška uloga direktora zapostavljena, zbog njihove
opterećenosti poslovima koji pripadaju menadžerskoj ulozi. Pored toga, ukazivali su i na nedostatak
istraživanja u oblasti pedagoškog liderstva, kao i na potrebu za organizovanjem seminara koji bi se
programski zasnivali na stvarnim interesovanjima i potrebama direktora škola. Dakle, rezultati naše
analize upućuju na relativno dug vremenski period postojanja sličnih problema u oblasti obrazovnog
liderstva u Srbiji, što bi trebalo da predstavlja dodatni podsticaj za istraživače i kreatore obrazovnih
politika u pronalaženju adekvatnih strategija podrške direktorima škola u balansiranju ključnih uloga.
U radu se diskutuje o rešenjima – kao što su distributivno liderstvo, mentorstvo i facilitacija prilikom
uvođenja novih direktora u posao – koja su se u drugim obrazovnim sistemima pokazala kao efektivna
za unapređivanje kvaliteta rada škole., Standards of competencies for principals of educational institutions in Serbia (2013), as well as the
legislation related to principals, stipulate complex and diverse roles and tasks. Recent research in
the field of educational leadership shows that principals are overburdened, and therefore have
difficulties in balancing out the two most important roles: of educational leader and school manager.
The objective of this paper is to determine whether this problem, signalled by the principals, is new
or has existed in the past as well. In this regard, we analysed the articles on principals published in the
journal Teaching and education from the beginning of its publication (1951) till 1980s. In the articles,
we searched for descriptions of the principals’ roles, the content of their professional tasks, as well as
for authors’ statements that potentially point to the problem of balancing the two most important
roles. Based on the content analysis of 14 articles, we found that the authors paid much more
attention to educational and instructive role of the principal than to the principal’s role of a school
manager. They describe the educational and instructive role through the following tasks: planning
and programming of the teaching process, visits to classes, monitoring the work of teachers and
providing necessary assistance particularly to younger teachers, monitoring of students’ knowledge
and progress, planning and organization of individual and collective in-service teacher trainings,
creating conditions for efficient cooperation with a school counsellor and so on. Based on the research
and experience from the school practice, the authors indicated that the educational role of principals
was neglected due to burden of tasks belonging to managerial role. In addition, they pointed to the
lack of research in the field of educational leadership, as well as to the need for organizing seminars
which would be topically based on real interests and needs of principals. Therefore, the results of our
analysis point to a relatively long period of similar problems in the field of educational leadership in
Serbia, which is supposed to provide additional motivation to researchers and educational policy
makers for finding adequate strategies for supporting the principals in balancing their key roles. The
paper discusses solutions - such as distributed leadership, mentoring, and facilitation in introducing
new principals into job - that have proven effective in other education systems in improving quality
of school’s operation.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Uloge i zadaci direktora škole u Srbiji : nekad i sad, Roles and tasks of a principal in Serbia : now and then",
pages = "129-128",
url = "https://hdl.handle.net/21.15107/rcub_ipir_573"
}
Malinić, D., Ševkušić, S.,& Teodorović, J.. (2019). Uloge i zadaci direktora škole u Srbiji : nekad i sad. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 128-129.
https://hdl.handle.net/21.15107/rcub_ipir_573
Malinić D, Ševkušić S, Teodorović J. Uloge i zadaci direktora škole u Srbiji : nekad i sad. in Obrazovanje u funkciji modernizacije društva. 2019;:128-129.
https://hdl.handle.net/21.15107/rcub_ipir_573 .
Malinić, Dušica, Ševkušić, Slavica, Teodorović, Jelena, "Uloge i zadaci direktora škole u Srbiji : nekad i sad" in Obrazovanje u funkciji modernizacije društva (2019):128-129,
https://hdl.handle.net/21.15107/rcub_ipir_573 .

Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success

Jakšić, Ivana; Malinić, Dušica

(Društvo psihologa Srbije, Beograd, 2019)

TY  - JOUR
AU  - Jakšić, Ivana
AU  - Malinić, Dušica
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/305
AB  - Factors that pre-service class and subject teachers perceive as significant in explaining the occurrence of school failure were examined using mixed methods strategy. The qualitative phase of the study (N = 74) revealed that pre-service teachers recognize a wide range of causes for school failure (16 distinctive categories). The relative significance of the causes was established in the subsequent quantitative phase. The Scale of school failure causes was constructed, applied to 408 pre-service teachers and subjected to exploratory factor analysis, which pointed to the three latent groups of causes explaining 43% of variance. The lack of ability and motivation in students (1st factor) and the lack of educational support (2nd factor) were perceived as highly contributing to school failure, while moderate importance was attributed to the causes related to family and social context (3rd factor). Compared to pre-service subject teachers, pre-service class teachers were more willing to recognize the teachers' responsibility for the occurrence of school failure. Pre-service teachers' perceptions of different factors were related to prior experiences of school success.
AB  - Faktori koje budući nastavnici razredne i predmetne nastave opažaju kao značajne za pojavu školskog neuspeha su proučavani pomoću miks metodske strategije. U kvalitativnoj fazi istraživanja (N = 74) se pokazalo da budući nastavnici razredne i predmetne nastave prepoznaju brojne uzroke školskog neuspeha (16 različitih kategorija). Relativni značaj ovih uzroka je ispitan u narednoj, kvantitativnoj fazi. Konstruisana je skala uzroka školskog neuspeha i zadata uzorku od 408 budućih nastavnika razredne i predmetne nastave, a zatim su eksplorativnom faktorskom analizom identifikovana tri latentna faktora koji objašnjavaju 43 % varijanse. Nedostatak sposobnosti i motivacije (1. faktor) i nedostatak obrazovne podrške (2. faktor) su opaženi kao faktori koji najviše doprinose školskom neuspehu, dok se umereni značaj pridaje razlozima koji su povezani sa porodičnim i socijalnim kontekstom (3. faktor). U poređenju sa budućim nastavnicima predmetne nastave, budući nastavnici razredne nastave pokazuju veću spremnost da prepoznaju odgovornost nastavnika za školski neuspeh. Percepcija značaja različitih faktora od strane budućih nastavnika je povezana sa njihovim ranijim iskustvima školskog uspeha.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success
T1  - Percepcija faktora koji doprinose školskom neuspehu od strane budućih nastavnika i njihova povezanost sa prethodnim ličnim iskustvom uspeha u školi
EP  - 20
IS  - 1
SP  - 1
VL  - 52
DO  - 10.2298/PSI160211024J
ER  - 
@article{
author = "Jakšić, Ivana and Malinić, Dušica",
year = "2019",
abstract = "Factors that pre-service class and subject teachers perceive as significant in explaining the occurrence of school failure were examined using mixed methods strategy. The qualitative phase of the study (N = 74) revealed that pre-service teachers recognize a wide range of causes for school failure (16 distinctive categories). The relative significance of the causes was established in the subsequent quantitative phase. The Scale of school failure causes was constructed, applied to 408 pre-service teachers and subjected to exploratory factor analysis, which pointed to the three latent groups of causes explaining 43% of variance. The lack of ability and motivation in students (1st factor) and the lack of educational support (2nd factor) were perceived as highly contributing to school failure, while moderate importance was attributed to the causes related to family and social context (3rd factor). Compared to pre-service subject teachers, pre-service class teachers were more willing to recognize the teachers' responsibility for the occurrence of school failure. Pre-service teachers' perceptions of different factors were related to prior experiences of school success., Faktori koje budući nastavnici razredne i predmetne nastave opažaju kao značajne za pojavu školskog neuspeha su proučavani pomoću miks metodske strategije. U kvalitativnoj fazi istraživanja (N = 74) se pokazalo da budući nastavnici razredne i predmetne nastave prepoznaju brojne uzroke školskog neuspeha (16 različitih kategorija). Relativni značaj ovih uzroka je ispitan u narednoj, kvantitativnoj fazi. Konstruisana je skala uzroka školskog neuspeha i zadata uzorku od 408 budućih nastavnika razredne i predmetne nastave, a zatim su eksplorativnom faktorskom analizom identifikovana tri latentna faktora koji objašnjavaju 43 % varijanse. Nedostatak sposobnosti i motivacije (1. faktor) i nedostatak obrazovne podrške (2. faktor) su opaženi kao faktori koji najviše doprinose školskom neuspehu, dok se umereni značaj pridaje razlozima koji su povezani sa porodičnim i socijalnim kontekstom (3. faktor). U poređenju sa budućim nastavnicima predmetne nastave, budući nastavnici razredne nastave pokazuju veću spremnost da prepoznaju odgovornost nastavnika za školski neuspeh. Percepcija značaja različitih faktora od strane budućih nastavnika je povezana sa njihovim ranijim iskustvima školskog uspeha.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success, Percepcija faktora koji doprinose školskom neuspehu od strane budućih nastavnika i njihova povezanost sa prethodnim ličnim iskustvom uspeha u školi",
pages = "20-1",
number = "1",
volume = "52",
doi = "10.2298/PSI160211024J"
}
Jakšić, I.,& Malinić, D.. (2019). Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success. in Psihologija
Društvo psihologa Srbije, Beograd., 52(1), 1-20.
https://doi.org/10.2298/PSI160211024J
Jakšić I, Malinić D. Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success. in Psihologija. 2019;52(1):1-20.
doi:10.2298/PSI160211024J .
Jakšić, Ivana, Malinić, Dušica, "Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success" in Psihologija, 52, no. 1 (2019):1-20,
https://doi.org/10.2298/PSI160211024J . .
1
14
2
4

