TY  - CHAP
AU  - Ovesni, Kristinka
AU  - Radović, Vesna
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/663
AB  - The theoretical rationale for the paper entitled The problems of teacher’s
professional development in ICT context: an andragogical view, by Kristinka
Ovesni and Vera Radović, found in reflections of conceptions that view teachers’
professional development (TPD) in information communication technology context
as an alternative to the traditional process of TPD. A shift from traditional to ICT contexts opens many issues in design, organization, performance, and evaluation
of the process of TPD. Accordingly, the aim of this research is to explore some
features and to identify potential issues in teacher’s usage of and participation
in different professional development activities in ICT context. For this purpose,
the authors adopted quantitative descriptive methodology. The research was
performed online, from August to October 2020, on the population of teachers
employed in primary schools in Republic of Serbia. From data collected from
purposeful sample (N=354), using canonical correlation analysis, authors
distinguished some features of TPD in the ICT context (broadening knowledge,
peer support, time and cost efficiency, availability of resources, enjoyment in
activities), tightly connected to transformative, self–directed nature of teachers
as adult learners, to changed locus of control of learning, and specific TPD in ICT
context related issues (experience of alienation and cyber–bulling, lack of direct
communication with moderators, to feel overwhelmed by information).
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - The problems of teacher’s professional development in ICT context: an andragogical view
EP  - 189
SP  - 173
UR  - https://hdl.handle.net/21.15107/rcub_ipir_663
ER  - 

@inbook{
author = "Ovesni, Kristinka and Radović, Vesna",
year = "2021",
abstract = "The theoretical rationale for the paper entitled The problems of teacher’s
professional development in ICT context: an andragogical view, by Kristinka
Ovesni and Vera Radović, found in reflections of conceptions that view teachers’
professional development (TPD) in information communication technology context
as an alternative to the traditional process of TPD. A shift from traditional to ICT contexts opens many issues in design, organization, performance, and evaluation
of the process of TPD. Accordingly, the aim of this research is to explore some
features and to identify potential issues in teacher’s usage of and participation
in different professional development activities in ICT context. For this purpose,
the authors adopted quantitative descriptive methodology. The research was
performed online, from August to October 2020, on the population of teachers
employed in primary schools in Republic of Serbia. From data collected from
purposeful sample (N=354), using canonical correlation analysis, authors
distinguished some features of TPD in the ICT context (broadening knowledge,
peer support, time and cost efficiency, availability of resources, enjoyment in
activities), tightly connected to transformative, self–directed nature of teachers
as adult learners, to changed locus of control of learning, and specific TPD in ICT
context related issues (experience of alienation and cyber–bulling, lack of direct
communication with moderators, to feel overwhelmed by information).",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "The problems of teacher’s professional development in ICT context: an andragogical view",
pages = "189-173",
url = "https://hdl.handle.net/21.15107/rcub_ipir_663"
}

Ovesni, K.,& Radović, V.. (2021). The problems of teacher’s professional development in ICT context: an andragogical view. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 173-189.
https://hdl.handle.net/21.15107/rcub_ipir_663

Ovesni K, Radović V. The problems of teacher’s professional development in ICT context: an andragogical view. in Problems and perspectives of contemporary education. 2021;:173-189.
https://hdl.handle.net/21.15107/rcub_ipir_663 .

Ovesni, Kristinka, Radović, Vesna, "The problems of teacher’s professional development in ICT context: an andragogical view" in Problems and perspectives of contemporary education (2021):173-189,
https://hdl.handle.net/21.15107/rcub_ipir_663 .

TY  - JOUR
AU  - Hebib, Emina
AU  - Antonijević, Radovan
AU  - Ratković, Marija
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/734
AB  - U savremenim školskim sistemima već nekoliko decenija odvijaju se reformski procesi sa ciljem implementacije modela inkluzivnog obrazovanja u školsku praksu. Pošto je razvoj inkluzivne školske prakse determinisan obeležjima političkog, ekonomskog, kulturnog i istorijskog konteksta određene zemlje, reforma školskog sistema u skladu s ideologijom inkluzivnog obrazovanja jedan je od najvećih izazova u praksi funkcionisanja savremenih školskih sistema. Iz tog razloga važno je sagledati osnovne odlike inkluzivne školske prakse, kao i pretpostavke koje je potrebno obezbediti da bi se ona uspešno razvijala. U radu se, nakon datih napomena o teorijskim polazištima, politici i praksi inkluzivnog obrazovanja, analizira pitanje diferencijacije i individualizacije nastave u inkluzivnom obrazovnom kontekstu. Polazeći od toga da je nastava središnji segment školskog rada, odlike nastave u inkluzivnom kontekstu posmatraju se i tumače kao osnovne odlike inkluzivne školske prakse. Pored kvaliteta rada nastavnika, kao pretpostavke razvoja inkluzivne školske prakse posebno su izdvojene i analizirane inkluzivna politika školskog rada i inkluzivna školska kultura. U zaključnom osvrtu naglašava se da su orijentacija školskog sistema i društvena orijentacija ka filozofiji inkluzivnog obrazovanja osnovni preduslov razvoja inkluzivne školske prakse i determinante njenog kvaliteta.
AB  - Reform processes in contemporary education systems taking place over the last few decades have aimed to implement a model of inclusive education in schools. Since the development of inclusive school practice is determined by a country's political, economic, cultural and historical context, school system reform in line with the ideology of inclusive education is one of the greatest challenges in the functioning of contemporary school systems. It is therefore important to consider the key characteristics of inclusive school practice, and the requirements that need to be met for the practice to be successful. The paper begins with an overview of the theoretical foundations, policies and practice of inclusive education, and then goes on to analyze the question of instruction differentiation and individualization in an inclusive educational context. Starting from the position that instruction is the central segment of school education, the characteristics of instruction in an inclusive context are considered and interpreted as the key characteristics of inclusive school practice. In addition to the quality of teaching, other requirements for the development of inclusive school practice that are singled out and analyzed are inclusive policy of school work and inclusive school culture. The concluding section emphasizes that the orientation of the school system and social orientation towards the philosophy of inclusive education are the basic requirements for the development of inclusive school practice and the determinants of its quality.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Odlike i pretpostavke razvoja inkluzivne školske prakse
T1  - Особенности и предпосылки развития
инклюзивной школьной практики
T1  - The development of inclusive school practice: Characteristics and requirements
T1  - Одлике и претпоставке развоја инклузивне школске праксе
EP  - 329
IS  - 3
SP  - 315
VL  - 68
DO  - 10.5937/nasvas1903315H
ER  - 

