TY  - JOUR
AU  - Milošević, Vladimir J.
AU  - Orlić, Ana
AU  - Purić, Danka
AU  - Radisavljević-Janić, Snežana
AU  - Lazarević, Dušanka
AU  - Milanović, Ivana
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3325
AB  - Recent research findings have indicated that aerobic fitness and motor fitness are related to specific executive functions (EF). However, it is not clear whether the relationships of these fitness factors with executive functions are dependent on each other. The goal of this study was thus to investigate the relationship of aerobic fitness, motor fitness, and their interaction with EF in preadolescents. The sample consisted of 137 students (67 boys) aged 9-10 years. Physical fitness assessment included measures of aerobic fitness (20 m shuttle run test) and motor fitness (Hurdle and crawl test), while EF assessment encompassed measures of inhibition (Modified Stroop task), shifting (Smiley task) and updating (Letter memory task). The results showed that motor fitness was positively related to inhibition, r = .22, p  lt  .05, while aerobic fitness was positively related to shifting r = .22, p  lt  .05. Multiple regression and post hoc analyses indicated that aerobic fitness was positively related to shifting only when motor fitness was also high (beta = .44, p  lt  .01). This pattern of results could indicate the potential relevance of high levels of both motor and aerobic fitness for EF.
PB  - Springer, New York
T2  - Current Psychology
T1  - The relationship of aerobic and motor fitness with executive functions in preadolescents
DO  - 10.1007/s12144-019-00514-4
ER  - 

@article{
author = "Milošević, Vladimir J. and Orlić, Ana and Purić, Danka and Radisavljević-Janić, Snežana and Lazarević, Dušanka and Milanović, Ivana",
year = "2021",
abstract = "Recent research findings have indicated that aerobic fitness and motor fitness are related to specific executive functions (EF). However, it is not clear whether the relationships of these fitness factors with executive functions are dependent on each other. The goal of this study was thus to investigate the relationship of aerobic fitness, motor fitness, and their interaction with EF in preadolescents. The sample consisted of 137 students (67 boys) aged 9-10 years. Physical fitness assessment included measures of aerobic fitness (20 m shuttle run test) and motor fitness (Hurdle and crawl test), while EF assessment encompassed measures of inhibition (Modified Stroop task), shifting (Smiley task) and updating (Letter memory task). The results showed that motor fitness was positively related to inhibition, r = .22, p  lt  .05, while aerobic fitness was positively related to shifting r = .22, p  lt  .05. Multiple regression and post hoc analyses indicated that aerobic fitness was positively related to shifting only when motor fitness was also high (beta = .44, p  lt  .01). This pattern of results could indicate the potential relevance of high levels of both motor and aerobic fitness for EF.",
publisher = "Springer, New York",
journal = "Current Psychology",
title = "The relationship of aerobic and motor fitness with executive functions in preadolescents",
doi = "10.1007/s12144-019-00514-4"
}

Milošević, V. J., Orlić, A., Purić, D., Radisavljević-Janić, S., Lazarević, D.,& Milanović, I.. (2021). The relationship of aerobic and motor fitness with executive functions in preadolescents. in Current Psychology
Springer, New York..
https://doi.org/10.1007/s12144-019-00514-4

Milošević VJ, Orlić A, Purić D, Radisavljević-Janić S, Lazarević D, Milanović I. The relationship of aerobic and motor fitness with executive functions in preadolescents. in Current Psychology. 2021;.
doi:10.1007/s12144-019-00514-4 .

Milošević, Vladimir J., Orlić, Ana, Purić, Danka, Radisavljević-Janić, Snežana, Lazarević, Dušanka, Milanović, Ivana, "The relationship of aerobic and motor fitness with executive functions in preadolescents" in Current Psychology (2021),
https://doi.org/10.1007/s12144-019-00514-4 . .

TY  - CONF
AU  - Milin, Vladeta
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/5343
AB  - Cilj ovog rada je da se razume veza između oblika participacije učenika i osnovnih
konceptualizacija dijaloga u nastavi. Kao rezultat razmatranja njihovog odnosa uočeno je da
konceptualizacija dijaloga kao nastavne metode može da se poveže sa tri oblika lažne
participacije i sa tri oblika participacije. Konceptualizacija dijaloga kao načina konstruisanja
znanja odgovara oblicima participacije nižeg nivoa složenosti. Konačno, konceptualizacije
dijaloga kao procesa zajedničkog stvaranja značenja, kao sredstva demokratizacije u
obrazovanju i kao izraza nastavne prakse mogu se povezati sa najsloženijim oblicima
participacije učenika u nastavi. U zaključnim razmatranjima predstavljen je značaj koji ovaj
rad može da ima na teorijskom i praktičnom planu. Ističe se da je svrha povezivanja ova dva
koncepta, pored ostalog, u obuhvatnom sagledavanju didaktičkih i pedagoških problema,
kao i u stvaranju osnove za promišljanje, istraživanje i unapređivanje nastave kao dijaloške
prakse.
PB  - Filozofski fakultet Univerziteta u Beogradu, Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
C3  - Participacija u obrazovanju – pedagoški (p)ogledi: Zbornik radova/ Nacionalni naučni skup Susreti pedagoga
T1  - Dijalog kao pokazatelj participacije učenika u nastavi
EP  - 33
SP  - 26
UR  - https://hdl.handle.net/21.15107/rcub_reff_5343
ER  - 

@conference{
author = "Milin, Vladeta",
year = "2020",
abstract = "Cilj ovog rada je da se razume veza između oblika participacije učenika i osnovnih
konceptualizacija dijaloga u nastavi. Kao rezultat razmatranja njihovog odnosa uočeno je da
konceptualizacija dijaloga kao nastavne metode može da se poveže sa tri oblika lažne
participacije i sa tri oblika participacije. Konceptualizacija dijaloga kao načina konstruisanja
znanja odgovara oblicima participacije nižeg nivoa složenosti. Konačno, konceptualizacije
dijaloga kao procesa zajedničkog stvaranja značenja, kao sredstva demokratizacije u
obrazovanju i kao izraza nastavne prakse mogu se povezati sa najsloženijim oblicima
participacije učenika u nastavi. U zaključnim razmatranjima predstavljen je značaj koji ovaj
rad može da ima na teorijskom i praktičnom planu. Ističe se da je svrha povezivanja ova dva
koncepta, pored ostalog, u obuhvatnom sagledavanju didaktičkih i pedagoških problema,
kao i u stvaranju osnove za promišljanje, istraživanje i unapređivanje nastave kao dijaloške
prakse.",
publisher = "Filozofski fakultet Univerziteta u Beogradu, Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "Participacija u obrazovanju – pedagoški (p)ogledi: Zbornik radova/ Nacionalni naučni skup Susreti pedagoga",
title = "Dijalog kao pokazatelj participacije učenika u nastavi",
pages = "33-26",
url = "https://hdl.handle.net/21.15107/rcub_reff_5343"
}

Milin, V.. (2020). Dijalog kao pokazatelj participacije učenika u nastavi. in Participacija u obrazovanju – pedagoški (p)ogledi: Zbornik radova/ Nacionalni naučni skup Susreti pedagoga
Filozofski fakultet Univerziteta u Beogradu, Institut za pedagogiju i andragogiju., 26-33.
https://hdl.handle.net/21.15107/rcub_reff_5343

Milin V. Dijalog kao pokazatelj participacije učenika u nastavi. in Participacija u obrazovanju – pedagoški (p)ogledi: Zbornik radova/ Nacionalni naučni skup Susreti pedagoga. 2020;:26-33.
https://hdl.handle.net/21.15107/rcub_reff_5343 .

Milin, Vladeta, "Dijalog kao pokazatelj participacije učenika u nastavi" in Participacija u obrazovanju – pedagoški (p)ogledi: Zbornik radova/ Nacionalni naučni skup Susreti pedagoga (2020):26-33,
https://hdl.handle.net/21.15107/rcub_reff_5343 .