Epistemološka uverenja, ciljevi i strategije učenja i uspeh na studijama

Mirkov, Snežana

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Mirkov, Snežana
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/562
AB  - Prikazani su rezultati empirijskog istraživanja koje je bilo usmereno na ispitivanje epistemoloških
uverenja studenata, ciljeva koje postavljaju i strategija koje primenjuju u učenju. Ranija istraživanja
su potvrdila da uverenja o učenju i znanju utiču na načine na koje studenti pristupaju učenju, da
ciljevi koje sebi postavljaju i strategije učenja koje primenjuju utiču na uspeh koji ostvaruju, kao i da
samoregulacija procesa učenja doprinosi pravilnom izboru i efikasnoj primeni strategija. Ispitano je
438 studenata Ekonomskog fakulteta u Beogradu primenom Upitnika o epistemološkim uverenjima
i Upitnika o ciljevima i strategijama učenja. Razmatrani su i podaci o uspehu na studijama koji je
izražen pomoću proseka ocena na ispitima. Prema dobijenim rezultatima, ispitani studenti su u
većoj meri usmereni na dubinske ciljeve i na postignuće, nego na površinske ciljeve. U većoj meri
primenjuju dubinske, ali i površinske strategije učenja, nego strategije usmerene na postignuće.
Uspešniji studenti u većoj meri izražavaju uverenja da se učenje može naučiti i da je uspeh povezan
sa napornim radom, usmereni su na dubinske ciljeve i na postignuće, primenjuju dubinske strategije
i izražavaju viši nivo svesnosti o sopstvenom kognitivnom funkcionisanju. Manje uspešni studenti
su skloni da traže jednoznačne odgovore, da izbegavaju dvosmislenost, u većoj meri su zavisni
od autoriteta, usmereni su na površinske ciljeve i primenjuju površinske strategije. Rezultati ovog
istraživanja ukazuju da bi kroz nastavni proces trebalo podsticati razvoj sofisticiranih uverenja o
učenju i znanju, usmerenost na sticanje kvalitetnijih znanja i primenu strategija učenja usmerenih na
razumevanje. Ako se studenti osposobljavaju da efikasno organizuju učenje, oni će biti pripremljeni
da upravljaju učenjem tokom čitavog života.
AB  - The paper presents the results of empirical research aimed at students’ epistemological beliefs, the
goals students set and the learning strategies they use. Previous research suggests that beliefs about
learning and knowledge influence the ways students approach learning, that the goals they set
themselves and the learning strategies they use affect their academic success, and that self-regulation
of the learning process contributes to the adequate choice and effective use of strategies. The sample
of 438 students of the Faculty of Economics in Belgrade was examined by the Epistemological
Questionnaire and the Questionnaire on Learning Goals and Strategies. The data on academic success
measured by the average grade on exams was also included. Obtained results show students are more
oriented to deep goals and to achievement goals than to surface goals. They use deep strategies, but
also surface strategies, more than achievement strategies in learning. The more successful students
tend to express beliefs that learning can be learned and that success is associated with hard work.
They are oriented to deep goals and to achievement, use deep strategies, and express a higher level of
awareness of their own cognitive functioning. The less successful students tend to seek single answers
and to avoid ambiguity. They are more dependent on authority, oriented to surface goals, and apply
surface strategies. The results of this research suggest that the teaching process should encourage
development of sophisticated beliefs about learning and knowledge, orientation to gaining a higher
quality knowledge and use of understanding-oriented learning strategies. If the students are trained
to organize their learning efficiently, they will be prepared to manage it throughout their lives.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Epistemološka uverenja, ciljevi i strategije učenja i uspeh na studijama
T1  - Epistemological beliefs, learning goals and strategies, and academic success
EP  - 79
SP  - 78
UR  - https://hdl.handle.net/21.15107/rcub_ipir_562
ER  - 
@conference{
author = "Mirkov, Snežana",
year = "2019",
abstract = "Prikazani su rezultati empirijskog istraživanja koje je bilo usmereno na ispitivanje epistemoloških
uverenja studenata, ciljeva koje postavljaju i strategija koje primenjuju u učenju. Ranija istraživanja
su potvrdila da uverenja o učenju i znanju utiču na načine na koje studenti pristupaju učenju, da
ciljevi koje sebi postavljaju i strategije učenja koje primenjuju utiču na uspeh koji ostvaruju, kao i da
samoregulacija procesa učenja doprinosi pravilnom izboru i efikasnoj primeni strategija. Ispitano je
438 studenata Ekonomskog fakulteta u Beogradu primenom Upitnika o epistemološkim uverenjima
i Upitnika o ciljevima i strategijama učenja. Razmatrani su i podaci o uspehu na studijama koji je
izražen pomoću proseka ocena na ispitima. Prema dobijenim rezultatima, ispitani studenti su u
većoj meri usmereni na dubinske ciljeve i na postignuće, nego na površinske ciljeve. U većoj meri
primenjuju dubinske, ali i površinske strategije učenja, nego strategije usmerene na postignuće.
Uspešniji studenti u većoj meri izražavaju uverenja da se učenje može naučiti i da je uspeh povezan
sa napornim radom, usmereni su na dubinske ciljeve i na postignuće, primenjuju dubinske strategije
i izražavaju viši nivo svesnosti o sopstvenom kognitivnom funkcionisanju. Manje uspešni studenti
su skloni da traže jednoznačne odgovore, da izbegavaju dvosmislenost, u većoj meri su zavisni
od autoriteta, usmereni su na površinske ciljeve i primenjuju površinske strategije. Rezultati ovog
istraživanja ukazuju da bi kroz nastavni proces trebalo podsticati razvoj sofisticiranih uverenja o
učenju i znanju, usmerenost na sticanje kvalitetnijih znanja i primenu strategija učenja usmerenih na
razumevanje. Ako se studenti osposobljavaju da efikasno organizuju učenje, oni će biti pripremljeni
da upravljaju učenjem tokom čitavog života., The paper presents the results of empirical research aimed at students’ epistemological beliefs, the
goals students set and the learning strategies they use. Previous research suggests that beliefs about
learning and knowledge influence the ways students approach learning, that the goals they set
themselves and the learning strategies they use affect their academic success, and that self-regulation
of the learning process contributes to the adequate choice and effective use of strategies. The sample
of 438 students of the Faculty of Economics in Belgrade was examined by the Epistemological
Questionnaire and the Questionnaire on Learning Goals and Strategies. The data on academic success
measured by the average grade on exams was also included. Obtained results show students are more
oriented to deep goals and to achievement goals than to surface goals. They use deep strategies, but
also surface strategies, more than achievement strategies in learning. The more successful students
tend to express beliefs that learning can be learned and that success is associated with hard work.
They are oriented to deep goals and to achievement, use deep strategies, and express a higher level of
awareness of their own cognitive functioning. The less successful students tend to seek single answers
and to avoid ambiguity. They are more dependent on authority, oriented to surface goals, and apply
surface strategies. The results of this research suggest that the teaching process should encourage
development of sophisticated beliefs about learning and knowledge, orientation to gaining a higher
quality knowledge and use of understanding-oriented learning strategies. If the students are trained
to organize their learning efficiently, they will be prepared to manage it throughout their lives.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Epistemološka uverenja, ciljevi i strategije učenja i uspeh na studijama, Epistemological beliefs, learning goals and strategies, and academic success",
pages = "79-78",
url = "https://hdl.handle.net/21.15107/rcub_ipir_562"
}
Mirkov, S.. (2019). Epistemološka uverenja, ciljevi i strategije učenja i uspeh na studijama. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 78-79.
https://hdl.handle.net/21.15107/rcub_ipir_562
Mirkov S. Epistemološka uverenja, ciljevi i strategije učenja i uspeh na studijama. in Obrazovanje u funkciji modernizacije društva. 2019;:78-79.
https://hdl.handle.net/21.15107/rcub_ipir_562 .
Mirkov, Snežana, "Epistemološka uverenja, ciljevi i strategije učenja i uspeh na studijama" in Obrazovanje u funkciji modernizacije društva (2019):78-79,
https://hdl.handle.net/21.15107/rcub_ipir_562 .