@article{
author = "Hebib, Emina and Antonijević, Radovan and Ratković, Marija",
year = "2019",
abstract = "U savremenim školskim sistemima već nekoliko decenija odvijaju se reformski procesi sa ciljem implementacije modela inkluzivnog obrazovanja u školsku praksu. Pošto je razvoj inkluzivne školske prakse determinisan obeležjima političkog, ekonomskog, kulturnog i istorijskog konteksta određene zemlje, reforma školskog sistema u skladu s ideologijom inkluzivnog obrazovanja jedan je od najvećih izazova u praksi funkcionisanja savremenih školskih sistema. Iz tog razloga važno je sagledati osnovne odlike inkluzivne školske prakse, kao i pretpostavke koje je potrebno obezbediti da bi se ona uspešno razvijala. U radu se, nakon datih napomena o teorijskim polazištima, politici i praksi inkluzivnog obrazovanja, analizira pitanje diferencijacije i individualizacije nastave u inkluzivnom obrazovnom kontekstu. Polazeći od toga da je nastava središnji segment školskog rada, odlike nastave u inkluzivnom kontekstu posmatraju se i tumače kao osnovne odlike inkluzivne školske prakse. Pored kvaliteta rada nastavnika, kao pretpostavke razvoja inkluzivne školske prakse posebno su izdvojene i analizirane inkluzivna politika školskog rada i inkluzivna školska kultura. U zaključnom osvrtu naglašava se da su orijentacija školskog sistema i društvena orijentacija ka filozofiji inkluzivnog obrazovanja osnovni preduslov razvoja inkluzivne školske prakse i determinante njenog kvaliteta., Reform processes in contemporary education systems taking place over the last few decades have aimed to implement a model of inclusive education in schools. Since the development of inclusive school practice is determined by a country's political, economic, cultural and historical context, school system reform in line with the ideology of inclusive education is one of the greatest challenges in the functioning of contemporary school systems. It is therefore important to consider the key characteristics of inclusive school practice, and the requirements that need to be met for the practice to be successful. The paper begins with an overview of the theoretical foundations, policies and practice of inclusive education, and then goes on to analyze the question of instruction differentiation and individualization in an inclusive educational context. Starting from the position that instruction is the central segment of school education, the characteristics of instruction in an inclusive context are considered and interpreted as the key characteristics of inclusive school practice. In addition to the quality of teaching, other requirements for the development of inclusive school practice that are singled out and analyzed are inclusive policy of school work and inclusive school culture. The concluding section emphasizes that the orientation of the school system and social orientation towards the philosophy of inclusive education are the basic requirements for the development of inclusive school practice and the determinants of its quality.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Odlike i pretpostavke razvoja inkluzivne školske prakse, Особенности и предпосылки развития
инклюзивной школьной практики, The development of inclusive school practice: Characteristics and requirements, Одлике и претпоставке развоја инклузивне школске праксе",
pages = "329-315",
number = "3",
volume = "68",
doi = "10.5937/nasvas1903315H"
}

Hebib, E., Antonijević, R.,& Ratković, M.. (2019). Odlike i pretpostavke razvoja inkluzivne školske prakse. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 68(3), 315-329.
https://doi.org/10.5937/nasvas1903315H

Hebib E, Antonijević R, Ratković M. Odlike i pretpostavke razvoja inkluzivne školske prakse. in Nastava i vaspitanje. 2019;68(3):315-329.
doi:10.5937/nasvas1903315H .

Hebib, Emina, Antonijević, Radovan, Ratković, Marija, "Odlike i pretpostavke razvoja inkluzivne školske prakse" in Nastava i vaspitanje, 68, no. 3 (2019):315-329,
https://doi.org/10.5937/nasvas1903315H . .

TY  - JOUR
AU  - Ratković, Marija
AU  - Hebib, Emina
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/735
AB  - Istraživanje je sprovedeno radi utvrđivanja načina provođenja slobodnog vremena dece, učestalosti boravka dece u prirodi, kao i stavova dece prema aktivnostima u prirodi i višednevnom boravku u prirodi u formi kampovanja. Metodom eksperimentalnog istraživanja, pomoću tehnika teorijske analize i posebno konstruisanog anketnog upitnika, došli smo do rezultata koji su za analizu i razmatranje. Alarmantan podatak predstavlja činjenica da čak 20% dece istraživanog uzrasta provodi slobodno vreme uz televizore i računare, dok čak 45% dece ne boravi često u prirodi. Tri najčešće navođena razloga zbog kojih ispitanici ne provode vreme u prirodi su: školske obaveze, oba­veze roditelja i činjenica da u okolini nema prirode. Navedeni podaci upućuju na potrebu za organizovanim, sistemskim boravkom dece u prirodi za vreme vikenda u vidu poludnevnih ili celodnevnih izleta ili ekskurzija, kao i višednevnih kampova organizovanih za vreme letnjeg raspusta. Čak 84,9% učenika bi volelo da svoje slobodno vreme provede na kampu, što ispunjava jedan od najvažnijih uslova za sistemsko sprovođenje ovog programa. Deca su svesna vrednosti boravka u prirodi i imaju potrebu i želju da svoje slobodno vreme provode u prirodi, u čemu se i ogleda praktični značaj ovog rada.
AB  - Contemporary school systems are in the process of reform the aim of which is, among other things, the development of inclusive policies and educational practice. The development of inclusive educational practice implies introducing changes in the school structure and organisation, the conception and realisation of teaching and school activities, as well as changes in teachers' work. The changes in the way teachers work refer, among other things, to a specific number of new assignments and activities that should be carried out in direct cooperation with other key actors in inclusive education. The paper presents an overview of teachers' activities and assignments that are stated in expert sources as particularly important in working with students with disabilities, students of typical development, fellow teachers, other experts in the school system, and parents of students with disabilities. Based on the overview, the authors point out that the development of the practice of education of students with disabilities in regular schools, as an important component of inclusive education, implies a redefinition of the role of teachers in the teaching process and school work. A separate section in the paper is dedicated to the explanation of the relevance of preparing teachers to act successfully in schools and the importance of teacher training for inclusive education that should also involve the rethinking and changing teachers' professional attitudes and beliefs.
PB  - Beograd : Učiteljski fakultet
T2  - Inovacije u nastavi
T1  - Inkluzivno obrazovanje kao okvir za promene u radu nastavnika
T1  - Inclusive education as a framework for changes in teachers' work
EP  - 36
IS  - 3
SP  - 20
VL  - 31
DO  - 10.5937/inovacije1803020R
ER  - 

