dc.contributor | Gutvajn, Nikoleta | |
dc.contributor | Stanišić, Jelena | |
dc.contributor | Radović, Vera | |
dc.creator | Popović-Ćitić, Branislava | |
dc.creator | Bukvić Branković, Lidija | |
dc.creator | Kovačević Lepojević, Marina | |
dc.date.accessioned | 2021-11-01T11:15:02Z | |
dc.date.available | 2021-11-01T11:15:02Z | |
dc.date.issued | 2021 | |
dc.identifier.isbn | 978-86-7447-157-9 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/673 | |
dc.description.abstract | In the paper Developmental assets model: Implications for educational practice
authors Branislava Popović-Ćitić, Lidija Bukvić Branković, and Marina Kovačević
Lepojević address the role of one of the leading frameworks derived from the
Positive Youth Development perspective in fostering positive development
outcomes and preventing different problems in the school context. Results
of an assessment of developmental assets (DA) in the population of Belgrade
elementary school students are presented and discussed, with special focus on
different elements of the model relevant for the educational practice, as well as
on the implications of the research data for developing a community that fosters external and internal strengths in young people and supports their overall positive
development. The authors discuss the use of the DA model as a tool for assessing
the educational community and prioritizing the assets that are underdeveloped
in a specific geographic locality, for assessing risk groups of students, as well as
a basis for the creation of a network of providers by mapping various community
resources that can contribute to the positive development outcomes of young
people. The paper shows that the DA model offers many advantages and
practical opportunities for empowerment of the educational community and is
often recognized in this setting. The DA model provides educational practice with
the opportunity to implement the strength-oriented approach into their practice
and support the transformation of the school paradigm in reaching not only good
school achievement in students but supporting the development of successful,
thriving and problem-absent individuals. | sr |
dc.language.iso | en | sr |
dc.publisher | Belgrade : Institute for Educational Research | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/inst-2020/200018/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Problems and perspectives of contemporary education | sr |
dc.subject | educational practice | sr |
dc.subject | young people | sr |
dc.subject | positive development | sr |
dc.subject | DA model | sr |
dc.title | Developmental assets model: implications for educational practice | sr |
dc.type | bookPart | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 415 | |
dc.citation.spage | 396 | |
dc.description.other | Collection name: LIBRARY "PEDAGOGICAL THEORY AND PRACTICE" 52 | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2014/Developmental_assets_model_2021.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_3981 | |
dc.type.version | publishedVersion | sr |