Kakav sam u školi : narativi učenika osnovne škole o sebi

Grbić, Sanja; Maksić, Slavica

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Grbić, Sanja
AU  - Maksić, Slavica
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/571
AB  - Razvoj identiteta pojedinaca usklađenog sa vrednostima moderne društvene zajednice predstavlja
ključan uslov modernizacije društva. Za mlade, ovaj razvoj se, na prvom mestu, odvija kroz
participaciju u školskom životu. Pošavši od procesne teorije kokonstrukcije identiteta u okviru
narativne psihologije, prema kojoj se identitet konstruiše kroz konarativizaciju autobiografskih
događaja u interakcijama unutar porodičnog i vršnjačkog kruga, pokušale smo da identifikujemo koji
se aspekti participacije učenika u školskom okruženju mogu prepoznati kao ključni za konstruisanje
doživljaja sebe u školi. Na prigodnom uzorku učenika osmog razreda (N=93) primenjen je upitnik
koji je sadržao pitanja otvorenog tipa o događaju koji ih dobro opisuje u kontekstu škole. Izvedena
je narativna analiza induktivnog tipa koja je rezultirala definisanjem četiri oblasti: školski uspeh i
disciplina, odnosi sa drugovima, odnosi sa nastavnicima i opšti doživljaj škole. Najveći broj učenika
osvrnuo se na svoj školski uspeh i vladanje i to, uglavnom, na stereotipan i neelaborisan način (solidni
đaci; neproblematični), a u ukupnom doživljaju školskog učenja dominantna je monotonija i afektivna
zaravnjenost. Najdetaljnije su opisani odnosi sa drugovima, u kojima se ističe važnost imanja dobrih
prijatelja, uloge sebe kao dobrog druga („uvek pokrivam leđa prijatelju”) i prihvaćenosti uopšte, čije
odsustvo jedan deo učenika čini uznemirenim i nesigurnim. Najsnažnije su emocionalno zasićeni
opisi odnosa sa nastavnicima koji govore o nedoslednosti u zahtevima i neočekivanim ponašanjima
nastavnika. U celini, odnosi sa drugovima i sa nastavnicima boje učenikov sveukupan doživljaj
škole. Podaci ukazuju na veliku važnost kvaliteta socijalnih odnosa za kokonstruisanje sopstvenog
identiteta i celokupnog vrednosno-afektivnog odnosa prema školi. Zaključeno je da postoji potreba
za posvećivanjem pažnje „mekim” relacionim aspektima života mladih u školskoj zajednici.
AB  - The development of individual identity in line with the values of modern society represents an
essential condition for its modernization. For the young, that development occurs primarily through
their participation in the school life. Relying on the process theory of identity co-construction within
narrative psychology, which proposes that identity is constructed through the process of co-narration
of autobiographical events in interactions with family members and peers, we have tried to identify
those aspects of students’ participation in the school life that are crucial to constructing the experience
of oneself in school. The study was conducted on convenient sample of eight-grade students (N=93)
who completed an open-ended questionnaire. Students were asked to describe an event that
faithfully portrays who they are when they are at school. Narrative analysis was applied to collected
data using inductive approach. This resulted in defining four content areas: academic achievement
and discipline, peer relationships, relations with teachers and general view on the school. Majority
of students spontaneously reported their academic achievement and discipline, and did so mostly
in stereotypical and non-elaborate manner (”average students”, ”trying not to make trouble”), while
boredom and emotional flatness dominated their general school experience. The most elaborated
descriptions were given for the peer relationships. Students emphasized the importance of having
good friends and being a good friend (“I always have my friends’ back“) and those who lacked peer
acceptance reported feeling upset and insecure. Parts of the students’ narratives that bore the
strongest emotional saturation addressed their relations with teachers and referred to inconsistent
demands and unexpected behaviour of teachers. On the whole, relations with peers and teachers
shaped students’ general school experience. Findings point to a substantial influence of the nature
of social relations for co-construction of student identity and their overall evaluative and emotional
stance toward school. It was concluded that considerable attention should be paid to „soft“, relational
aspects of the students’ life in the school community.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Kakav sam u školi : narativi učenika osnovne škole o sebi
T1  - Who am i at school : self-narratives of elementary school students
EP  - 101
SP  - 100
UR  - https://hdl.handle.net/21.15107/rcub_ipir_571
ER  - 
@conference{
author = "Grbić, Sanja and Maksić, Slavica",
year = "2019",
abstract = "Razvoj identiteta pojedinaca usklađenog sa vrednostima moderne društvene zajednice predstavlja
ključan uslov modernizacije društva. Za mlade, ovaj razvoj se, na prvom mestu, odvija kroz
participaciju u školskom životu. Pošavši od procesne teorije kokonstrukcije identiteta u okviru
narativne psihologije, prema kojoj se identitet konstruiše kroz konarativizaciju autobiografskih
događaja u interakcijama unutar porodičnog i vršnjačkog kruga, pokušale smo da identifikujemo koji
se aspekti participacije učenika u školskom okruženju mogu prepoznati kao ključni za konstruisanje
doživljaja sebe u školi. Na prigodnom uzorku učenika osmog razreda (N=93) primenjen je upitnik
koji je sadržao pitanja otvorenog tipa o događaju koji ih dobro opisuje u kontekstu škole. Izvedena
je narativna analiza induktivnog tipa koja je rezultirala definisanjem četiri oblasti: školski uspeh i
disciplina, odnosi sa drugovima, odnosi sa nastavnicima i opšti doživljaj škole. Najveći broj učenika
osvrnuo se na svoj školski uspeh i vladanje i to, uglavnom, na stereotipan i neelaborisan način (solidni
đaci; neproblematični), a u ukupnom doživljaju školskog učenja dominantna je monotonija i afektivna
zaravnjenost. Najdetaljnije su opisani odnosi sa drugovima, u kojima se ističe važnost imanja dobrih
prijatelja, uloge sebe kao dobrog druga („uvek pokrivam leđa prijatelju”) i prihvaćenosti uopšte, čije
odsustvo jedan deo učenika čini uznemirenim i nesigurnim. Najsnažnije su emocionalno zasićeni
opisi odnosa sa nastavnicima koji govore o nedoslednosti u zahtevima i neočekivanim ponašanjima
nastavnika. U celini, odnosi sa drugovima i sa nastavnicima boje učenikov sveukupan doživljaj
škole. Podaci ukazuju na veliku važnost kvaliteta socijalnih odnosa za kokonstruisanje sopstvenog
identiteta i celokupnog vrednosno-afektivnog odnosa prema školi. Zaključeno je da postoji potreba
za posvećivanjem pažnje „mekim” relacionim aspektima života mladih u školskoj zajednici., The development of individual identity in line with the values of modern society represents an
essential condition for its modernization. For the young, that development occurs primarily through
their participation in the school life. Relying on the process theory of identity co-construction within
narrative psychology, which proposes that identity is constructed through the process of co-narration
of autobiographical events in interactions with family members and peers, we have tried to identify
those aspects of students’ participation in the school life that are crucial to constructing the experience
of oneself in school. The study was conducted on convenient sample of eight-grade students (N=93)
who completed an open-ended questionnaire. Students were asked to describe an event that
faithfully portrays who they are when they are at school. Narrative analysis was applied to collected
data using inductive approach. This resulted in defining four content areas: academic achievement
and discipline, peer relationships, relations with teachers and general view on the school. Majority
of students spontaneously reported their academic achievement and discipline, and did so mostly
in stereotypical and non-elaborate manner (”average students”, ”trying not to make trouble”), while
boredom and emotional flatness dominated their general school experience. The most elaborated
descriptions were given for the peer relationships. Students emphasized the importance of having
good friends and being a good friend (“I always have my friends’ back“) and those who lacked peer
acceptance reported feeling upset and insecure. Parts of the students’ narratives that bore the
strongest emotional saturation addressed their relations with teachers and referred to inconsistent
demands and unexpected behaviour of teachers. On the whole, relations with peers and teachers
shaped students’ general school experience. Findings point to a substantial influence of the nature
of social relations for co-construction of student identity and their overall evaluative and emotional
stance toward school. It was concluded that considerable attention should be paid to „soft“, relational
aspects of the students’ life in the school community.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Kakav sam u školi : narativi učenika osnovne škole o sebi, Who am i at school : self-narratives of elementary school students",
pages = "101-100",
url = "https://hdl.handle.net/21.15107/rcub_ipir_571"
}
Grbić, S.,& Maksić, S.. (2019). Kakav sam u školi : narativi učenika osnovne škole o sebi. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 100-101.
https://hdl.handle.net/21.15107/rcub_ipir_571
Grbić S, Maksić S. Kakav sam u školi : narativi učenika osnovne škole o sebi. in Obrazovanje u funkciji modernizacije društva. 2019;:100-101.
https://hdl.handle.net/21.15107/rcub_ipir_571 .
Grbić, Sanja, Maksić, Slavica, "Kakav sam u školi : narativi učenika osnovne škole o sebi" in Obrazovanje u funkciji modernizacije društva (2019):100-101,
https://hdl.handle.net/21.15107/rcub_ipir_571 .