@article{
author = "Ratković, Marija and Hebib, Emina",
year = "2018",
abstract = "Istraživanje je sprovedeno radi utvrđivanja načina provođenja slobodnog vremena dece, učestalosti boravka dece u prirodi, kao i stavova dece prema aktivnostima u prirodi i višednevnom boravku u prirodi u formi kampovanja. Metodom eksperimentalnog istraživanja, pomoću tehnika teorijske analize i posebno konstruisanog anketnog upitnika, došli smo do rezultata koji su za analizu i razmatranje. Alarmantan podatak predstavlja činjenica da čak 20% dece istraživanog uzrasta provodi slobodno vreme uz televizore i računare, dok čak 45% dece ne boravi često u prirodi. Tri najčešće navođena razloga zbog kojih ispitanici ne provode vreme u prirodi su: školske obaveze, oba­veze roditelja i činjenica da u okolini nema prirode. Navedeni podaci upućuju na potrebu za organizovanim, sistemskim boravkom dece u prirodi za vreme vikenda u vidu poludnevnih ili celodnevnih izleta ili ekskurzija, kao i višednevnih kampova organizovanih za vreme letnjeg raspusta. Čak 84,9% učenika bi volelo da svoje slobodno vreme provede na kampu, što ispunjava jedan od najvažnijih uslova za sistemsko sprovođenje ovog programa. Deca su svesna vrednosti boravka u prirodi i imaju potrebu i želju da svoje slobodno vreme provode u prirodi, u čemu se i ogleda praktični značaj ovog rada., Contemporary school systems are in the process of reform the aim of which is, among other things, the development of inclusive policies and educational practice. The development of inclusive educational practice implies introducing changes in the school structure and organisation, the conception and realisation of teaching and school activities, as well as changes in teachers' work. The changes in the way teachers work refer, among other things, to a specific number of new assignments and activities that should be carried out in direct cooperation with other key actors in inclusive education. The paper presents an overview of teachers' activities and assignments that are stated in expert sources as particularly important in working with students with disabilities, students of typical development, fellow teachers, other experts in the school system, and parents of students with disabilities. Based on the overview, the authors point out that the development of the practice of education of students with disabilities in regular schools, as an important component of inclusive education, implies a redefinition of the role of teachers in the teaching process and school work. A separate section in the paper is dedicated to the explanation of the relevance of preparing teachers to act successfully in schools and the importance of teacher training for inclusive education that should also involve the rethinking and changing teachers' professional attitudes and beliefs.",
publisher = "Beograd : Učiteljski fakultet",
journal = "Inovacije u nastavi",
title = "Inkluzivno obrazovanje kao okvir za promene u radu nastavnika, Inclusive education as a framework for changes in teachers' work",
pages = "36-20",
number = "3",
volume = "31",
doi = "10.5937/inovacije1803020R"
}

Ratković, M.,& Hebib, E.. (2018). Inkluzivno obrazovanje kao okvir za promene u radu nastavnika. in Inovacije u nastavi
Beograd : Učiteljski fakultet., 31(3), 20-36.
https://doi.org/10.5937/inovacije1803020R

Ratković M, Hebib E. Inkluzivno obrazovanje kao okvir za promene u radu nastavnika. in Inovacije u nastavi. 2018;31(3):20-36.
doi:10.5937/inovacije1803020R .

Ratković, Marija, Hebib, Emina, "Inkluzivno obrazovanje kao okvir za promene u radu nastavnika" in Inovacije u nastavi, 31, no. 3 (2018):20-36,
https://doi.org/10.5937/inovacije1803020R . .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Spasenović, Vera
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/299
AB  - This article presents the results of research into the implicit theories of creativity of Educational Science students preparing for the role of educational counsellors. Educational Science students will soon be working in educational institutions where they are expected to support creativity. Prospective (pre)school counsellors were asked about how they perceive and how they experience creativity in their own schooling by means of a questionnaire and focus group interview. Participants' answers were analyzed using quantitative and qualitative content analyses. The data obtained from the questionnaire showed that the students mainly defined creativity as the characteristic of a person or process. They saw the major possibility for developing creativity during university studies in stimulating teaching activities and a supportive educational climate. The data from the focus group expanded the students' definition of creativity through the domain of the expression and the valuation of creativity. In the discussion about the development of creativity during university studies, the role of the study program and the students' individual characteristics were highlighted. The aspects of Educational Science education that need to be changed to increase the quality of the preparation of future educational counsellors are also considered.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Creativity Research Journal
T1  - Educational Science Students' Implicit Theories of Creativity
EP  - 294
IS  - 3
SP  - 287
VL  - 30
DO  - 10.1080/10400419.2018.1488200
ER  - 