TY  - JOUR
AU  - Teodorović, Jelena
AU  - Milin, Vladeta
AU  - Stanković, Dejan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2895
AB  - Many countries have embarked on creating standards of teacher competencies
 with the ultimate goal of improving teaching in their schools. The aim of
 this paper is to compare Standards of teacher competencies in Serbia with
 those in countries/regions which perform well on PISA (Australia, Singapore,
 Ontario, Estonia, the Netherlands and Slovenia) in order to highlight
 important similarities and differences which potentially account for teacher
 quality in those countries, as well as inform policymakers in Serbia on how
 to reformulate standards of teacher competencies and, consequently, improve
 teacher quality and pupil outcomes. The criteria on which sets of standards
 in different countries are compared are: development of standards (who and
 how developed the standards), content of standards (subject knowledge,
 didactics, etc.), differentiation of standards (existence of separate sets
 of competencies for novice teachers, experienced teachers, etc.), purpose of
 standards (teacher certification, performance monitoring, career
 progression, accreditation of teacher education providers, etc.), and
 context in which the standards operate (whether they are a part of a larger
 framework of standards and educational practices or not). Several important
 differences exist between the Standards of teacher competencies in Serbia
 and selected countries, the greatest being the much higher level of
 utilisation of standards in various segments of teacher professional lives
 in those countries than in Serbia. Recommendations for the improvement of
 standards of teacher competencies in Serbia are draw
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Standards of teacher competencies in Serbia: comparative analysis with selected countries
EP  - 653
IS  - 2
SP  - 614
VL  - 51
DO  - 10.2298/ZIPI1902614T
ER  - 

@article{
author = "Teodorović, Jelena and Milin, Vladeta and Stanković, Dejan",
year = "2019",
abstract = "Many countries have embarked on creating standards of teacher competencies
 with the ultimate goal of improving teaching in their schools. The aim of
 this paper is to compare Standards of teacher competencies in Serbia with
 those in countries/regions which perform well on PISA (Australia, Singapore,
 Ontario, Estonia, the Netherlands and Slovenia) in order to highlight
 important similarities and differences which potentially account for teacher
 quality in those countries, as well as inform policymakers in Serbia on how
 to reformulate standards of teacher competencies and, consequently, improve
 teacher quality and pupil outcomes. The criteria on which sets of standards
 in different countries are compared are: development of standards (who and
 how developed the standards), content of standards (subject knowledge,
 didactics, etc.), differentiation of standards (existence of separate sets
 of competencies for novice teachers, experienced teachers, etc.), purpose of
 standards (teacher certification, performance monitoring, career
 progression, accreditation of teacher education providers, etc.), and
 context in which the standards operate (whether they are a part of a larger
 framework of standards and educational practices or not). Several important
 differences exist between the Standards of teacher competencies in Serbia
 and selected countries, the greatest being the much higher level of
 utilisation of standards in various segments of teacher professional lives
 in those countries than in Serbia. Recommendations for the improvement of
 standards of teacher competencies in Serbia are draw",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Standards of teacher competencies in Serbia: comparative analysis with selected countries",
pages = "653-614",
number = "2",
volume = "51",
doi = "10.2298/ZIPI1902614T"
}

Teodorović, J., Milin, V.,& Stanković, D.. (2019). Standards of teacher competencies in Serbia: comparative analysis with selected countries. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 51(2), 614-653.
https://doi.org/10.2298/ZIPI1902614T

Teodorović J, Milin V, Stanković D. Standards of teacher competencies in Serbia: comparative analysis with selected countries. in Zbornik Instituta za pedagoška istraživanja. 2019;51(2):614-653.
doi:10.2298/ZIPI1902614T .

Teodorović, Jelena, Milin, Vladeta, Stanković, Dejan, "Standards of teacher competencies in Serbia: comparative analysis with selected countries" in Zbornik Instituta za pedagoška istraživanja, 51, no. 2 (2019):614-653,
https://doi.org/10.2298/ZIPI1902614T . .

TY  - CONF
AU  - Jarić, Isidora
AU  - Radulović, Mladen
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/549
UR  - http://reff.f.bg.ac.rs/handle/123456789/4175
AB  - Imajući na umu da je Strategijom razvoja obrazovanja u Srbiji primećeno da u obrazovanju u Srbijipostoji „problem sa pravednošću” i da je kao jedan od ciljeva razvoja obrazovanja navedeno stvaranje„socijalno pravičnog društva”, u ovom radu se preispituje u kojoj meri su donošenje Zakona o dualnomobrazovanju i javno insistiranje na ekspanziji ovog vida obrazovanja koraci usmereni ka smanjenjunejednakosti. Oslanjajući se na ideje različitih francuskih sociologa obrazovanja (Burdije, Budon,Bodlo i Estable), kroz rad se ispituje u kojoj meri dualno obrazovanje otvara prostor za izjednačavanjeobrazovnih šansi i uspostavljanje pravičnijeg društva. Iz teorijskih uvida spomenutih autora koji setiču povezanosti klasnih struktura sa obrazovnim šansama, može se zaključiti da svako „grananje”unutar obrazovnog sistema doprinosi većim nejednakostima, o čemu eksplicitno govori RejmonBudon. Odlike dualnog obrazovanja podsećaju na „primarno zanatsko” obrazovanje o kojem govoreBodlo i Estable koji pokazuju da je ovakvo obrazovanje predviđeno za učenike iz neprivilegovanihdruštvenih slojeva kojima se kroz ovaj vid obrazovanja ograničava mogućnost vertikalne društvenepokretljivosti. Analizirajući različite interesne optike aktera, Burdije smatra da opšte obrazovanje,nasuprot obuci u firmi, radnicima daje određeni vid slobode, jer ih čini manje vezanim za jednopreduzeće. Školski sistem povezan sa industrijom, prema mišljenju ovog autora, oblikovan jeinteresima poslodavaca i suprotan je interesima radnika, jer čini društvo manje pravičnim umanjujućišanse za vertikalnu i horizontalnu društvenu pokretljivost. Na osnovu navedenog se može zaključitida dualno obrazovanje ne doprinosi smanjenju društvenih nejednakosti, te da bi u cilju stvaranjapravičnijeg društva od ovakvih obrazovnih politika trebalo odustati.
AB  - Bearing in mind that the Strategy for Education Development in Serbia perceives the existence ofa “justice issue” in education in Serbia, and that one of the stated goals of education developmentis creating a “socially just society”, this paper explores to which extent adopting the Law on DualEducation and public insistence on expansion of this mode of education are the steps towards reducinginjustice. Relying on the ideas of different French sociologists of education (Bourdieu, Boudon,Baudelot and Establet), the paper examines to which extent dual education opens up the space forbalancing educational opportunities and establishing a more just society. From theoretical insightsof the aforementioned authors regarding the relation between class structures and educationalopportunities, it can be concluded that any “branching” within an educational system contributes togreater inequalities, as explicitly asserted by Raymond Boudon. The characteristics of dual educationcorrelate to the “primary professional” education mentioned by Baudelot and Establet, illustratingthat such education is intended for students from underprivileged social strata, who have limitedopportunities for vertical social mobility due to this kind of education. By analysing various interestoptics of the actors, Bourdieu finds that general education, as opposed to company training, providesworkers with a certain form of freedom because it makes them less attached to a single company.The school system associated with industry, in the opinion of this author, is shaped by the interestsof employers and contrary to the interests of workers, as it makes society less fair by reducing thechances of vertical and horizontal social mobility. Based on the above, it can be concluded that dualeducation does not contribute to reducing social inequalities, and that in order to create a fairersociety, such educational policies should be abandoned.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja
T1  - Dual education and equity : review from the perspective of french sociology of education
EP  - 45
SP  - 44
UR  - https://hdl.handle.net/21.15107/rcub_reff_4175
ER  - 