Afektivno vezivanje i eksternalizovani problemi kod učenika srednjih škola

Kovačević Lepojević, Marina; Stojković, Ana

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Kovačević Lepojević, Marina
AU  - Stojković, Ana
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/572
AB  - Afektivno vezivanje za roditelje jedan je od porodičnih faktora koji se najčešće povezuje sa
eksternalizovanim problemima u ponašanju. Iako se afektivne veze uspostavljaju na ranom uzrastu, u
adolescenciji dolazi do specifičnih promena u njihovom kvalitetu, što je posebno izraženo u kontekstu
ispoljavanja eksternalizovanih problema. Cilj istraživanja predstavlja utvrđivanje povezanosti
dimenzija afektivnog vezivanja za majku i oca (Poverenje, Komunikacija, Otuđenost) sa sindromima
eksternalizovanih problema (Agresivno ponašanje i Ponašanja kojima se krše pravila). Uzorak je činilo
507 učenika beogradskih srednjih škola uzrasta od 15 do 19 godina oba pola (AS= 16,69, SD= 1,119).
Podaci o eksternalizovanim problemima prikupljani su putem Ahenbahovog sistema empirijski
zasnovane procene (ASEBA), verzija za mlade (YSR/11–18), a о afektivnom vezivanju za roditelje
putem Inventara afektivnog vezivanja za roditelje i vršnjake (IPPA). Dimenzije afektivnog vezivanja za
majku i oca objašnjavaju ukupno 24,9% varijanse Ponašanja kojima se krše pravila (F(6,500)=27,67,
p<0,001) i 17% varijanse Agresivnog ponašanja (F(6,500)=17,10, p<0,001). Jedini značajan prediktor
Agresivnog ponašanja je Otuđenost od majke (β= 0,204), dok Poverenje u oca (β= -0,321), Otuđenost
od majke (β =0,161) i Poverenje u majku (β= -0,149) predviđaju Ponašanja kojima se krše pravila. U
skladu sa pretpostavljenim, afektivne veze sa oba roditelja važne su za psihosocijalno funkcionisanje
srednjoškolaca, uz uočene razlike u ulogama majki i očeva u vezi sa ispoljavanjem eksternalizovanih
problema. Date su preporuke za unapređivanje odnosa roditelj–dete uz prikaz najdelotvornijih
programa za prevenciju eksternalizovanih problema.
AB  - Parental attachment is one of the family factors most frequently associated with externalising
problems. Although attachment is established at an early age, there are specific changes in quality
of parental attachment in adolescence, especially in the context of externalising problems. The aim
of the study is to determine the nature of relationship between the dimensions of attachment to
mother and father (Trust, Communication, Alienation) and externalising problems syndromes
(Aggressive Behaviour and Rule-breaking Behaviour). Sample of 507 Belgrade high school students
of both genders aged from fifteen to eighteen (AS = 16.69, SD = 1.119) were administered selfreport
measures. For the assessment of externalising problems, a part of the Achenbach System of
Empirically Based Assessment – ASEBA, Youth Self-Report – (YSR/11-18) was used. The Inventory
of Parents and Peer Attachment, (IPPA) was used to collect data about parental attachment. The
dimensions of attachment to mother and father explain for a total of 24.9% of the variance in Rulebreaking
behaviour and 17% of the variance in Aggressive Behaviour. The only significant predictor
of Aggressive Behaviour is Maternal Alienation (β = .204), whereas Trust in the Father (β = .- 321),
Maternal Alienation (β = .161), and Trust in the Mother (β = .-149) predict Rule-breaking Behaviour. As
assumed, attachment to both parents is important for the psycho-social wellbeing of Belgrade high
school students, with spotted differences in the mothers’ and fathers’ roles with regard to externalising
problems. Recommendations for enhancing parental attachment and the most effective programs
for prevention of externalising problems are provided.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Afektivno vezivanje i eksternalizovani problemi kod učenika srednjih škola
T1  - Parental attachment and externalising problems at high school students
EP  - 105
SP  - 104
UR  - https://hdl.handle.net/21.15107/rcub_ipir_572
ER  - 
@conference{
author = "Kovačević Lepojević, Marina and Stojković, Ana",
year = "2019",
abstract = "Afektivno vezivanje za roditelje jedan je od porodičnih faktora koji se najčešće povezuje sa
eksternalizovanim problemima u ponašanju. Iako se afektivne veze uspostavljaju na ranom uzrastu, u
adolescenciji dolazi do specifičnih promena u njihovom kvalitetu, što je posebno izraženo u kontekstu
ispoljavanja eksternalizovanih problema. Cilj istraživanja predstavlja utvrđivanje povezanosti
dimenzija afektivnog vezivanja za majku i oca (Poverenje, Komunikacija, Otuđenost) sa sindromima
eksternalizovanih problema (Agresivno ponašanje i Ponašanja kojima se krše pravila). Uzorak je činilo
507 učenika beogradskih srednjih škola uzrasta od 15 do 19 godina oba pola (AS= 16,69, SD= 1,119).
Podaci o eksternalizovanim problemima prikupljani su putem Ahenbahovog sistema empirijski
zasnovane procene (ASEBA), verzija za mlade (YSR/11–18), a о afektivnom vezivanju za roditelje
putem Inventara afektivnog vezivanja za roditelje i vršnjake (IPPA). Dimenzije afektivnog vezivanja za
majku i oca objašnjavaju ukupno 24,9% varijanse Ponašanja kojima se krše pravila (F(6,500)=27,67,
p<0,001) i 17% varijanse Agresivnog ponašanja (F(6,500)=17,10, p<0,001). Jedini značajan prediktor
Agresivnog ponašanja je Otuđenost od majke (β= 0,204), dok Poverenje u oca (β= -0,321), Otuđenost
od majke (β =0,161) i Poverenje u majku (β= -0,149) predviđaju Ponašanja kojima se krše pravila. U
skladu sa pretpostavljenim, afektivne veze sa oba roditelja važne su za psihosocijalno funkcionisanje
srednjoškolaca, uz uočene razlike u ulogama majki i očeva u vezi sa ispoljavanjem eksternalizovanih
problema. Date su preporuke za unapređivanje odnosa roditelj–dete uz prikaz najdelotvornijih
programa za prevenciju eksternalizovanih problema., Parental attachment is one of the family factors most frequently associated with externalising
problems. Although attachment is established at an early age, there are specific changes in quality
of parental attachment in adolescence, especially in the context of externalising problems. The aim
of the study is to determine the nature of relationship between the dimensions of attachment to
mother and father (Trust, Communication, Alienation) and externalising problems syndromes
(Aggressive Behaviour and Rule-breaking Behaviour). Sample of 507 Belgrade high school students
of both genders aged from fifteen to eighteen (AS = 16.69, SD = 1.119) were administered selfreport
measures. For the assessment of externalising problems, a part of the Achenbach System of
Empirically Based Assessment – ASEBA, Youth Self-Report – (YSR/11-18) was used. The Inventory
of Parents and Peer Attachment, (IPPA) was used to collect data about parental attachment. The
dimensions of attachment to mother and father explain for a total of 24.9% of the variance in Rulebreaking
behaviour and 17% of the variance in Aggressive Behaviour. The only significant predictor
of Aggressive Behaviour is Maternal Alienation (β = .204), whereas Trust in the Father (β = .- 321),
Maternal Alienation (β = .161), and Trust in the Mother (β = .-149) predict Rule-breaking Behaviour. As
assumed, attachment to both parents is important for the psycho-social wellbeing of Belgrade high
school students, with spotted differences in the mothers’ and fathers’ roles with regard to externalising
problems. Recommendations for enhancing parental attachment and the most effective programs
for prevention of externalising problems are provided.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Afektivno vezivanje i eksternalizovani problemi kod učenika srednjih škola, Parental attachment and externalising problems at high school students",
pages = "105-104",
url = "https://hdl.handle.net/21.15107/rcub_ipir_572"
}
Kovačević Lepojević, M.,& Stojković, A.. (2019). Afektivno vezivanje i eksternalizovani problemi kod učenika srednjih škola. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 104-105.
https://hdl.handle.net/21.15107/rcub_ipir_572
Kovačević Lepojević M, Stojković A. Afektivno vezivanje i eksternalizovani problemi kod učenika srednjih škola. in Obrazovanje u funkciji modernizacije društva. 2019;:104-105.
https://hdl.handle.net/21.15107/rcub_ipir_572 .
Kovačević Lepojević, Marina, Stojković, Ana, "Afektivno vezivanje i eksternalizovani problemi kod učenika srednjih škola" in Obrazovanje u funkciji modernizacije društva (2019):104-105,
https://hdl.handle.net/21.15107/rcub_ipir_572 .