@article{
author = "Maksić, Slavica and Spasenović, Vera",
year = "2018",
abstract = "This article presents the results of research into the implicit theories of creativity of Educational Science students preparing for the role of educational counsellors. Educational Science students will soon be working in educational institutions where they are expected to support creativity. Prospective (pre)school counsellors were asked about how they perceive and how they experience creativity in their own schooling by means of a questionnaire and focus group interview. Participants' answers were analyzed using quantitative and qualitative content analyses. The data obtained from the questionnaire showed that the students mainly defined creativity as the characteristic of a person or process. They saw the major possibility for developing creativity during university studies in stimulating teaching activities and a supportive educational climate. The data from the focus group expanded the students' definition of creativity through the domain of the expression and the valuation of creativity. In the discussion about the development of creativity during university studies, the role of the study program and the students' individual characteristics were highlighted. The aspects of Educational Science education that need to be changed to increase the quality of the preparation of future educational counsellors are also considered.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Creativity Research Journal",
title = "Educational Science Students' Implicit Theories of Creativity",
pages = "294-287",
number = "3",
volume = "30",
doi = "10.1080/10400419.2018.1488200"
}

Maksić, S.,& Spasenović, V.. (2018). Educational Science Students' Implicit Theories of Creativity. in Creativity Research Journal
Routledge Journals, Taylor & Francis Ltd, Abingdon., 30(3), 287-294.
https://doi.org/10.1080/10400419.2018.1488200

Maksić S, Spasenović V. Educational Science Students' Implicit Theories of Creativity. in Creativity Research Journal. 2018;30(3):287-294.
doi:10.1080/10400419.2018.1488200 .

Maksić, Slavica, Spasenović, Vera, "Educational Science Students' Implicit Theories of Creativity" in Creativity Research Journal, 30, no. 3 (2018):287-294,
https://doi.org/10.1080/10400419.2018.1488200 . .

TY  - JOUR
AU  - Ratković, Marija
AU  - Hebib, Emina
AU  - Šaljić, Zorica
PY  - 2017
UR  - http://ipir.ipisr.org.rs/handle/123456789/736
AB  - Inkluzija u obrazovanju kao teorijsko-praktični koncept široko je prihvaćena i predstavlja zajedničku odliku prakse funkcionisanja savremenih školskih sistema, kao i sadržaj globalne politike i nacionalnih obrazovnih politika. U savremenim školskim sistemima poslednjih dekada realizuju se reformski procesi sa ciljem razvoja prakse inkluzivnog obrazovanja, ali sa različitim nivoom uspešnosti. Pored promena u praksi nastavnog i školskog rada, za uspešnu praktičnu primenu inkluzije u obrazovanju potrebne su promene u sadržaju i strukturi škole i načinu funkcionisanja školskog sistema. Inkluzivna praksa mora se razvijati uporedo sa razvojem inkluzivne politike i kulture, a to je moguće jedino u školskom i društvenom sistemu orijentisanom na inkluziju. Stoga se obeležja društvenog konteksta mogu posmatrati kao ključna determinanta praktične primene inkluzije u obrazovanju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa, analiziraju pretpostavke uspešne implementacije ovog koncepta u praksu školskog rada i objašnjavaju obeležja društvenog konteksta kao determinanata razvoja inkluzivne školske prakse. Kao ilustracija za iznetu ocenu o važnosti obeležja društvenog konteksta kao determinante uspešnosti razvoja inkluzivne školske prakse dati su osnovni podaci o dosadašnjem toku i rezultatima primene inkluzije u obrazovanju u Finskoj i Indiji.
AB  - Inclusion in education, as a theoretical and practical concept, has been widely accepted and represents a common feature of the functioning of modern school systems, and is also included in global and national education policies. Over the last decades, modern education systems have undergone reforms aimed at developing inclusive educational practice, with admittedly varying levels of success. In addition to changes in teaching and school work, the successful implementation of inclusion in education requires changes in the content and structure of schools and in the functioning of the school system. Inclusive practice must be developed alongside the development of inclusive policies and a culture of inclusivity, which is only possible within an inclusion-oriented education and social system. Therefore, the characteristics of the social context can be regarded as a key determinant in the practical implementation of inclusion in education. After looking at inclusion in education as the goal and content of current reform processes, the paper analyzes the prerequisites for the successful implementation of this concept in the practice of school work and then goes on to consider the characteristics of the social context as a determinant of the development of inclusive school practice. In order to illustrate the authors' assessment of the importance of the characteristics of the social context as a determinant of the successful development of inclusive school practice, the paper gives a brief overview of the progress and results of the implementation of inclusion in education in Finland and India.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Inkluzija u obrazovanju kao cilj i sadržaj reformi savremenih školskih sistema
T1  - Inclusion in education as the goal and content of reforms of the modern school system
EP  - 450
IS  - 3
SP  - 437
VL  - 66
DO  - 10.5937/nasvas1703437R
ER  - 

@article{
author = "Ratković, Marija and Hebib, Emina and Šaljić, Zorica",
year = "2017",
abstract = "Inkluzija u obrazovanju kao teorijsko-praktični koncept široko je prihvaćena i predstavlja zajedničku odliku prakse funkcionisanja savremenih školskih sistema, kao i sadržaj globalne politike i nacionalnih obrazovnih politika. U savremenim školskim sistemima poslednjih dekada realizuju se reformski procesi sa ciljem razvoja prakse inkluzivnog obrazovanja, ali sa različitim nivoom uspešnosti. Pored promena u praksi nastavnog i školskog rada, za uspešnu praktičnu primenu inkluzije u obrazovanju potrebne su promene u sadržaju i strukturi škole i načinu funkcionisanja školskog sistema. Inkluzivna praksa mora se razvijati uporedo sa razvojem inkluzivne politike i kulture, a to je moguće jedino u školskom i društvenom sistemu orijentisanom na inkluziju. Stoga se obeležja društvenog konteksta mogu posmatrati kao ključna determinanta praktične primene inkluzije u obrazovanju. U radu se, nakon osvrta na inkluziju u obrazovanju kao cilju i sadržaju aktuelnih reformskih procesa, analiziraju pretpostavke uspešne implementacije ovog koncepta u praksu školskog rada i objašnjavaju obeležja društvenog konteksta kao determinanata razvoja inkluzivne školske prakse. Kao ilustracija za iznetu ocenu o važnosti obeležja društvenog konteksta kao determinante uspešnosti razvoja inkluzivne školske prakse dati su osnovni podaci o dosadašnjem toku i rezultatima primene inkluzije u obrazovanju u Finskoj i Indiji., Inclusion in education, as a theoretical and practical concept, has been widely accepted and represents a common feature of the functioning of modern school systems, and is also included in global and national education policies. Over the last decades, modern education systems have undergone reforms aimed at developing inclusive educational practice, with admittedly varying levels of success. In addition to changes in teaching and school work, the successful implementation of inclusion in education requires changes in the content and structure of schools and in the functioning of the school system. Inclusive practice must be developed alongside the development of inclusive policies and a culture of inclusivity, which is only possible within an inclusion-oriented education and social system. Therefore, the characteristics of the social context can be regarded as a key determinant in the practical implementation of inclusion in education. After looking at inclusion in education as the goal and content of current reform processes, the paper analyzes the prerequisites for the successful implementation of this concept in the practice of school work and then goes on to consider the characteristics of the social context as a determinant of the development of inclusive school practice. In order to illustrate the authors' assessment of the importance of the characteristics of the social context as a determinant of the successful development of inclusive school practice, the paper gives a brief overview of the progress and results of the implementation of inclusion in education in Finland and India.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Inkluzija u obrazovanju kao cilj i sadržaj reformi savremenih školskih sistema, Inclusion in education as the goal and content of reforms of the modern school system",
pages = "450-437",
number = "3",
volume = "66",
doi = "10.5937/nasvas1703437R"
}