@conference{
author = "Jarić, Isidora and Radulović, Mladen",
year = "2019",
abstract = "Imajući na umu da je Strategijom razvoja obrazovanja u Srbiji primećeno da u obrazovanju u Srbijipostoji „problem sa pravednošću” i da je kao jedan od ciljeva razvoja obrazovanja navedeno stvaranje„socijalno pravičnog društva”, u ovom radu se preispituje u kojoj meri su donošenje Zakona o dualnomobrazovanju i javno insistiranje na ekspanziji ovog vida obrazovanja koraci usmereni ka smanjenjunejednakosti. Oslanjajući se na ideje različitih francuskih sociologa obrazovanja (Burdije, Budon,Bodlo i Estable), kroz rad se ispituje u kojoj meri dualno obrazovanje otvara prostor za izjednačavanjeobrazovnih šansi i uspostavljanje pravičnijeg društva. Iz teorijskih uvida spomenutih autora koji setiču povezanosti klasnih struktura sa obrazovnim šansama, može se zaključiti da svako „grananje”unutar obrazovnog sistema doprinosi većim nejednakostima, o čemu eksplicitno govori RejmonBudon. Odlike dualnog obrazovanja podsećaju na „primarno zanatsko” obrazovanje o kojem govoreBodlo i Estable koji pokazuju da je ovakvo obrazovanje predviđeno za učenike iz neprivilegovanihdruštvenih slojeva kojima se kroz ovaj vid obrazovanja ograničava mogućnost vertikalne društvenepokretljivosti. Analizirajući različite interesne optike aktera, Burdije smatra da opšte obrazovanje,nasuprot obuci u firmi, radnicima daje određeni vid slobode, jer ih čini manje vezanim za jednopreduzeće. Školski sistem povezan sa industrijom, prema mišljenju ovog autora, oblikovan jeinteresima poslodavaca i suprotan je interesima radnika, jer čini društvo manje pravičnim umanjujućišanse za vertikalnu i horizontalnu društvenu pokretljivost. Na osnovu navedenog se može zaključitida dualno obrazovanje ne doprinosi smanjenju društvenih nejednakosti, te da bi u cilju stvaranjapravičnijeg društva od ovakvih obrazovnih politika trebalo odustati., Bearing in mind that the Strategy for Education Development in Serbia perceives the existence ofa “justice issue” in education in Serbia, and that one of the stated goals of education developmentis creating a “socially just society”, this paper explores to which extent adopting the Law on DualEducation and public insistence on expansion of this mode of education are the steps towards reducinginjustice. Relying on the ideas of different French sociologists of education (Bourdieu, Boudon,Baudelot and Establet), the paper examines to which extent dual education opens up the space forbalancing educational opportunities and establishing a more just society. From theoretical insightsof the aforementioned authors regarding the relation between class structures and educationalopportunities, it can be concluded that any “branching” within an educational system contributes togreater inequalities, as explicitly asserted by Raymond Boudon. The characteristics of dual educationcorrelate to the “primary professional” education mentioned by Baudelot and Establet, illustratingthat such education is intended for students from underprivileged social strata, who have limitedopportunities for vertical social mobility due to this kind of education. By analysing various interestoptics of the actors, Bourdieu finds that general education, as opposed to company training, providesworkers with a certain form of freedom because it makes them less attached to a single company.The school system associated with industry, in the opinion of this author, is shaped by the interestsof employers and contrary to the interests of workers, as it makes society less fair by reducing thechances of vertical and horizontal social mobility. Based on the above, it can be concluded that dualeducation does not contribute to reducing social inequalities, and that in order to create a fairersociety, such educational policies should be abandoned.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja, Dual education and equity : review from the perspective of french sociology of education",
pages = "45-44",
url = "https://hdl.handle.net/21.15107/rcub_reff_4175"
}

Jarić, I.,& Radulović, M.. (2019). Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 44-45.
https://hdl.handle.net/21.15107/rcub_reff_4175

Jarić I, Radulović M. Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja. in Obrazovanje u funkciji modernizacije društva. 2019;:44-45.
https://hdl.handle.net/21.15107/rcub_reff_4175 .

Jarić, Isidora, Radulović, Mladen, "Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja" in Obrazovanje u funkciji modernizacije društva (2019):44-45,
https://hdl.handle.net/21.15107/rcub_reff_4175 .

TY  - CHAP
AU  - Милин, Владета
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/408
UR  - http://reff.f.bg.ac.rs/handle/123456789/4177
AB  - У фокусу рада Правци развоја дијалошке праксе у настави чији јеаутор Владета Милин анализирају се могући правци развоја дијалошкепраксе у настави. Дијалог у настави може се разумети као један одцентралних дидактичких, али и педагошких проблема. Поред тога, указаноје на сложеност појма дијалога у настави, на многострукост његовогпредстављања и одређења. Представљени су налази одабраних, релевантнихистраживања у овој области који упућују на многобројне потенцијале изначај развоја дијалошке праксе у настави. Правци развоја су сагледаниу оквиру неколико главних целина, те се разликују промене у доменунаучноистраживачког рада (развијање дидактичке теорије и модела наставе,односно концепција и појмовне апаратуре, као и унапређивање методологијеи начина истраживања дијалошке праксе у настави) и промене на школскоми системском нивоу (у области деловања наставника, на нивоу школе иобразовног система). Истакнут је значај и потенцијал који развијањедијалошке праксе може да има за унапређивање квалитета наставног рада,али и могући утицај оваквих промена на смењивање парадигматских оквирау области васпитања и образовања.
PB  - Београд : Институт за педагошка истраживања
T2  - Настава и учење у процесима модернизације Србије
T1  - Правци развоја дијалошке праксе у настави
EP  - 140
SP  - 123
UR  - https://hdl.handle.net/21.15107/rcub_reff_4177
ER  - 

@inbook{
author = "Милин, Владета",
year = "2019",
abstract = "У фокусу рада Правци развоја дијалошке праксе у настави чији јеаутор Владета Милин анализирају се могући правци развоја дијалошкепраксе у настави. Дијалог у настави може се разумети као један одцентралних дидактичких, али и педагошких проблема. Поред тога, указаноје на сложеност појма дијалога у настави, на многострукост његовогпредстављања и одређења. Представљени су налази одабраних, релевантнихистраживања у овој области који упућују на многобројне потенцијале изначај развоја дијалошке праксе у настави. Правци развоја су сагледаниу оквиру неколико главних целина, те се разликују промене у доменунаучноистраживачког рада (развијање дидактичке теорије и модела наставе,односно концепција и појмовне апаратуре, као и унапређивање методологијеи начина истраживања дијалошке праксе у настави) и промене на школскоми системском нивоу (у области деловања наставника, на нивоу школе иобразовног система). Истакнут је значај и потенцијал који развијањедијалошке праксе може да има за унапређивање квалитета наставног рада,али и могући утицај оваквих промена на смењивање парадигматских оквирау области васпитања и образовања.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Настава и учење у процесима модернизације Србије",
booktitle = "Правци развоја дијалошке праксе у настави",
pages = "140-123",
url = "https://hdl.handle.net/21.15107/rcub_reff_4177"
}

Милин, В.. (2019). Правци развоја дијалошке праксе у настави. in Настава и учење у процесима модернизације Србије
Београд : Институт за педагошка истраживања., 123-140.
https://hdl.handle.net/21.15107/rcub_reff_4177

Милин В. Правци развоја дијалошке праксе у настави. in Настава и учење у процесима модернизације Србије. 2019;:123-140.
https://hdl.handle.net/21.15107/rcub_reff_4177 .

Милин, Владета, "Правци развоја дијалошке праксе у настави" in Настава и учење у процесима модернизације Србије (2019):123-140,
https://hdl.handle.net/21.15107/rcub_reff_4177 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2797
AB  - U radu se prikazuju rezultati ispitivanja implicitnih teorija kreativnosti univerzitetskih nastavnika koje je sprovedeno sa ciljem boljeg razumevanja uverenja nastavnika o manifestacijama kreativnosti i njenom razvoju. Ispitivanjem su obuhvaćeni nastavnici različitih fakulteta (N = 46) koji su odgovarali na upitnik sa pitanjima o kreativnom izražavanju i uslovima za razvoj kreativnosti u toku studija. Razultati ukazuju na to da među nastavnicima preovlađuju uverenja da se kreativnost studenata manifestuje kao kreativni proces i da se kreativnost može razvijati u toku studija. Ispitivanje razlika u implicitnim uverenjima univerzitetskih nastavnika o prirodi i razvoju kreativnosti s obzirom na njihov pol, uzrast, dužinu radnog staža, radno mesto i naučnu oblast kojom se bave otkriva značajne razlike između nastavnika prirodnih i društvenih nauka. Izvedene su implikacije nalaza za dizajniranje podrške koja bi u većoj meri doprinela ispoljavanju i razvoju kreativnosti u okviru visokog obrazovanja.
AB  - This paper presents the results of an examination of implicit theories of creativity of university teachers, conducted with the purpose of gaining an increased understanding of teacher's beliefs regarding the manifestations of creativity and its development. The research comprised teachers employed at various faculties (N = 46) who completed a questionnaire on creative expression and the conditions for the development of creativity during the course of studies. The results indicate that teachers predominantly believe that students' creativity manifests as a creative process and that creativity may be developed throughout the course of studies. The examination of risks in the implicit beliefs of university teachers on the nature and development of creativity, with regard to their gender, age, duration of employment, position and respective scientific area of study, sheds light on the significant differences among the teachers of natural and social sciences. We derived implications of the finding in order to devise a support mechanism which would greatly contribute to the expression and development of creativity within the realm of higher education.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Implicitne teorije kreativnosti univerzitetskih nastavnika
T1  - The implicit theories of creativity of university teachers
EP  - 85
IS  - 1
SP  - 67
DO  - 10.5937/AndStud1901067M
ER  - 