Analiza odnosa moći u višeglasnom sopstvu

Džinović, Vladimir

(Beograd : Laboratorija za eksperimentalnu psihologiju, 2019)

TY  - CONF
AU  - Džinović, Vladimir
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/592
AB  - Teorija višeglasja, konstruktivistička metafora zajednice sopstva i fukoovska teorija moći
omogućuju da se sopstvo posmatra kao da je sačinjeno od mnoštva različitih ideoloških
stanovišta (Bahtin), Ja-pozicija (Hermans), uloga (Mair, 1977) ili subjektivizacija (Fuko,
1997), koje kao glasovi stupaju u raznovrsne dijaloške odnose. Novina koju donosi ovaj rad
jeste to što multiplo sopstvo ne posmatramo kao složenu, ali konzistentnu celinu, već više kao
promenljivu stratešku situaciju sukoba glasova nejednakih snaga, u kojoj neki glasovi
privremeno preuzimaju dominaciju u odnosu na druge koji predstavljaju glasove otpora. U radu
se prikazuju dve studije slučaja, u kojima se ilustruje značaj borbe za dominaciju unutar
višestrukog sopstva za konstituisanje doživljaja sebe kod uspešnih i neuspešnih učenika.
Studije slučaja su deo šireg istraživanja o učeničkom doživljaju školskog uspeha, u kome je
učestvovalo 25 učenika srednje stručne škole. Za prikupljanje podataka primenjen je intervju
o višeglasnom doživljaju sebe. Intervjuisani učenici su eksplicirali različite perspektive iz kojih
doživljavaju sebe kao uspešne ili neuspešne u školi i zapisivali ih u formi glasova koji
razmenjuju međusobno poruke, a zatim bili podstaknuti da opišu odnose između tih glasova,
sa posebnim osvrtom na saradanju, konflikte i dominaciju. Za analizu podataka je korišćena
deduktivna tematska analiza, sa teorijskim kategorijama Struktura i Dinamika (sa dve
potkategorije Saradnja spram konflikata i Dominacija spram podređenosti). Prikazane studije
pokazuju da doživljaj sebe kao uspešnog ili neuspešnog učenika proističe iz trenutnog odnosa
snaga, koji podrazumeva da jedan glas ili grupa glasova zauzimaju poziciju iz koje su u
mogućnosti da nametnu određeni narativ o sebi. Međutim, u oba slučaja postoji stalna
tendencija glasova otpora da uzurpiraju postojeću stratešku situaciju i afirmišu alternativne
narative o sebi, što doživljaj sebe kod učenika čini tenzičnim, promenljivim i
kontekstualizovanim. Takođe, pokazalo se da višeglasno sopstvo uspešnih učenika odlikuje
postojanje snažnog, operativnog glasa, koji je u stanju da u dijaloškom odmeravanju snaga sa
drugim glasovima obezbedi sprovođenje u delo vrednosti koje se tiču posvećenosti,
odgovornosti i istrajnosti. U slučaju neuspešnih učenika, takav glas ne uspeva da obezbedi
dovoljno moći da nametne svoju perspektivu, pa primat preuzimaju glasovi koji se opiru
perspektivama koje promovišu obrazovne vrednosti.
AB  - Theory of polyphony, constructivist metaphor of the community of self and Foucault’s theory
of power allow the self to be viewed as being constituted from a multitude of different
ideological standpoints (Bakhtin, 1929/1984), I-positions (Hermans & Kempen, 1993), roles
(Mair, 1977) or subjectivizations (Foucault, 1972), which as voices enter into diverse
dialogues. The novelty brought about by this work is that we do not regard the multiple self as
a complex but consistent whole, but rather as an ever changing strategic situation involving the
struggle between voices of unequal forces, in which some voices temporarily dominate over
others that are counter-voices. The paper presents two case studies, which are the result of a
broader research on students’ perceptions of the school success, in which 25 students from a
secondary vocational school participated. In the data collection process interviews about the
students’ polyphonic identity were conducted. Interviewees explicated different perspectives
from which they perceive themselves as successful or unsuccessful in school and recorded
them in the form of voices, and then they were encouraged to describe the relationship between
these voices, with particular reference to co-operation, conflicts and domination. For the data analysis a deductive approach to thematic analysis is used, with the theoretical categories of
Structure and Dynamics (with two subcategories Collaboration versus conflicts and
Domination versus subjection). The studies show that the sense of self as a successful or
unsuccessful student stems from the current relationship of power, which implies that a single
voice or group of voices occupy a position from which they are able to impose a certain selfnarrative.
However, in both cases there is a constant tendency of counter-voices to usurp the
existing strategic situation and affirm alternative self-narratives, making the sense of self tense,
changeable and contextualized. It also turned out that the polyphonic self of successful students
is characterized by the existence of a strong, operational voice, which is able to ensure the
implementation of values relating to commitment, responsibility and persistence in a dialogical
struggle with other voices. In the case of unsuccessful students, such a voice fails to provide
enough strength to impose its perspective, so primacy is taken over by voices resisting
perspectives that promote educational values.
PB  - Beograd : Laboratorija za eksperimentalnu psihologiju
PB  - Beograd : Filozofski fakultet
C3  - Empirijska istraživanja u psihologiji
T1  - Analiza odnosa moći u višeglasnom sopstvu
EP  - 57
SP  - 56
UR  - https://hdl.handle.net/21.15107/rcub_ipir_592
ER  - 
@conference{
author = "Džinović, Vladimir",
year = "2019",
abstract = "Teorija višeglasja, konstruktivistička metafora zajednice sopstva i fukoovska teorija moći
omogućuju da se sopstvo posmatra kao da je sačinjeno od mnoštva različitih ideoloških