Ratković, M., Hebib, E.,& Šaljić, Z.. (2017). Inkluzija u obrazovanju kao cilj i sadržaj reformi savremenih školskih sistema. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 66(3), 437-450.
https://doi.org/10.5937/nasvas1703437R

Ratković M, Hebib E, Šaljić Z. Inkluzija u obrazovanju kao cilj i sadržaj reformi savremenih školskih sistema. in Nastava i vaspitanje. 2017;66(3):437-450.
doi:10.5937/nasvas1703437R .

Ratković, Marija, Hebib, Emina, Šaljić, Zorica, "Inkluzija u obrazovanju kao cilj i sadržaj reformi savremenih školskih sistema" in Nastava i vaspitanje, 66, no. 3 (2017):437-450,
https://doi.org/10.5937/nasvas1703437R . .

TY  - JOUR
AU  - Ilić-Rajković, Aleksandra V.
AU  - Malinić, Dušica
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/266
AB  - This paper appeared with the intention of celebrating 80 years from founding the first experimental school in Serbia. In the paper, we are analyzing characteristics of teaching work of the experimental school, based on the six texts - reviews from praxis, which Jelena Dimitrijevic, a teacher from this school published in the periodical Teacher in the period 1936-1940. Here, she presented work with student of one generation through three grades. Apart from these reviews, we are also relying on the review of two years' work of this school. Our analysis is directed towards quantitative and qualitative description of the discourse of the reviews from the historical perspective of contemporary researchers. Review from the contemporary point was shown in relation for the teaching approach - direction in taching, the role of students and teachers, socio-emotional contest of teaching and didactical methodological stimulations.
AB  - Ovaj rad je nastao u nameri da se obeleži osamdeset godina od osnivanja prve ogledne škole u Srbiji. U radu se analiziraju karakteristike nastavnog rada ogledne škole na osnovu šest tekstova - priloga iz prakse koje je Jelena Dimitrijević, učiteljica u ovoj školi, objavljivala u časopisu Učitelj, u periodu od 1936. do 1940. godine, a u kojima je predstavila rad sa učenicima jedne generacije tokom tri razreda. Pored navedenih priloga u radu se oslanjamo i na izveštaj o dvogodišnjem radu ove škole. Naša analiza usmerena je ka kvantitativnom i kvalitativnom opisu diskursa priloga iz istorijske perspektive i ka interpretaciji dobijenih podataka iz perspektive savremenih istraživača. Zapažanja iz savremenog ugla izneta su u odnosu na: nastavni pristup - usmerenost u nastavi; uloge učenika i nastavnika; socioemocionalni kontekst nastave i didaktičko-metodičke podsticaje.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Teaching oriented to students as the basis of work of the first experimental school in Serbia
T1  - Nastava orijentisana na učenika kao osnova rada prve ogledne škole u Srbiji
EP  - 487
IS  - 4
SP  - 475
VL  - 71
UR  - https://hdl.handle.net/21.15107/rcub_ipir_266
ER  - 

@article{
author = "Ilić-Rajković, Aleksandra V. and Malinić, Dušica",
year = "2016",
abstract = "This paper appeared with the intention of celebrating 80 years from founding the first experimental school in Serbia. In the paper, we are analyzing characteristics of teaching work of the experimental school, based on the six texts - reviews from praxis, which Jelena Dimitrijevic, a teacher from this school published in the periodical Teacher in the period 1936-1940. Here, she presented work with student of one generation through three grades. Apart from these reviews, we are also relying on the review of two years' work of this school. Our analysis is directed towards quantitative and qualitative description of the discourse of the reviews from the historical perspective of contemporary researchers. Review from the contemporary point was shown in relation for the teaching approach - direction in taching, the role of students and teachers, socio-emotional contest of teaching and didactical methodological stimulations., Ovaj rad je nastao u nameri da se obeleži osamdeset godina od osnivanja prve ogledne škole u Srbiji. U radu se analiziraju karakteristike nastavnog rada ogledne škole na osnovu šest tekstova - priloga iz prakse koje je Jelena Dimitrijević, učiteljica u ovoj školi, objavljivala u časopisu Učitelj, u periodu od 1936. do 1940. godine, a u kojima je predstavila rad sa učenicima jedne generacije tokom tri razreda. Pored navedenih priloga u radu se oslanjamo i na izveštaj o dvogodišnjem radu ove škole. Naša analiza usmerena je ka kvantitativnom i kvalitativnom opisu diskursa priloga iz istorijske perspektive i ka interpretaciji dobijenih podataka iz perspektive savremenih istraživača. Zapažanja iz savremenog ugla izneta su u odnosu na: nastavni pristup - usmerenost u nastavi; uloge učenika i nastavnika; socioemocionalni kontekst nastave i didaktičko-metodičke podsticaje.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Teaching oriented to students as the basis of work of the first experimental school in Serbia, Nastava orijentisana na učenika kao osnova rada prve ogledne škole u Srbiji",
pages = "487-475",
number = "4",
volume = "71",
url = "https://hdl.handle.net/21.15107/rcub_ipir_266"
}

Ilić-Rajković, A. V.,& Malinić, D.. (2016). Teaching oriented to students as the basis of work of the first experimental school in Serbia. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 71(4), 475-487.
https://hdl.handle.net/21.15107/rcub_ipir_266

Ilić-Rajković AV, Malinić D. Teaching oriented to students as the basis of work of the first experimental school in Serbia. in Pedagogija. 2016;71(4):475-487.
https://hdl.handle.net/21.15107/rcub_ipir_266 .