@article{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2019",
abstract = "U radu se prikazuju rezultati ispitivanja implicitnih teorija kreativnosti univerzitetskih nastavnika koje je sprovedeno sa ciljem boljeg razumevanja uverenja nastavnika o manifestacijama kreativnosti i njenom razvoju. Ispitivanjem su obuhvaćeni nastavnici različitih fakulteta (N = 46) koji su odgovarali na upitnik sa pitanjima o kreativnom izražavanju i uslovima za razvoj kreativnosti u toku studija. Razultati ukazuju na to da među nastavnicima preovlađuju uverenja da se kreativnost studenata manifestuje kao kreativni proces i da se kreativnost može razvijati u toku studija. Ispitivanje razlika u implicitnim uverenjima univerzitetskih nastavnika o prirodi i razvoju kreativnosti s obzirom na njihov pol, uzrast, dužinu radnog staža, radno mesto i naučnu oblast kojom se bave otkriva značajne razlike između nastavnika prirodnih i društvenih nauka. Izvedene su implikacije nalaza za dizajniranje podrške koja bi u većoj meri doprinela ispoljavanju i razvoju kreativnosti u okviru visokog obrazovanja., This paper presents the results of an examination of implicit theories of creativity of university teachers, conducted with the purpose of gaining an increased understanding of teacher's beliefs regarding the manifestations of creativity and its development. The research comprised teachers employed at various faculties (N = 46) who completed a questionnaire on creative expression and the conditions for the development of creativity during the course of studies. The results indicate that teachers predominantly believe that students' creativity manifests as a creative process and that creativity may be developed throughout the course of studies. The examination of risks in the implicit beliefs of university teachers on the nature and development of creativity, with regard to their gender, age, duration of employment, position and respective scientific area of study, sheds light on the significant differences among the teachers of natural and social sciences. We derived implications of the finding in order to devise a support mechanism which would greatly contribute to the expression and development of creativity within the realm of higher education.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Implicitne teorije kreativnosti univerzitetskih nastavnika, The implicit theories of creativity of university teachers",
pages = "85-67",
number = "1",
doi = "10.5937/AndStud1901067M"
}

Maksić, S.,& Pavlović, J.. (2019). Implicitne teorije kreativnosti univerzitetskih nastavnika. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(1), 67-85.
https://doi.org/10.5937/AndStud1901067M

Maksić S, Pavlović J. Implicitne teorije kreativnosti univerzitetskih nastavnika. in Andragoške studije. 2019;(1):67-85.
doi:10.5937/AndStud1901067M .

Maksić, Slavica, Pavlović, Jelena, "Implicitne teorije kreativnosti univerzitetskih nastavnika" in Andragoške studije, no. 1 (2019):67-85,
https://doi.org/10.5937/AndStud1901067M . .

TY  - CHAP
AU  - Milin, Vladeta
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/5374
AB  - Dijalog predstavlja jedan od središnjih problema proučavanja u didaktičkoj teoriji, upravo zato što je on u tesnoj vezi sa kvalitetom nastavne prakse. U pedagoškoj literaturi može se prepoznati porast interesovanja za proučavanje dijaloga u nastavi. Međutim, pored upoznavanja sa rezultatima sprovedenih istraživanja, potrebno je sagledati i različite izazove, dileme i moguća metodološka rešenja koja se mogu primeniti u ovom istraživačkom procesu. U ovom radu je predstavljen deo instraživačkog instrumentarija korišćenog u mikroetnografskom istraživanju dijaloga u nastavi, u okviru interpretativne paradigme. Predstavljanje instrumenata, ali i metodoloških odluka koje su donete tokom istraživačkog procesa omogućava korišćenje sadržaja ponuđenih stavki i preuzimanje modela pripremanja i realizacije istraživanja o dijalogu u nastavi. Naglašavajući neophodnost pažljivog promišljanja odnosa između istraživačkih tehnika i instrumenata koje se primenjuju, u radu se nude smernice za buduća istraživanja dijaloga u nastavi. U skladu sa prihvaćenom epistemološkom pozicijom, u zaključku se ističe da cilj istraživanja različitih aspekata dijaloga u nastavi ne bi trebalo da bude identifikovanje njegovih „realno postojećih“ svojstava, već razumevanje perspektiva i interpretacija dobijenih od različitih aktera u nastavi.
PB  - Institut za pedagoška istraživanja
T2  - Istraživanja u školi
T1  - Metodološki aspekti istraživanja dijaloga u nastavi
EP  - 178
SP  - 157
UR  - https://hdl.handle.net/21.15107/rcub_reff_5374
ER  - 

@inbook{
author = "Milin, Vladeta",
year = "2018",
abstract = "Dijalog predstavlja jedan od središnjih problema proučavanja u didaktičkoj teoriji, upravo zato što je on u tesnoj vezi sa kvalitetom nastavne prakse. U pedagoškoj literaturi može se prepoznati porast interesovanja za proučavanje dijaloga u nastavi. Međutim, pored upoznavanja sa rezultatima sprovedenih istraživanja, potrebno je sagledati i različite izazove, dileme i moguća metodološka rešenja koja se mogu primeniti u ovom istraživačkom procesu. U ovom radu je predstavljen deo instraživačkog instrumentarija korišćenog u mikroetnografskom istraživanju dijaloga u nastavi, u okviru interpretativne paradigme. Predstavljanje instrumenata, ali i metodoloških odluka koje su donete tokom istraživačkog procesa omogućava korišćenje sadržaja ponuđenih stavki i preuzimanje modela pripremanja i realizacije istraživanja o dijalogu u nastavi. Naglašavajući neophodnost pažljivog promišljanja odnosa između istraživačkih tehnika i instrumenata koje se primenjuju, u radu se nude smernice za buduća istraživanja dijaloga u nastavi. U skladu sa prihvaćenom epistemološkom pozicijom, u zaključku se ističe da cilj istraživanja različitih aspekata dijaloga u nastavi ne bi trebalo da bude identifikovanje njegovih „realno postojećih“ svojstava, već razumevanje perspektiva i interpretacija dobijenih od različitih aktera u nastavi.",
publisher = "Institut za pedagoška istraživanja",
journal = "Istraživanja u školi",
booktitle = "Metodološki aspekti istraživanja dijaloga u nastavi",
pages = "178-157",
url = "https://hdl.handle.net/21.15107/rcub_reff_5374"
}

Milin, V.. (2018). Metodološki aspekti istraživanja dijaloga u nastavi. in Istraživanja u školi
Institut za pedagoška istraživanja., 157-178.
https://hdl.handle.net/21.15107/rcub_reff_5374

Milin V. Metodološki aspekti istraživanja dijaloga u nastavi. in Istraživanja u školi. 2018;:157-178.
https://hdl.handle.net/21.15107/rcub_reff_5374 .

Milin, Vladeta, "Metodološki aspekti istraživanja dijaloga u nastavi" in Istraživanja u školi (2018):157-178,
https://hdl.handle.net/21.15107/rcub_reff_5374 .