stanovišta (Bahtin), Ja-pozicija (Hermans), uloga (Mair, 1977) ili subjektivizacija (Fuko,
1997), koje kao glasovi stupaju u raznovrsne dijaloške odnose. Novina koju donosi ovaj rad
jeste to što multiplo sopstvo ne posmatramo kao složenu, ali konzistentnu celinu, već više kao
promenljivu stratešku situaciju sukoba glasova nejednakih snaga, u kojoj neki glasovi
privremeno preuzimaju dominaciju u odnosu na druge koji predstavljaju glasove otpora. U radu
se prikazuju dve studije slučaja, u kojima se ilustruje značaj borbe za dominaciju unutar
višestrukog sopstva za konstituisanje doživljaja sebe kod uspešnih i neuspešnih učenika.
Studije slučaja su deo šireg istraživanja o učeničkom doživljaju školskog uspeha, u kome je
učestvovalo 25 učenika srednje stručne škole. Za prikupljanje podataka primenjen je intervju
o višeglasnom doživljaju sebe. Intervjuisani učenici su eksplicirali različite perspektive iz kojih
doživljavaju sebe kao uspešne ili neuspešne u školi i zapisivali ih u formi glasova koji
razmenjuju međusobno poruke, a zatim bili podstaknuti da opišu odnose između tih glasova,
sa posebnim osvrtom na saradanju, konflikte i dominaciju. Za analizu podataka je korišćena
deduktivna tematska analiza, sa teorijskim kategorijama Struktura i Dinamika (sa dve
potkategorije Saradnja spram konflikata i Dominacija spram podređenosti). Prikazane studije
pokazuju da doživljaj sebe kao uspešnog ili neuspešnog učenika proističe iz trenutnog odnosa
snaga, koji podrazumeva da jedan glas ili grupa glasova zauzimaju poziciju iz koje su u
mogućnosti da nametnu određeni narativ o sebi. Međutim, u oba slučaja postoji stalna
tendencija glasova otpora da uzurpiraju postojeću stratešku situaciju i afirmišu alternativne
narative o sebi, što doživljaj sebe kod učenika čini tenzičnim, promenljivim i
kontekstualizovanim. Takođe, pokazalo se da višeglasno sopstvo uspešnih učenika odlikuje
postojanje snažnog, operativnog glasa, koji je u stanju da u dijaloškom odmeravanju snaga sa
drugim glasovima obezbedi sprovođenje u delo vrednosti koje se tiču posvećenosti,
odgovornosti i istrajnosti. U slučaju neuspešnih učenika, takav glas ne uspeva da obezbedi
dovoljno moći da nametne svoju perspektivu, pa primat preuzimaju glasovi koji se opiru
perspektivama koje promovišu obrazovne vrednosti., Theory of polyphony, constructivist metaphor of the community of self and Foucault’s theory
of power allow the self to be viewed as being constituted from a multitude of different
ideological standpoints (Bakhtin, 1929/1984), I-positions (Hermans & Kempen, 1993), roles
(Mair, 1977) or subjectivizations (Foucault, 1972), which as voices enter into diverse
dialogues. The novelty brought about by this work is that we do not regard the multiple self as
a complex but consistent whole, but rather as an ever changing strategic situation involving the
struggle between voices of unequal forces, in which some voices temporarily dominate over
others that are counter-voices. The paper presents two case studies, which are the result of a
broader research on students’ perceptions of the school success, in which 25 students from a
secondary vocational school participated. In the data collection process interviews about the
students’ polyphonic identity were conducted. Interviewees explicated different perspectives
from which they perceive themselves as successful or unsuccessful in school and recorded
them in the form of voices, and then they were encouraged to describe the relationship between
these voices, with particular reference to co-operation, conflicts and domination. For the data analysis a deductive approach to thematic analysis is used, with the theoretical categories of
Structure and Dynamics (with two subcategories Collaboration versus conflicts and
Domination versus subjection). The studies show that the sense of self as a successful or
unsuccessful student stems from the current relationship of power, which implies that a single
voice or group of voices occupy a position from which they are able to impose a certain selfnarrative.
However, in both cases there is a constant tendency of counter-voices to usurp the
existing strategic situation and affirm alternative self-narratives, making the sense of self tense,
changeable and contextualized. It also turned out that the polyphonic self of successful students
is characterized by the existence of a strong, operational voice, which is able to ensure the
implementation of values relating to commitment, responsibility and persistence in a dialogical
struggle with other voices. In the case of unsuccessful students, such a voice fails to provide
enough strength to impose its perspective, so primacy is taken over by voices resisting
perspectives that promote educational values.",
publisher = "Beograd : Laboratorija za eksperimentalnu psihologiju, Beograd : Filozofski fakultet",
journal = "Empirijska istraživanja u psihologiji",
title = "Analiza odnosa moći u višeglasnom sopstvu",
pages = "57-56",
url = "https://hdl.handle.net/21.15107/rcub_ipir_592"
}
Džinović, V.. (2019). Analiza odnosa moći u višeglasnom sopstvu. in Empirijska istraživanja u psihologiji
Beograd : Laboratorija za eksperimentalnu psihologiju., 56-57.
https://hdl.handle.net/21.15107/rcub_ipir_592
Džinović V. Analiza odnosa moći u višeglasnom sopstvu. in Empirijska istraživanja u psihologiji. 2019;:56-57.
https://hdl.handle.net/21.15107/rcub_ipir_592 .
Džinović, Vladimir, "Analiza odnosa moći u višeglasnom sopstvu" in Empirijska istraživanja u psihologiji (2019):56-57,
https://hdl.handle.net/21.15107/rcub_ipir_592 .

Studenti ne žele da uče manje nego smišljenije

Maksić, Slavica

(Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov", 2019)