Ilić-Rajković, Aleksandra V., Malinić, Dušica, "Teaching oriented to students as the basis of work of the first experimental school in Serbia" in Pedagogija, 71, no. 4 (2016):475-487,
https://hdl.handle.net/21.15107/rcub_ipir_266 .

TY  - CHAP
AU  - Spasenović, Vera
AU  - Maksić, Slavica
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/741
AB  - Educational reforms, as initiated in Serbia in 2001, were based on the concept of
quality education for all. This concept was put into practice as an inclusive approach
in 2010/11. Inclusive education has been defined as a provision of full support and
optimal environment for each student to be taught in the nearest school and in a
regular class. In this paper we review the achieved results in providing necessary
conditions for a successful implementation of the inclusive education, i.e., school
policy, preparation of teachers, building-up their attitudes and system of values, as
well as attitudes and system of values of other participants in the educational
process. It has been shown that educational institutions, teaching staff and other
participants in the educational process are fully aware of the need for an integrated
schooling of all children and accept the concept of inclusive education. However,
several shortcomings of the current inclusive education have been revealed. They
are a consequence of the means it has been implemented, as well as socio-economic
conditions that affect the Serbian society and educational sector as its part.
PB  - Bulgaria : Bulgarian Comparative Education Society
T2  - Education in one world : Perspectives from different Nations
T1  - Challenges of democratisation: development of inclusive education in Serbia
EP  - 215
SP  - 209
VL  - 11
UR  - https://hdl.handle.net/21.15107/rcub_ipir_741
ER  - 

@inbook{
author = "Spasenović, Vera and Maksić, Slavica",
year = "2013",
abstract = "Educational reforms, as initiated in Serbia in 2001, were based on the concept of
quality education for all. This concept was put into practice as an inclusive approach
in 2010/11. Inclusive education has been defined as a provision of full support and
optimal environment for each student to be taught in the nearest school and in a
regular class. In this paper we review the achieved results in providing necessary
conditions for a successful implementation of the inclusive education, i.e., school
policy, preparation of teachers, building-up their attitudes and system of values, as
well as attitudes and system of values of other participants in the educational
process. It has been shown that educational institutions, teaching staff and other
participants in the educational process are fully aware of the need for an integrated
schooling of all children and accept the concept of inclusive education. However,
several shortcomings of the current inclusive education have been revealed. They
are a consequence of the means it has been implemented, as well as socio-economic
conditions that affect the Serbian society and educational sector as its part.",
publisher = "Bulgaria : Bulgarian Comparative Education Society",
journal = "Education in one world : Perspectives from different Nations",
booktitle = "Challenges of democratisation: development of inclusive education in Serbia",
pages = "215-209",
volume = "11",
url = "https://hdl.handle.net/21.15107/rcub_ipir_741"
}

Spasenović, V.,& Maksić, S.. (2013). Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations
Bulgaria : Bulgarian Comparative Education Society., 11, 209-215.
https://hdl.handle.net/21.15107/rcub_ipir_741

Spasenović V, Maksić S. Challenges of democratisation: development of inclusive education in Serbia. in Education in one world : Perspectives from different Nations. 2013;11:209-215.
https://hdl.handle.net/21.15107/rcub_ipir_741 .

Spasenović, Vera, Maksić, Slavica, "Challenges of democratisation: development of inclusive education in Serbia" in Education in one world : Perspectives from different Nations, 11 (2013):209-215,
https://hdl.handle.net/21.15107/rcub_ipir_741 .

TY  - JOUR
AU  - Gutvajn, Nikoleta
AU  - Đerić, Ivana
AU  - Luković, Ivana
PY  - 2011
UR  - http://ipir.ipisr.org.rs/handle/123456789/187
AB  - In recent years, preparation of youth for their future profession and the job search process have become the leading topics in social sciences and an inevitable segment of a number of European policies in the field of education. The goal of our research was to obtain a more comprehensive insight into the ways in which pedagogy students perceive their preparation for the future profession and the opportunities for finding a job in their field of study. The sample comprised fifty-three third- and fourth-year students from the Department of Pedagogy of the Faculty of Philosophy in Belgrade. For the purposes of the research, a questionnaire with open-ended questions was constructed. Since our study is explorative in nature, we opted for qualitative analysis of the collected material. Research findings indicate that the majority of students predominantly believe that the acquired knowledge and skills are insufficiently usable in future professional work. Such beliefs lead towards the feeling of low competence for performing the future professional role. It was established that students use the 'usual' methods for job search. However, the choice of these activities is not various enough, which consequently reduces the chances of pedagogy students to find employment. Negative perceptions of one's own preparation for future profession point out to the necessity of a more efficient preparation of pedagogy students for their future job through establishing cooperation between institutions in the field of high education, research centres and world of labour. Key words: pedagogy students, personal meanings, high education, professional competences and the job search process.
AB  - U poslednjih nekoliko godina, priprema mladih za buduću profesiju i proces traženja posla postaju vodeće teme u društvenim naukama i nezaobilazni segment brojnih evropskih politika u oblasti obrazovanja. Cilj našeg istraživanja bio je da se dobije potpuniji uvid u načine na koje studenti pedagogije opažaju vlastitu pripremljenost za budući profesionalni poziv i mogućnosti za pronalaženje posla u struci. Uzorkom je obuhvaćeno pedeset i tri studenta treće i četvrte godine Filozofskog fakulteta u Beogradu sa Odeljenja za pedagogiju. Za potrebe istraživanja konstruisan je upitnik sa pitanjima otvorenog tipa. S obzirom na to da je naša studija eksplorativnog karaktera, opredelili smo se za kvalitativnu analizu prikupljenog materijala. Nalazi istraživanja pokazuju da kod većine studenata preovlađuje uverenje o nedovoljnoj upotrebljivosti stečenih znanja i veština u budućem profesionalnom radu. Takvo uverenje studenata vodi doživljaju niske kompetentnosti za obavljanje buduće profesionalne uloge. Utvrđeno je da studenti koriste 'uobičajne' načine za traženje posla. Međutim, izbor ovih aktivnosti nije u dovoljnoj meri raznovrstan, pa su šanse studenata pedagogije za zaposlenje umanjene. Negativne percepcije vlastite pripremljenosti za buduću profesiju ukazuju na neophodnost efikasnije pripreme studenata pedagogije za budući poziv kroz uspostavljanje saradnje između institucija iz oblasti visokog obrazovanja, istraživačkih centara i sveta rada.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Reflections of pedagogy students on their future profession and the job search process
T1  - Refleksije studenata pedagogije o budućoj profesiji i procesu traženja posla
EP  - 346
IS  - 2
SP  - 330
VL  - 43
UR  - https://hdl.handle.net/21.15107/rcub_ipir_187
ER  - 

