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Kako školovati darovite učenike

dc.creatorMaksić, Slavica
dc.date.accessioned2021-03-17T13:21:23Z
dc.date.available2021-03-17T13:21:23Z
dc.date.issued1995
dc.identifier.issn0048-5705
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/22
dc.description.abstractPresent study examined students', parents', and teachers' opinions on educational aims for normal and gifted students in order to find out what characteristics and skills gifted students have to learn and develop during their schooling. Fifteen educational aims by Urban (1985) were rated according to their relevance for normal and gifted students by students, their parents and teachers. A factor analysis gave two interpretable factors consisting of aims for the normal group and two for the gifted group. Further analysis was devoted to the question what aspects of respondents qualitatively differentiate their opinions on aims represented by factors. Explored are the effects of the type of school (mathematical, linguistic, politechnical) and the type of school program (regular, special for gifted); sex; parents' education and occupation; school subject and length of teaching service. Obtained data suggested fruitful ideas for educational legislation, school practice and teachers work with gifted students.en
dc.description.abstractU ovom radu ispitivana su mišljenja učenika, roditelja i nastavnika o ciljevima obrazovanja običnih i darovitih učenika sa ciljem da se utvrdi koje karakteristike i veštine daroviti učenici treba da nauče i razviju u toku svog školovanja. Učenici, roditelji i nastavnici rangirali su petnaest vaspitno-obrazovnih ciljeva preuzetnih od Urbana (Urban, 1985) prema značaju koji imaju za obične i darovite učenike. Faktorska analiza dala je po dva interpretabilna faktora ciljeva za grupu običnih i grupu darovitih učenika. Dalja analiza bila je posvećena pitanju koje karakteristike ispitanika značajno razlikuju njihovo mišljenje o ciljevima koji su predstavljeni faktorima. Ispitan je efekat vrste škole (matematička, jezička, tehnička) i tipa školskog programa (običan, poseban za darovite); pola; obrazovanja i zanimanja roditelja; školskog predmeta i dužina nastavničke službe. Dobijeni podaci sugerisali su plodne ideje za zakonsku regulativu, školsku praksu i nastavnike koji rade sa darovitim učenicima.sr
dc.publisherBeograd : Društvo psihologa Srbije
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourcePsihologija
dc.subjectgifted studentsen
dc.subjecteducational aimsen
dc.subjecttype of schoolen
dc.subjectschool programen
dc.subjectdaroviti učenicisr
dc.subjectvaspitno-obrazovni ciljevisr
dc.subjectvrsta školesr
dc.subjectškolski programsr
dc.titleWhat schooling for the gifteden
dc.titleKako školovati darovite učenikesr
dc.typearticle
dc.rights.licenseBY-SA
dc.citation.epage282
dc.citation.issue3-4
dc.citation.other28(3-4): 269-282
dc.citation.spage269
dc.citation.volume28
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1242/What_schooling_for_the_gifted_1995.pdf
dc.identifier.rcubconv_108
dc.type.versionpublishedVersion


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