TY  - CHAP
AU  - Maksić, Slavica
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/727
AB  - U radu se diskutuje o tome kako stvoriti uslove koji će doprineti većem kreativnom
izražavanju studenata i njihovih nastavnika na univerzitetu. Nivo visokog
obrazovanja pruža velike šanse za kreativno učenje, ali ispitivanje uverenja
nastavnika i studenata ne potvrđuje da se ove šanse realizuju u praksi. Studenti
imaju primedbe na nefunkcionalna znanja, neinventivne metode rada, nedovoljnu
praksu i dekontekstualizovano učenje. S druge strane, nastavnici zameraju
studentima da nisu motivisani niti dovoljno posvećeni učenju. Analiza rezultata
ispitivanja ukazuje na potrebu studenata da uče smislenije, stiču praktična znanja, da
to što uče povezuju sa onim što znaju, i da vežbaju tako što stečeno znanje
primenjuju u rešavanju problema iz realnog života. Zaključeno je da razvoj
kreativnosti u toku studija zahteva uvećanje praktične orijentacije nastavnika i
uvećanje odgovornosti studenata za sopstveno učenje.
AB  - The paper is dealing with the question how to create conditions that would support
creative expression of university students and their teachers. Higher education
provides great opportunities for creative learning, but research into teachers' and
students' beliefs indicates that these opportunities are not fully realized in practice.
Students had objections to non-functional knowledge, traditional teaching methods,insufficient practice and de-contextualized learning. On the other hand, teachers
criticised students’ low level of motivation and persistence in learning. Analyses of
research findings showed that students need more meaningful learning, acquiring
practical knowledge, building on previous knowledge and practicing new knowledge
in solving real life problems. It was concluded that development of creativity in the
higher education context demands more practical teachers and more responsible
students for their own learning.
PB  - Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
PB  - Arad : Univerzitatea de Vest "Aurel Vlaicu"
T2  - Dostignuća i perspektive u obrazovanju darovitih
T1  - Studenti ne žele da uče manje nego smišljenije
T1  - University students do not like less learning but more meaningful learning
EP  - 229
SP  - 220
VL  - 24
UR  - https://hdl.handle.net/21.15107/rcub_ipir_727
ER  - 
@inbook{
author = "Maksić, Slavica",
year = "2019",
abstract = "U radu se diskutuje o tome kako stvoriti uslove koji će doprineti većem kreativnom
izražavanju studenata i njihovih nastavnika na univerzitetu. Nivo visokog
obrazovanja pruža velike šanse za kreativno učenje, ali ispitivanje uverenja
nastavnika i studenata ne potvrđuje da se ove šanse realizuju u praksi. Studenti
imaju primedbe na nefunkcionalna znanja, neinventivne metode rada, nedovoljnu
praksu i dekontekstualizovano učenje. S druge strane, nastavnici zameraju
studentima da nisu motivisani niti dovoljno posvećeni učenju. Analiza rezultata
ispitivanja ukazuje na potrebu studenata da uče smislenije, stiču praktična znanja, da
to što uče povezuju sa onim što znaju, i da vežbaju tako što stečeno znanje
primenjuju u rešavanju problema iz realnog života. Zaključeno je da razvoj
kreativnosti u toku studija zahteva uvećanje praktične orijentacije nastavnika i
uvećanje odgovornosti studenata za sopstveno učenje., The paper is dealing with the question how to create conditions that would support
creative expression of university students and their teachers. Higher education
provides great opportunities for creative learning, but research into teachers' and
students' beliefs indicates that these opportunities are not fully realized in practice.
Students had objections to non-functional knowledge, traditional teaching methods,insufficient practice and de-contextualized learning. On the other hand, teachers
criticised students’ low level of motivation and persistence in learning. Analyses of
research findings showed that students need more meaningful learning, acquiring
practical knowledge, building on previous knowledge and practicing new knowledge
in solving real life problems. It was concluded that development of creativity in the
higher education context demands more practical teachers and more responsible
students for their own learning.",
publisher = "Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Arad : Univerzitatea de Vest "Aurel Vlaicu"",
journal = "Dostignuća i perspektive u obrazovanju darovitih",
booktitle = "Studenti ne žele da uče manje nego smišljenije, University students do not like less learning but more meaningful learning",
pages = "229-220",
volume = "24",
url = "https://hdl.handle.net/21.15107/rcub_ipir_727"
}
Maksić, S.. (2019). Studenti ne žele da uče manje nego smišljenije. in Dostignuća i perspektive u obrazovanju darovitih
Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"., 24, 220-229.
https://hdl.handle.net/21.15107/rcub_ipir_727
Maksić S. Studenti ne žele da uče manje nego smišljenije. in Dostignuća i perspektive u obrazovanju darovitih. 2019;24:220-229.
https://hdl.handle.net/21.15107/rcub_ipir_727 .
Maksić, Slavica, "Studenti ne žele da uče manje nego smišljenije" in Dostignuća i perspektive u obrazovanju darovitih, 24 (2019):220-229,
https://hdl.handle.net/21.15107/rcub_ipir_727 .

Doprinos istraživanja obrazovanju darovitih učenika

Maksić, Slavica

(Banja Luka : Udruženje zajedno u Evropu, 2019)

TY  - CONF
AU  - Maksić, Slavica
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/730
AB  - The paper contains a review of research studies about gifted students conducted as national scientific-research projects in Serbia, with the expectation that their results can also be useful for educational systems in the region, due to similarities among Balkan countries. Results of studies related to students’, parents’ and teachers’ opinions about psychosocial characteristics of the gifted, their implicit theories of giftedness, and their attitudes toward gifted education were analyzed. Implications of the research findings for designing appropriate educational settings for the gifted and development of students’ giftedness and talents at school are discussed. In the conclusion, gifted education is related to the current social context in the region, brain-drain process, and capacity of local economies to accept gifted professionals and engage their creative capacities.
AB  - Rad sadrži pregled istraživanja o darovitim učenicima koja su realizovana
u okviru nacionalnih naučno-istraživačkih projekata u Srbiji, sa pretpostavkom da
njihovi rezultati mogu biti od koristi i za druge obrazovne sisteme u regionu, zbog
sličnosti koje postoje među zemljama Balkana. Analiziraju se ispitivanja učenika,
njihovih roditelja i nastavnika o psihosocijalnim karakteristikama darovitih,
implicitnim teorijama darovitosti i stavovima prema obrazovnoj podršci za darovite
učenike.Diskutuju sе implikacije koje istraživački nalazi imaju za dizajniranje
adekvatne obrazovne podrške za darovite učenike i razvoj darovitosti i talenata
učenika u školi. U zaključku se obrazovanje darovitih učenika dovodi u vezu sa
aktuelnim društvenim kontekstom u zemljama regiona, odlivom mozgova i
kapacitetima lokalnih privreda da uposle darovite kadrove i angažuju njihove
kreativne kapacitete.
PB  - Banja Luka : Udruženje zajedno u Evropu
C3  - Darovitost, edukacija darovitih, inovacije i kreativnost u obrazovanju i psihologiji
T1  - Doprinos istraživanja obrazovanju darovitih učenika
T1  - Contribution of research studies to gifted education
EP  - 120
SP  - 113
UR  - https://hdl.handle.net/21.15107/rcub_ipir_730
ER  - 
@conference{
author = "Maksić, Slavica",
year = "2019",
abstract = "The paper contains a review of research studies about gifted students conducted as national scientific-research projects in Serbia, with the expectation that their results can also be useful for educational systems in the region, due to similarities among Balkan countries. Results of studies related to students’, parents’ and teachers’ opinions about psychosocial characteristics of the gifted, their implicit theories of giftedness, and their attitudes toward gifted education were analyzed. Implications of the research findings for designing appropriate educational settings for the gifted and development of students’ giftedness and talents at school are discussed. In the conclusion, gifted education is related to the current social context in the region, brain-drain process, and capacity of local economies to accept gifted professionals and engage their creative capacities., Rad sadrži pregled istraživanja o darovitim učenicima koja su realizovana
u okviru nacionalnih naučno-istraživačkih projekata u Srbiji, sa pretpostavkom da
njihovi rezultati mogu biti od koristi i za druge obrazovne sisteme u regionu, zbog
sličnosti koje postoje među zemljama Balkana. Analiziraju se ispitivanja učenika,
njihovih roditelja i nastavnika o psihosocijalnim karakteristikama darovitih,
implicitnim teorijama darovitosti i stavovima prema obrazovnoj podršci za darovite
učenike.Diskutuju sе implikacije koje istraživački nalazi imaju za dizajniranje
adekvatne obrazovne podrške za darovite učenike i razvoj darovitosti i talenata
učenika u školi. U zaključku se obrazovanje darovitih učenika dovodi u vezu sa
aktuelnim društvenim kontekstom u zemljama regiona, odlivom mozgova i
kapacitetima lokalnih privreda da uposle darovite kadrove i angažuju njihove
kreativne kapacitete.",
publisher = "Banja Luka : Udruženje zajedno u Evropu",
journal = "Darovitost, edukacija darovitih, inovacije i kreativnost u obrazovanju i psihologiji",
title = "Doprinos istraživanja obrazovanju darovitih učenika, Contribution of research studies to gifted education",
pages = "120-113",
url = "https://hdl.handle.net/21.15107/rcub_ipir_730"
}
Maksić, S.. (2019). Doprinos istraživanja obrazovanju darovitih učenika. in Darovitost, edukacija darovitih, inovacije i kreativnost u obrazovanju i psihologiji
Banja Luka : Udruženje zajedno u Evropu., 113-120.
https://hdl.handle.net/21.15107/rcub_ipir_730
Maksić S. Doprinos istraživanja obrazovanju darovitih učenika. in Darovitost, edukacija darovitih, inovacije i kreativnost u obrazovanju i psihologiji. 2019;:113-120.
https://hdl.handle.net/21.15107/rcub_ipir_730 .
Maksić, Slavica, "Doprinos istraživanja obrazovanju darovitih učenika" in Darovitost, edukacija darovitih, inovacije i kreativnost u obrazovanju i psihologiji (2019):113-120,
https://hdl.handle.net/21.15107/rcub_ipir_730 .