@article{
author = "Gutvajn, Nikoleta and Đerić, Ivana and Luković, Ivana",
year = "2011",
abstract = "In recent years, preparation of youth for their future profession and the job search process have become the leading topics in social sciences and an inevitable segment of a number of European policies in the field of education. The goal of our research was to obtain a more comprehensive insight into the ways in which pedagogy students perceive their preparation for the future profession and the opportunities for finding a job in their field of study. The sample comprised fifty-three third- and fourth-year students from the Department of Pedagogy of the Faculty of Philosophy in Belgrade. For the purposes of the research, a questionnaire with open-ended questions was constructed. Since our study is explorative in nature, we opted for qualitative analysis of the collected material. Research findings indicate that the majority of students predominantly believe that the acquired knowledge and skills are insufficiently usable in future professional work. Such beliefs lead towards the feeling of low competence for performing the future professional role. It was established that students use the 'usual' methods for job search. However, the choice of these activities is not various enough, which consequently reduces the chances of pedagogy students to find employment. Negative perceptions of one's own preparation for future profession point out to the necessity of a more efficient preparation of pedagogy students for their future job through establishing cooperation between institutions in the field of high education, research centres and world of labour. Key words: pedagogy students, personal meanings, high education, professional competences and the job search process., U poslednjih nekoliko godina, priprema mladih za buduću profesiju i proces traženja posla postaju vodeće teme u društvenim naukama i nezaobilazni segment brojnih evropskih politika u oblasti obrazovanja. Cilj našeg istraživanja bio je da se dobije potpuniji uvid u načine na koje studenti pedagogije opažaju vlastitu pripremljenost za budući profesionalni poziv i mogućnosti za pronalaženje posla u struci. Uzorkom je obuhvaćeno pedeset i tri studenta treće i četvrte godine Filozofskog fakulteta u Beogradu sa Odeljenja za pedagogiju. Za potrebe istraživanja konstruisan je upitnik sa pitanjima otvorenog tipa. S obzirom na to da je naša studija eksplorativnog karaktera, opredelili smo se za kvalitativnu analizu prikupljenog materijala. Nalazi istraživanja pokazuju da kod većine studenata preovlađuje uverenje o nedovoljnoj upotrebljivosti stečenih znanja i veština u budućem profesionalnom radu. Takvo uverenje studenata vodi doživljaju niske kompetentnosti za obavljanje buduće profesionalne uloge. Utvrđeno je da studenti koriste 'uobičajne' načine za traženje posla. Međutim, izbor ovih aktivnosti nije u dovoljnoj meri raznovrstan, pa su šanse studenata pedagogije za zaposlenje umanjene. Negativne percepcije vlastite pripremljenosti za buduću profesiju ukazuju na neophodnost efikasnije pripreme studenata pedagogije za budući poziv kroz uspostavljanje saradnje između institucija iz oblasti visokog obrazovanja, istraživačkih centara i sveta rada.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Reflections of pedagogy students on their future profession and the job search process, Refleksije studenata pedagogije o budućoj profesiji i procesu traženja posla",
pages = "346-330",
number = "2",
volume = "43",
url = "https://hdl.handle.net/21.15107/rcub_ipir_187"
}

Gutvajn, N., Đerić, I.,& Luković, I.. (2011). Reflections of pedagogy students on their future profession and the job search process. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 43(2), 330-346.
https://hdl.handle.net/21.15107/rcub_ipir_187

Gutvajn N, Đerić I, Luković I. Reflections of pedagogy students on their future profession and the job search process. in Zbornik Instituta za pedagoška istraživanja. 2011;43(2):330-346.
https://hdl.handle.net/21.15107/rcub_ipir_187 .

Gutvajn, Nikoleta, Đerić, Ivana, Luković, Ivana, "Reflections of pedagogy students on their future profession and the job search process" in Zbornik Instituta za pedagoška istraživanja, 43, no. 2 (2011):330-346,
https://hdl.handle.net/21.15107/rcub_ipir_187 .