TY  - CHAP
AU  - Vujačić, Milja
AU  - Đerić, Ivana
AU  - Milin, Vladeta
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/5373
AB  - U radu predstavljamo ciklus akcionog planiranja kao jedan od načina uvođenja i održavanja novina u nastavnu praksu. Ovaj proces zahteva od nastavnika refleksivno razmišljanje o sopstvenoj praksi, planiranje, izvođenje željenih promena i samovrednovanje. Akcioni plan i dnevnik beležaka, kao refleksivne alatke, mogu pomoći u tom poduhvatu. Detaljno su opisani načini primene ovih obrazaca tokom realizacije programa stručnog usavršavanja o kvalitetnoj nastavi. Nastavnici su tokom obuke imali zadatak da: (1) razmišljaju o svojoj praksi; (2) dođu do uvida u to koje aspekte njihove prakse je potrebno unaprediti imajući u vidu nova saznanja stečena na seminaru, (3) isplaniraju konkretne aktivnosti koje mogu primeniti u nastavi, (4) realizuju planirane aktivnosti na časovima i (5) vode dnevnik beležaka o celokupnom procesu akcionog planiranja. Napravljen je osvrt na ključne teškoće sa kojima su se nastavnici suočavali tokom izrade i primene akcionih planova i dnevnika beležaka. U završnom delu rada istaknuta je potreba za daljim menjanjem ponuđenih refleksivnih alatki, kako bi se u što većoj meri pomoglo nastavnicima u procesu akcionog planiranja i unapređivanja nastavne prakse.
PB  - Institut za pedagoška istraživanja
T2  - Istraživanja u školi
T1  - Unapređivanje nastavne prakse primenom akcionih planova
EP  - 79
SP  - 63
UR  - https://hdl.handle.net/21.15107/rcub_reff_5373
ER  - 

@inbook{
author = "Vujačić, Milja and Đerić, Ivana and Milin, Vladeta",
year = "2018",
abstract = "U radu predstavljamo ciklus akcionog planiranja kao jedan od načina uvođenja i održavanja novina u nastavnu praksu. Ovaj proces zahteva od nastavnika refleksivno razmišljanje o sopstvenoj praksi, planiranje, izvođenje željenih promena i samovrednovanje. Akcioni plan i dnevnik beležaka, kao refleksivne alatke, mogu pomoći u tom poduhvatu. Detaljno su opisani načini primene ovih obrazaca tokom realizacije programa stručnog usavršavanja o kvalitetnoj nastavi. Nastavnici su tokom obuke imali zadatak da: (1) razmišljaju o svojoj praksi; (2) dođu do uvida u to koje aspekte njihove prakse je potrebno unaprediti imajući u vidu nova saznanja stečena na seminaru, (3) isplaniraju konkretne aktivnosti koje mogu primeniti u nastavi, (4) realizuju planirane aktivnosti na časovima i (5) vode dnevnik beležaka o celokupnom procesu akcionog planiranja. Napravljen je osvrt na ključne teškoće sa kojima su se nastavnici suočavali tokom izrade i primene akcionih planova i dnevnika beležaka. U završnom delu rada istaknuta je potreba za daljim menjanjem ponuđenih refleksivnih alatki, kako bi se u što većoj meri pomoglo nastavnicima u procesu akcionog planiranja i unapređivanja nastavne prakse.",
publisher = "Institut za pedagoška istraživanja",
journal = "Istraživanja u školi",
booktitle = "Unapređivanje nastavne prakse primenom akcionih planova",
pages = "79-63",
url = "https://hdl.handle.net/21.15107/rcub_reff_5373"
}

Vujačić, M., Đerić, I.,& Milin, V.. (2018). Unapređivanje nastavne prakse primenom akcionih planova. in Istraživanja u školi
Institut za pedagoška istraživanja., 63-79.
https://hdl.handle.net/21.15107/rcub_reff_5373

Vujačić M, Đerić I, Milin V. Unapređivanje nastavne prakse primenom akcionih planova. in Istraživanja u školi. 2018;:63-79.
https://hdl.handle.net/21.15107/rcub_reff_5373 .

Vujačić, Milja, Đerić, Ivana, Milin, Vladeta, "Unapređivanje nastavne prakse primenom akcionih planova" in Istraživanja u školi (2018):63-79,
https://hdl.handle.net/21.15107/rcub_reff_5373 .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Ševa, Nada
AU  - Savić, Maja
AU  - Tutnjević, Slavica
AU  - Lakić, Siniša
PY  - 2018
UR  - https://10times.com/cls-reading
UR  - http://reff.f.bg.ac.rs/handle/123456789/4656
AB  - The aim of this study was to validate the preliminary Serbian adaptation of the MacArthur-Bates Communicative Development Inventory (CDI-I and CDI-II; Fenson et al., 2007). The preliminary Serbian adaptation was based on two sources of data. The first source was the Serbian Corpus of Early Child Language (the CHILDES database) which we used to select and modify the items according to the local language and cultural context. The second source was focus groups with experts and parents/caregivers organized in order to qualitatively evaluate the pre-preliminary versions of the inventories. The findings from the focus groups were used to improve the parents’ understanding of the general instructions and individual grammar-related items, thus ensuring more valid reports on morphological and syntactic properties of their child’s language. As a result of these analyses, the preliminary Serbian version contains a larger number of items than the original version, and some structural changes in the grammar sections. 

The preliminary adapted version of the Serbian CDIs was used in the pilot study with a convenience sample of 123 mothers of children aged 8-18 months (N=62) and 16-30 months (N=61). The sample was equally distributed across different age groups (CDI-I: 8-9, 10-12, 13-15, 16-18 and CDI-II: 16-18, 19-21, 22-24, 25-27, 28-30) and gender (59 girls and 62 boys). The majority of mothers had secondary level education (high school) and the rest had higher level education or university. All the parents were from urban areas. 

The results revealed that older children perform better on all CDI scales, which was also followed by expectedly increased variability. We observed a continuous increase in the mean performance levels on Actions and gestures CDI-I (F/3,54/=52.47, p<0.01), Early communicational gestures CDI-I (F/3,54/=32.61, p<0.01), Later communicational gestures CDI-I (F/3,54/=53.53, p<0.01), and Receptive lexicon CDI-I (F/3,54/=27.14, p<0.01). Additionally, the overall increase on Expressive lexicon CDI-I (F/3,54/=7.917, p<0.01) was accompanied by a significant spurt between the ages of 13-15 and 16-18. On CDI-II, we also found an overall significant increase in the mean performance levels on Expressive lexicon (F/4,51/=7.412, p=0.01), and Grammar (F/4,51/=9.99, p<0.01), again followed by a significant spurt, this time between the ages of 19-21 and 22-24. The expressive vocabulary and the usage of grammatical categories were slightly larger for girls compared to boys, although the differences were of small magnitude and not statistically significant. The analysis also provided additional information on the developmental trajectory across age in different semantic categories.
The results provided general evidence for the final adaptation of the Serbian version of CDI inventories, and indicated the parts where changes and improvements were necessary. This preliminary analysis confirmed the appropriateness of the CDI inventories for early language development assessment in Serbian language, while further work will be focused on item analysis.
C3  - Child Language Symposium. University of Reading, UK, June 25-26
T1  - Construction of Serbian inventory of communicative and language development.
UR  - https://hdl.handle.net/21.15107/rcub_reff_4656
ER  - 

@conference{
author = "Anđelković, Darinka and Ševa, Nada and Savić, Maja and Tutnjević, Slavica and Lakić, Siniša",
year = "2018",
abstract = "The aim of this study was to validate the preliminary Serbian adaptation of the MacArthur-Bates Communicative Development Inventory (CDI-I and CDI-II; Fenson et al., 2007). The preliminary Serbian adaptation was based on two sources of data. The first source was the Serbian Corpus of Early Child Language (the CHILDES database) which we used to select and modify the items according to the local language and cultural context. The second source was focus groups with experts and parents/caregivers organized in order to qualitatively evaluate the pre-preliminary versions of the inventories. The findings from the focus groups were used to improve the parents’ understanding of the general instructions and individual grammar-related items, thus ensuring more valid reports on morphological and syntactic properties of their child’s language. As a result of these analyses, the preliminary Serbian version contains a larger number of items than the original version, and some structural changes in the grammar sections. 

The preliminary adapted version of the Serbian CDIs was used in the pilot study with a convenience sample of 123 mothers of children aged 8-18 months (N=62) and 16-30 months (N=61). The sample was equally distributed across different age groups (CDI-I: 8-9, 10-12, 13-15, 16-18 and CDI-II: 16-18, 19-21, 22-24, 25-27, 28-30) and gender (59 girls and 62 boys). The majority of mothers had secondary level education (high school) and the rest had higher level education or university. All the parents were from urban areas. 