Inkluzivno obrazovanje u funkciji razvoja društva

Vujačić, Milja; Đević, Rajka

(Beograd : Institut za pedagoška istraživanja, 2019)

TY  - CONF
AU  - Vujačić, Milja
AU  - Đević, Rajka
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/548
AB  - U radu se razmatra doprinos inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj
celokupnog društva, obrazovnih institucija i pojedinaca. Ukazuje se na ključne pozitivne promene
u društvu koje se opredelilo za sprovođenje inkluzivnog obrazovanja: (a) unapređivanje zakonske
regulative u pravcu obezbeđivanja dostupnosti, pravednosti i jednakosti u ostvarivanju prava dece
i odraslih sa teškoćama u razvoju; (b) povezivanje i saradnja različitih društvenih sistema i institucija
i (v) finansijska dobrobit koja se ostvaruje korišćenjem dostupnih resursa redovnih obrazovnih
institucija za obrazovanje dece sa teškoćama u razvoju. Naglašavaju se značajne promene koje se
usled realizacije inkluzivnog obrazovanja dešavaju unutar obrazovnih institucija, a koje pored
unapređivanja obrazovne politike i kulture škola obuhvataju i promene na nivou nastavne i
vannastavne prakse. Promene na nivou obrazovnih institucija razmatraju se i iz perspektive ključnih
aktera i koristi koje oni imaju od realizacije inkluzivnog obrazovanja. Naglašava se potencijal koji
inkluzivno obrazovanje, kao prirodno okruženje, ima za razvoj i učenje dece sa teškoćama u razvoju
i otkrivanje njihovih očuvanih sposobnosti. Ukazuje se na važnost ovakvog okruženja za podsticanje
tolerancije, uvažavanja različitosti i empatičnosti kod ostale dece u odeljenju. Poseban osvrt dat je
na promene koje se odnose na nastavnika i njegovu praksu, kako na nivou stavova i pedagoških
uverenja, tako i u domenu novih znanja i kompеtencija. Kvalitet realizacije inkluzivnog obrazovanja
i njegovi potencijalni efekti na razvoj društva, obrazovnih institucija i pojedinaca razmotreni su kroz
prizmu različitih prepreka, problema i otežavajućih okolnosti.
AB  - The paper deliberates positive effects of inclusive education and its potential influence on
development of entire society, educational institutions and individuals. It indicates key positive
changes in the society which opted for inclusive education: (a) improvement of legislation towards
providing availability, fairness and equality for children and adults with disabilities in exercising their
rights; (b) networking and cooperation between different social systems and institutions; (c) financial
benefit gained by using the available resources provided by the regular educational institutions
for education of children with disabilities. It stresses the important changes that occur inside the
educational institutions due to inclusive education which, in addition to improving educational
policy and mind-set in schools, include changes in curricular and extra-curricular practices. The
changes in educational institutions are also deliberated from the standpoint of key participants and
their benefits from inclusive education. It stresses the potential which the inclusive education, as
natural environment, has in development and learning of children with disabilities and in revealing
their preserved abilities. It points to importance of such environment in nurturing tolerance, respect
for diversity and empathy in other children in the classroom. A special emphasis is put on the changes
that concern teachers and their practice, both in their attitudes and pedagogical beliefs and in the
domain of new skills and competences. The quality of implementation of inclusive education and its
potential effects on development of society, educational institutions and individuals are deliberated
through the prism of various obstacles, problems and difficulties.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Inkluzivno obrazovanje u funkciji razvoja društva
T1  - The role of inclusive education in development of society
UR  - https://hdl.handle.net/21.15107/rcub_ipir_548
ER  - 
@conference{
author = "Vujačić, Milja and Đević, Rajka",
year = "2019",
abstract = "U radu se razmatra doprinos inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj
celokupnog društva, obrazovnih institucija i pojedinaca. Ukazuje se na ključne pozitivne promene
u društvu koje se opredelilo za sprovođenje inkluzivnog obrazovanja: (a) unapređivanje zakonske
regulative u pravcu obezbeđivanja dostupnosti, pravednosti i jednakosti u ostvarivanju prava dece
i odraslih sa teškoćama u razvoju; (b) povezivanje i saradnja različitih društvenih sistema i institucija
i (v) finansijska dobrobit koja se ostvaruje korišćenjem dostupnih resursa redovnih obrazovnih
institucija za obrazovanje dece sa teškoćama u razvoju. Naglašavaju se značajne promene koje se
usled realizacije inkluzivnog obrazovanja dešavaju unutar obrazovnih institucija, a koje pored
unapređivanja obrazovne politike i kulture škola obuhvataju i promene na nivou nastavne i
vannastavne prakse. Promene na nivou obrazovnih institucija razmatraju se i iz perspektive ključnih
aktera i koristi koje oni imaju od realizacije inkluzivnog obrazovanja. Naglašava se potencijal koji
inkluzivno obrazovanje, kao prirodno okruženje, ima za razvoj i učenje dece sa teškoćama u razvoju
i otkrivanje njihovih očuvanih sposobnosti. Ukazuje se na važnost ovakvog okruženja za podsticanje
tolerancije, uvažavanja različitosti i empatičnosti kod ostale dece u odeljenju. Poseban osvrt dat je
na promene koje se odnose na nastavnika i njegovu praksu, kako na nivou stavova i pedagoških
uverenja, tako i u domenu novih znanja i kompеtencija. Kvalitet realizacije inkluzivnog obrazovanja
i njegovi potencijalni efekti na razvoj društva, obrazovnih institucija i pojedinaca razmotreni su kroz
prizmu različitih prepreka, problema i otežavajućih okolnosti., The paper deliberates positive effects of inclusive education and its potential influence on
development of entire society, educational institutions and individuals. It indicates key positive
changes in the society which opted for inclusive education: (a) improvement of legislation towards
providing availability, fairness and equality for children and adults with disabilities in exercising their
rights; (b) networking and cooperation between different social systems and institutions; (c) financial
benefit gained by using the available resources provided by the regular educational institutions
for education of children with disabilities. It stresses the important changes that occur inside the
educational institutions due to inclusive education which, in addition to improving educational
policy and mind-set in schools, include changes in curricular and extra-curricular practices. The
changes in educational institutions are also deliberated from the standpoint of key participants and
their benefits from inclusive education. It stresses the potential which the inclusive education, as
natural environment, has in development and learning of children with disabilities and in revealing
their preserved abilities. It points to importance of such environment in nurturing tolerance, respect
for diversity and empathy in other children in the classroom. A special emphasis is put on the changes
that concern teachers and their practice, both in their attitudes and pedagogical beliefs and in the
domain of new skills and competences. The quality of implementation of inclusive education and its
potential effects on development of society, educational institutions and individuals are deliberated
through the prism of various obstacles, problems and difficulties.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Inkluzivno obrazovanje u funkciji razvoja društva, The role of inclusive education in development of society",
url = "https://hdl.handle.net/21.15107/rcub_ipir_548"
}
Vujačić, M.,& Đević, R.. (2019). Inkluzivno obrazovanje u funkciji razvoja društva. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja..
https://hdl.handle.net/21.15107/rcub_ipir_548
Vujačić M, Đević R. Inkluzivno obrazovanje u funkciji razvoja društva. in Obrazovanje u funkciji modernizacije društva. 2019;.
https://hdl.handle.net/21.15107/rcub_ipir_548 .
Vujačić, Milja, Đević, Rajka, "Inkluzivno obrazovanje u funkciji razvoja društva" in Obrazovanje u funkciji modernizacije društva (2019),
https://hdl.handle.net/21.15107/rcub_ipir_548 .