TY  - JOUR
AU  - Bodroža, Bojana
AU  - Mirkov, Snežana
PY  - 2011
UR  - http://ipir.ipisr.org.rs/handle/123456789/186
AB  - Defensive behaviour after failure, such as denial of the responsibility for own achievement, reduces person's openness for further learning and development and, thus, is undesirable in pedagogical practice. General causality orientations success-fully predict defensive behaviours after failure. Autonomous causality orientation implies behaviours motivated by personal growth and development, while controlling orientation purports ego-involved behaviours aimed at proving one's own self-worth. The research was conducted with the aim of testing two hypotheses (additive and synergistic) about the influence of general causality orientations and their combinations on defensive attribution of failure on the exam. After their faculty exam, N=158 psychology students answered questions about the expected grade and they filled out two questionnaires: Attribution of Success on the Test and General Causality Orientation Scale. The results showed that internal attribution of success is related to greater expected grade and higher autonomous causality orientation. External attribution was characteristic for individuals with high controlling causal orientation. It was confirmed that general causality orientations can predict the way a person perceives academic success. Thus, we give recommendations on how to support and encourage autonomous and discourage controlling behaviours of students.
AB  - Odbrambena ponašanja koja se javljaju nakon neuspeha, poput odricanja odgovornosti za postignuti rezultat, umanjuju otvorenost osobe za dalje učenje i razvoj i stoga su nepoželjna sa aspekta pedagoške prakse. Generalne kauzalne orijentacije omogućavaju predviđanje ovakvih odbrambenih ponašanja. Autonomna orijentacija podrazumeva ponašanje motivisano ličnim rastom i razvojem, a kontrolišuća orijentacija ukazuje na usmerenost ponašanja na potvrđivanje sopstvene vrednosti. Sprovedeno je istraživanje sa ciljem da se ispitaju dve hipoteze (aditivna i sinergistička) koje daju različita predviđanja o uticaju kauzalnih orijentacija na ispoljavanje odbrambenog ponašanja nakon ispitnog neuspeha. Nakon ispita iz fakultetskog kursa 158 studenata psihologije odgovaralo je na pitanja o očekivanoj ispitnoj oceni i popunjavalo Upitnik atribucije uspeha na testu i Skalu generalnih kauzalnih orijentacija. Rezultati pokazuju da je atribuiranje ispitnog uspeha unutrašnjim faktorima uslovljeno višom očekivanom ispitnom ocenom i autonomnom kauzalnom orijentacijom. Spoljašnja atribucija uspeha bila je izraženija kod osoba sa kontrolišućom kauzalnom orijentacijom. Potvrđeno je da kauzalne orijentacije omogućavaju predviđanje odbrambenog reagovanja na akademski neuspeh, iz čega slede preporuke koje se tiču načina podsticanja autonomnog i umanjivanja kontrolišućeg ponašanja studenata.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - General causality orientations and defensive attributions of failure on academic exam
T1  - Uticaj generalnih kauzalnih orijentacija na izvođenje odbrambenih atribucija nakon ispitnog neuspeha
EP  - 238
IS  - 2
SP  - 223
VL  - 43
UR  - https://hdl.handle.net/21.15107/rcub_ipir_186
ER  - 

@article{
author = "Bodroža, Bojana and Mirkov, Snežana",
year = "2011",
abstract = "Defensive behaviour after failure, such as denial of the responsibility for own achievement, reduces person's openness for further learning and development and, thus, is undesirable in pedagogical practice. General causality orientations success-fully predict defensive behaviours after failure. Autonomous causality orientation implies behaviours motivated by personal growth and development, while controlling orientation purports ego-involved behaviours aimed at proving one's own self-worth. The research was conducted with the aim of testing two hypotheses (additive and synergistic) about the influence of general causality orientations and their combinations on defensive attribution of failure on the exam. After their faculty exam, N=158 psychology students answered questions about the expected grade and they filled out two questionnaires: Attribution of Success on the Test and General Causality Orientation Scale. The results showed that internal attribution of success is related to greater expected grade and higher autonomous causality orientation. External attribution was characteristic for individuals with high controlling causal orientation. It was confirmed that general causality orientations can predict the way a person perceives academic success. Thus, we give recommendations on how to support and encourage autonomous and discourage controlling behaviours of students., Odbrambena ponašanja koja se javljaju nakon neuspeha, poput odricanja odgovornosti za postignuti rezultat, umanjuju otvorenost osobe za dalje učenje i razvoj i stoga su nepoželjna sa aspekta pedagoške prakse. Generalne kauzalne orijentacije omogućavaju predviđanje ovakvih odbrambenih ponašanja. Autonomna orijentacija podrazumeva ponašanje motivisano ličnim rastom i razvojem, a kontrolišuća orijentacija ukazuje na usmerenost ponašanja na potvrđivanje sopstvene vrednosti. Sprovedeno je istraživanje sa ciljem da se ispitaju dve hipoteze (aditivna i sinergistička) koje daju različita predviđanja o uticaju kauzalnih orijentacija na ispoljavanje odbrambenog ponašanja nakon ispitnog neuspeha. Nakon ispita iz fakultetskog kursa 158 studenata psihologije odgovaralo je na pitanja o očekivanoj ispitnoj oceni i popunjavalo Upitnik atribucije uspeha na testu i Skalu generalnih kauzalnih orijentacija. Rezultati pokazuju da je atribuiranje ispitnog uspeha unutrašnjim faktorima uslovljeno višom očekivanom ispitnom ocenom i autonomnom kauzalnom orijentacijom. Spoljašnja atribucija uspeha bila je izraženija kod osoba sa kontrolišućom kauzalnom orijentacijom. Potvrđeno je da kauzalne orijentacije omogućavaju predviđanje odbrambenog reagovanja na akademski neuspeh, iz čega slede preporuke koje se tiču načina podsticanja autonomnog i umanjivanja kontrolišućeg ponašanja studenata.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "General causality orientations and defensive attributions of failure on academic exam, Uticaj generalnih kauzalnih orijentacija na izvođenje odbrambenih atribucija nakon ispitnog neuspeha",
pages = "238-223",
number = "2",
volume = "43",
url = "https://hdl.handle.net/21.15107/rcub_ipir_186"
}

Bodroža, B.,& Mirkov, S.. (2011). General causality orientations and defensive attributions of failure on academic exam. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 43(2), 223-238.
https://hdl.handle.net/21.15107/rcub_ipir_186

Bodroža B, Mirkov S. General causality orientations and defensive attributions of failure on academic exam. in Zbornik Instituta za pedagoška istraživanja. 2011;43(2):223-238.
https://hdl.handle.net/21.15107/rcub_ipir_186 .

Bodroža, Bojana, Mirkov, Snežana, "General causality orientations and defensive attributions of failure on academic exam" in Zbornik Instituta za pedagoška istraživanja, 43, no. 2 (2011):223-238,
https://hdl.handle.net/21.15107/rcub_ipir_186 .