The results revealed that older children perform better on all CDI scales, which was also followed by expectedly increased variability. We observed a continuous increase in the mean performance levels on Actions and gestures CDI-I (F/3,54/=52.47, p<0.01), Early communicational gestures CDI-I (F/3,54/=32.61, p<0.01), Later communicational gestures CDI-I (F/3,54/=53.53, p<0.01), and Receptive lexicon CDI-I (F/3,54/=27.14, p<0.01). Additionally, the overall increase on Expressive lexicon CDI-I (F/3,54/=7.917, p<0.01) was accompanied by a significant spurt between the ages of 13-15 and 16-18. On CDI-II, we also found an overall significant increase in the mean performance levels on Expressive lexicon (F/4,51/=7.412, p=0.01), and Grammar (F/4,51/=9.99, p<0.01), again followed by a significant spurt, this time between the ages of 19-21 and 22-24. The expressive vocabulary and the usage of grammatical categories were slightly larger for girls compared to boys, although the differences were of small magnitude and not statistically significant. The analysis also provided additional information on the developmental trajectory across age in different semantic categories.
The results provided general evidence for the final adaptation of the Serbian version of CDI inventories, and indicated the parts where changes and improvements were necessary. This preliminary analysis confirmed the appropriateness of the CDI inventories for early language development assessment in Serbian language, while further work will be focused on item analysis.",
journal = "Child Language Symposium. University of Reading, UK, June 25-26",
title = "Construction of Serbian inventory of communicative and language development.",
url = "https://hdl.handle.net/21.15107/rcub_reff_4656"
}

Anđelković, D., Ševa, N., Savić, M., Tutnjević, S.,& Lakić, S.. (2018). Construction of Serbian inventory of communicative and language development.. in Child Language Symposium. University of Reading, UK, June 25-26.
https://hdl.handle.net/21.15107/rcub_reff_4656

Anđelković D, Ševa N, Savić M, Tutnjević S, Lakić S. Construction of Serbian inventory of communicative and language development.. in Child Language Symposium. University of Reading, UK, June 25-26. 2018;.
https://hdl.handle.net/21.15107/rcub_reff_4656 .

Anđelković, Darinka, Ševa, Nada, Savić, Maja, Tutnjević, Slavica, Lakić, Siniša, "Construction of Serbian inventory of communicative and language development." in Child Language Symposium. University of Reading, UK, June 25-26 (2018),
https://hdl.handle.net/21.15107/rcub_reff_4656 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Spasenović, Vera
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2567
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  - Marusic-Jablanović, Milica
AU  - Pejatović, Aleksandra
AU  - Stemberger, Tina
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2612
AB  - Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Teacher education and career cycle: educational level and pathways effects in Serbia and Greece
EP  - 208
IS  - 2
SP  - 189
VL  - 50
DO  - 10.2298/ZIPI1802189M
ER  - 

@article{
author = "Marusic-Jablanović, Milica and Pejatović, Aleksandra and Stemberger, Tina",
year = "2018",
abstract = "Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Teacher education and career cycle: educational level and pathways effects in Serbia and Greece",
pages = "208-189",
number = "2",
volume = "50",
doi = "10.2298/ZIPI1802189M"
}

Marusic-Jablanović, M., Pejatović, A.,& Stemberger, T.. (2018). Teacher education and career cycle: educational level and pathways effects in Serbia and Greece. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 50(2), 189-208.
https://doi.org/10.2298/ZIPI1802189M

Marusic-Jablanović M, Pejatović A, Stemberger T. Teacher education and career cycle: educational level and pathways effects in Serbia and Greece. in Zbornik Instituta za pedagoška istraživanja. 2018;50(2):189-208.
doi:10.2298/ZIPI1802189M .

Marusic-Jablanović, Milica, Pejatović, Aleksandra, Stemberger, Tina, "Teacher education and career cycle: educational level and pathways effects in Serbia and Greece" in Zbornik Instituta za pedagoška istraživanja, 50, no. 2 (2018):189-208,
https://doi.org/10.2298/ZIPI1802189M . .

TY  - JOUR
AU  - Anđelković, Darinka
AU  - Seva, Nada
AU  - Savić, Maja
AU  - Tutnjević, Slavica
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2355
AB  - The study is aimed at providing empirical basis for the adaptation of the MacArthur-Bates' Communicative Development Inventories (CDIs) for Serbian language, a parent report instrument for the language development assessment. Two sources of data were used in order to provide the basis for selection of items and evaluation of their linguistic, cultural and developmental validity: a. Serbian Corpus of Early Child Language (SCECL), and b. focus groups with experts and parents/caregivers. Exploration of the frequency of words/forms in Serbian child language and the qualitative analysis of focus groups discussions provided criteria for selection/adjustment of items in the course of inventory adaptation. The results also revealed that parents are naturally more focused on semantic and communicational aspects of utterances, and insufficiently aware of formal properties of their children's production. The paper presents significant changes and modifications of the instrument in the course of its adaptation for Serbian, which is a step closer to the final aim - providing a standardized instrument for the assessment of language development in Serbian.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development
EP  - 169
IS  - 2
SP  - 147
VL  - 49
DO  - 10.2298/ZIPI1702147A
ER  - 

@article{
author = "Anđelković, Darinka and Seva, Nada and Savić, Maja and Tutnjević, Slavica",
year = "2017",
abstract = "The study is aimed at providing empirical basis for the adaptation of the MacArthur-Bates' Communicative Development Inventories (CDIs) for Serbian language, a parent report instrument for the language development assessment. Two sources of data were used in order to provide the basis for selection of items and evaluation of their linguistic, cultural and developmental validity: a. Serbian Corpus of Early Child Language (SCECL), and b. focus groups with experts and parents/caregivers. Exploration of the frequency of words/forms in Serbian child language and the qualitative analysis of focus groups discussions provided criteria for selection/adjustment of items in the course of inventory adaptation. The results also revealed that parents are naturally more focused on semantic and communicational aspects of utterances, and insufficiently aware of formal properties of their children's production. The paper presents significant changes and modifications of the instrument in the course of its adaptation for Serbian, which is a step closer to the final aim - providing a standardized instrument for the assessment of language development in Serbian.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development",
pages = "169-147",
number = "2",
volume = "49",
doi = "10.2298/ZIPI1702147A"
}

Anđelković, D., Seva, N., Savić, M.,& Tutnjević, S.. (2017). Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 49(2), 147-169.
https://doi.org/10.2298/ZIPI1702147A

Anđelković D, Seva N, Savić M, Tutnjević S. Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development. in Zbornik Instituta za pedagoška istraživanja. 2017;49(2):147-169.
doi:10.2298/ZIPI1702147A .

Anđelković, Darinka, Seva, Nada, Savić, Maja, Tutnjević, Slavica, "Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development" in Zbornik Instituta za pedagoška istraživanja, 49, no. 2 (2017):147-169,
https://doi.org/10.2298/ZIPI1702147A . .

TY  - JOUR
AU  - Vesković, Ana
AU  - Petrović, Nikola
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2280
AB  - U primenjenoj psihologiji sporta (PPS), od psihologa se često zahteva, da svoje usluge pružaju izvan okvira tradicionalne kliničke prakse, što ima i prednosti i ograničenja. Praktičari se često susreću sa specifičnim dilemama, a ne mogu naći sve odgovore u kodeksu etike. Empirijski je dokumentovano da je edukacija iz etike značajno oružje u borbi protiv kršenja etičkih načela. Ona dobija na snazi, uvažavajući činjenicu da je poslednjih godina porastao broj psihologa u ovoj oblasti. Upravo zato je težište ovoga rada na prvom cilju - opisivanju specifičnosti etike u PPS. Na osnovu pregleda relevantne literature, izdvojena su tri najčešća pitanja: postavljanje granica, poverljivost i kompetentnost. U drugom, manjem, empirijskom delu prikazani su rezultati pilot studije o etičkim uverenjima u vezi sa ponašanjem sportskih psihologa. Podaci su prikupljeni na uzorku studenata psihologije (N=92), od kojih će neki možda postati sportski psiholozi. Neka od ponašanja, koja su neophodna za efikasno obavljanje prakse, a atipična su za tradicionalnu kliničku praksu (na primer, prisustvovanje psihologa takmičenjima), gotovo polovina ispitanika procenila je kao neetična. Najveća saglasnost ispitanika postignuta kada je pitanju otkrivanje poverljivih podataka treneru. Na osnovu ovog rada formulisana je preporuka koja se odnosi na potrebu razvoja specifičnih programa treninga iz etike u PPS.
AB  - In applied sport psychology psychologists are often required to provide their services outside of the framework of traditional clinical practice, which has its advantages and limitations. Practitioners often face specific dilemmas and cannot find guidelines in the ethics code. Education in the field of ethics has been empirically proven as a powerful factor in the prevention of ethics violations. This issue becomes more important as there has been a growing number of psychologists in this field in recent years. That is why the focus of this paper is describing the specificity of ethics in applied sport psychology. Based on the review of the relevant literature, three most common issues have been identified: setting boundaries, confidentiality and competence. In the second, lesser, empirical part of the paper, the results of a pilot study on ethical beliefs related to the behavior of sports psychologists are presented. Data were collected on a sample of students of psychology (N = 92), some of which might become sport psychologists. Some of the behaviors that are necessary for effective practice but are atypical for traditional clinical practice (for example, the presence of psychologists in competitions) are seen as unethical by almost half of the respondents. Most of the respondents have similar beliefs regarding the disclosure of confidential information to trainers. Recommendations which refer to the need to develop specific training programs in applied sport psychology ethics are also presented.
PB  - Univerzitet u Beogradu - Fakultet sporta i fizičkog vaspitanja, Beograd
T2  - Fizička kultura
T1  - Etičko obrazovanje u primenjenoj psihologiji sporta
T1  - Ethische Bildung in angewandter Sportpsychologie
T1  - Ethics education in applied sport psychology
EP  - 136
IS  - 2
SP  - 127
VL  - 71
DO  - 10.5937/fizkul1702127V
ER  - 

@article{
author = "Vesković, Ana and Petrović, Nikola",
year = "2017",
abstract = "U primenjenoj psihologiji sporta (PPS), od psihologa se često zahteva, da svoje usluge pružaju izvan okvira tradicionalne kliničke prakse, što ima i prednosti i ograničenja. Praktičari se često susreću sa specifičnim dilemama, a ne mogu naći sve odgovore u kodeksu etike. Empirijski je dokumentovano da je edukacija iz etike značajno oružje u borbi protiv kršenja etičkih načela. Ona dobija na snazi, uvažavajući činjenicu da je poslednjih godina porastao broj psihologa u ovoj oblasti. Upravo zato je težište ovoga rada na prvom cilju - opisivanju specifičnosti etike u PPS. Na osnovu pregleda relevantne literature, izdvojena su tri najčešća pitanja: postavljanje granica, poverljivost i kompetentnost. U drugom, manjem, empirijskom delu prikazani su rezultati pilot studije o etičkim uverenjima u vezi sa ponašanjem sportskih psihologa. Podaci su prikupljeni na uzorku studenata psihologije (N=92), od kojih će neki možda postati sportski psiholozi. Neka od ponašanja, koja su neophodna za efikasno obavljanje prakse, a atipična su za tradicionalnu kliničku praksu (na primer, prisustvovanje psihologa takmičenjima), gotovo polovina ispitanika procenila je kao neetična. Najveća saglasnost ispitanika postignuta kada je pitanju otkrivanje poverljivih podataka treneru. Na osnovu ovog rada formulisana je preporuka koja se odnosi na potrebu razvoja specifičnih programa treninga iz etike u PPS., In applied sport psychology psychologists are often required to provide their services outside of the framework of traditional clinical practice, which has its advantages and limitations. Practitioners often face specific dilemmas and cannot find guidelines in the ethics code. Education in the field of ethics has been empirically proven as a powerful factor in the prevention of ethics violations. This issue becomes more important as there has been a growing number of psychologists in this field in recent years. That is why the focus of this paper is describing the specificity of ethics in applied sport psychology. Based on the review of the relevant literature, three most common issues have been identified: setting boundaries, confidentiality and competence. In the second, lesser, empirical part of the paper, the results of a pilot study on ethical beliefs related to the behavior of sports psychologists are presented. Data were collected on a sample of students of psychology (N = 92), some of which might become sport psychologists. Some of the behaviors that are necessary for effective practice but are atypical for traditional clinical practice (for example, the presence of psychologists in competitions) are seen as unethical by almost half of the respondents. Most of the respondents have similar beliefs regarding the disclosure of confidential information to trainers. Recommendations which refer to the need to develop specific training programs in applied sport psychology ethics are also presented.",
publisher = "Univerzitet u Beogradu - Fakultet sporta i fizičkog vaspitanja, Beograd",
journal = "Fizička kultura",
title = "Etičko obrazovanje u primenjenoj psihologiji sporta, Ethische Bildung in angewandter Sportpsychologie, Ethics education in applied sport psychology",
pages = "136-127",
number = "2",
volume = "71",
doi = "10.5937/fizkul1702127V"
}

Vesković, A.,& Petrović, N.. (2017). Etičko obrazovanje u primenjenoj psihologiji sporta. in Fizička kultura
Univerzitet u Beogradu - Fakultet sporta i fizičkog vaspitanja, Beograd., 71(2), 127-136.
https://doi.org/10.5937/fizkul1702127V

Vesković A, Petrović N. Etičko obrazovanje u primenjenoj psihologiji sporta. in Fizička kultura. 2017;71(2):127-136.
doi:10.5937/fizkul1702127V .

Vesković, Ana, Petrović, Nikola, "Etičko obrazovanje u primenjenoj psihologiji sporta" in Fizička kultura, 71, no. 2 (2017):127-136,
https://doi.org/10.5937/fizkul1702127V . .

TY  - CHAP
AU  - Максић, Славица
AU  - Весић, Драган
AU  - Тењовић, Лазар
PY  - 2017
UR  - http://ipir.ipisr.org.rs/handle/123456789/621
UR  - http://reff.f.bg.ac.rs/handle/123456789/4901
AB  - This work deals with characteristic analyses of elementary school fourth graders who accomplished thehighest achievement in TIMSS 2015 in Serbia in order to identify and better understand their personal andcontext characteristics. The students whose achievement both in mathematics and science test was abovethe eightieth percentile constituted a group of academically gifted students (N=586), which was compared tothe rest of students from a representative national sample whose achievement in at least on one of the twotests was under the eightieth percentile (N=3450). The differences between the academically gifted groupand the group consisting of the rest of the students were examined in regard to important characteristics ofthe students, as well as their family and school background. The data were collected through questionnairescompleted by the students themselves, their parents, their teachers and the principals of the schools thosestudents attended. Statistical data analysis covered the testing of statistical significance of differences betweenthe two groups on chosen variables. The obtained results showed that the academically gifted group and thegroup of the rest of the students differed on very few included variables and that those differences were weak.Among the differences in terms of individual characteristics of students, only the differences in mathematicsself-concept were practically significant, whereas among the differences regarding the home background,those concerning home learning resources, parents’ education, and vocation and parents’ aspirations abouttheir child’s education, were worth mentioning. Academically gifted students in regard to the rest of thestudents, had a more positive mathematics self-concept, better home resources for learning, more educatedparents, parents with a higher professional status and the parents who had higher education aspirations fortheir child. It was concluded that the findings of this study were in accordance with the results of earlier studiesof a psychological, pedagogical and sociological profile of the academically gifted students both in Serbia andother countries. The limitations of the study that could affect the obtained results were pointed out, as well asthe directions of necessary future research in the domain of academic talents. The educational implications ofthe results about defining and creating conditions for reaching higher academic achievement with a greaternumber of students within Serbian education system were derived.
PB  - Београд : Институт за педагошка истраживања
T2  - TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука
T1  - Профил ученика који су остварили највише постигнуће у математици и природним наукама
T1  - The profile of students who accomplished the highest achievement in mathematics and science
EP  - 206
SP  - 183
UR  - https://hdl.handle.net/21.15107/rcub_ipir_621
ER  - 

@inbook{
author = "Максић, Славица and Весић, Драган and Тењовић, Лазар",
year = "2017",
abstract = "This work deals with characteristic analyses of elementary school fourth graders who accomplished thehighest achievement in TIMSS 2015 in Serbia in order to identify and better understand their personal andcontext characteristics. The students whose achievement both in mathematics and science test was abovethe eightieth percentile constituted a group of academically gifted students (N=586), which was compared tothe rest of students from a representative national sample whose achievement in at least on one of the twotests was under the eightieth percentile (N=3450). The differences between the academically gifted groupand the group consisting of the rest of the students were examined in regard to important characteristics ofthe students, as well as their family and school background. The data were collected through questionnairescompleted by the students themselves, their parents, their teachers and the principals of the schools thosestudents attended. Statistical data analysis covered the testing of statistical significance of differences betweenthe two groups on chosen variables. The obtained results showed that the academically gifted group and thegroup of the rest of the students differed on very few included variables and that those differences were weak.Among the differences in terms of individual characteristics of students, only the differences in mathematicsself-concept were practically significant, whereas among the differences regarding the home background,those concerning home learning resources, parents’ education, and vocation and parents’ aspirations abouttheir child’s education, were worth mentioning. Academically gifted students in regard to the rest of thestudents, had a more positive mathematics self-concept, better home resources for learning, more educatedparents, parents with a higher professional status and the parents who had higher education aspirations fortheir child. It was concluded that the findings of this study were in accordance with the results of earlier studiesof a psychological, pedagogical and sociological profile of the academically gifted students both in Serbia andother countries. The limitations of the study that could affect the obtained results were pointed out, as well asthe directions of necessary future research in the domain of academic talents. The educational implications ofthe results about defining and creating conditions for reaching higher academic achievement with a greaternumber of students within Serbian education system were derived.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука",
booktitle = "Профил ученика који су остварили највише постигнуће у математици и природним наукама, The profile of students who accomplished the highest achievement in mathematics and science",
pages = "206-183",
url = "https://hdl.handle.net/21.15107/rcub_ipir_621"
}

Максић, С., Весић, Д.,& Тењовић, Л.. (2017). Профил ученика који су остварили највише постигнуће у математици и природним наукама. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука
Београд : Институт за педагошка истраживања., 183-206.
https://hdl.handle.net/21.15107/rcub_ipir_621

Максић С, Весић Д, Тењовић Л. Профил ученика који су остварили највише постигнуће у математици и природним наукама. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука. 2017;:183-206.
https://hdl.handle.net/21.15107/rcub_ipir_621 .

Максић, Славица, Весић, Драган, Тењовић, Лазар, "Профил ученика који су остварили највише постигнуће у математици и природним наукама" in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука (2017):183-206,
https://hdl.handle.net/21.15107/rcub_ipir_621 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Pavlović, Zoran
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2443
AB  - Predmet proučavanja su promene koje se odnose na ostvarivanje ciljeva obrazovanja i vaspitanja u učenju srpskog jezika, veronauke i građanskog vaspitanja, koje je donela reforma obrazovanja od 2001. godine. U ispitivanje su uključeni i uslovi u kojima su promene sprovedene, potrebni resursi i aktuelne društvene vrednosti. Rezultati analize relevantnih istraživanja ukazuju da nije došlo do ostvarivanja definisanih ciljeva nastave Srpskog jezika, Veronauke i Građanskog vaspitanja u željenoj meri. Analiza ukazuje i na neobezbeđenost adekvatnih materijalnih i ljudskih resursa za realizaciju reformi, kao i na nedovoljnu podršku vrednosnog konteksta za planirani razvoj obrazovanja. Zaključeno je da navedene teškoće predstavljaju izazove od čijeg rešavanja zavisi dalja sudbina promena u obrazovanju.
AB  - The present study deals with the changes brought about by the educational reform since the 2001, which refer to the accomplishment of educational goals in the courses of Serbian language, religious and civic education. The study also included the analysis of the conditions in which the educational changes took place, the resources needed and prevailing social values. The results of the previous relevant studies indicate that the defined goals related to the instruction of Serbian, religious and civic education have not been accomplished in targeted level. The analysis also shows that adequate material and human resources for the reform implementation have not been provided, as well as that the prevailing values do not support the planned development of the education. It is concluded that these difficulties pose the challenges on whose overcoming the future of educational changes depends.
PB  - Sociološko društvo Srbije, Beograd
T2  - Sociološki pregled
T1  - Efekti nekih obrazovanih promena u kontekstu ciljeva reforme obrazovanja
T1  - The effects of some educational changes in the context of reform of education goals
EP  - 602
IS  - 4
SP  - 578
VL  - 51
DO  - 10.5937/socpreg51-15750
ER  - 

@article{
author = "Maksić, Slavica and Pavlović, Zoran",
year = "2017",
abstract = "Predmet proučavanja su promene koje se odnose na ostvarivanje ciljeva obrazovanja i vaspitanja u učenju srpskog jezika, veronauke i građanskog vaspitanja, koje je donela reforma obrazovanja od 2001. godine. U ispitivanje su uključeni i uslovi u kojima su promene sprovedene, potrebni resursi i aktuelne društvene vrednosti. Rezultati analize relevantnih istraživanja ukazuju da nije došlo do ostvarivanja definisanih ciljeva nastave Srpskog jezika, Veronauke i Građanskog vaspitanja u željenoj meri. Analiza ukazuje i na neobezbeđenost adekvatnih materijalnih i ljudskih resursa za realizaciju reformi, kao i na nedovoljnu podršku vrednosnog konteksta za planirani razvoj obrazovanja. Zaključeno je da navedene teškoće predstavljaju izazove od čijeg rešavanja zavisi dalja sudbina promena u obrazovanju., The present study deals with the changes brought about by the educational reform since the 2001, which refer to the accomplishment of educational goals in the courses of Serbian language, religious and civic education. The study also included the analysis of the conditions in which the educational changes took place, the resources needed and prevailing social values. The results of the previous relevant studies indicate that the defined goals related to the instruction of Serbian, religious and civic education have not been accomplished in targeted level. The analysis also shows that adequate material and human resources for the reform implementation have not been provided, as well as that the prevailing values do not support the planned development of the education. It is concluded that these difficulties pose the challenges on whose overcoming the future of educational changes depends.",
publisher = "Sociološko društvo Srbije, Beograd",
journal = "Sociološki pregled",
title = "Efekti nekih obrazovanih promena u kontekstu ciljeva reforme obrazovanja, The effects of some educational changes in the context of reform of education goals",
pages = "602-578",
number = "4",
volume = "51",
doi = "10.5937/socpreg51-15750"
}

Maksić, S.,& Pavlović, Z.. (2017). Efekti nekih obrazovanih promena u kontekstu ciljeva reforme obrazovanja. in Sociološki pregled
Sociološko društvo Srbije, Beograd., 51(4), 578-602.
https://doi.org/10.5937/socpreg51-15750

Maksić S, Pavlović Z. Efekti nekih obrazovanih promena u kontekstu ciljeva reforme obrazovanja. in Sociološki pregled. 2017;51(4):578-602.
doi:10.5937/socpreg51-15750 .

Maksić, Slavica, Pavlović, Zoran, "Efekti nekih obrazovanih promena u kontekstu ciljeva reforme obrazovanja" in Sociološki pregled, 51, no. 4 (2017):578-602,
https://doi.org/10.5937/socpreg51-15750 . .

TY  - CHAP
AU  - Gundogan, Dragana
AU  - Radulović, Mladen
AU  - Stančić, Milan
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/861
UR  - http://reff.f.bg.ac.rs/handle/123456789/4200
AB  - Predmet Građansko vaspitanje (dalje u tekstu: GV) u škole u Srbiji je uveden 2001.godine i moglo bi se tvrditi da su njegovom uvođenju u osnovne i srednje škole doprineli,kako unutrašnji, tako i spoljni činioci. Kada su u pitanju spoljni faktori kojisu mogli da podstaknu stvaranje ovakvog predmeta, nužno je reći da su Ujedinjenenacije period između 1995. godine i 2004. proglasile Dekadom obrazovanja za ljudskaprava, te da je širom planete, a naročito u Evropi, postojao trend razvijanja predmetakoji je trebalo da podstaknu „sticanje znanja, veština i stavova koji podržavajuvrednosti slobode, mira, tolerancije i ravnopravnosti“(Đurišić Bojanić, 2003: 29).Ipak, čini se da GV u Srbiji nije proizvod pukog prihvatanja evropskih trendova, većda je u isto vreme trebalo da odgovori na neke autentične potrebe društva Srbije.Najpre, u kontekstu promene vlasti 2000. godine, građansko vaspitanje se mogločiniti prijemčivim budući da je „savremeni koncept građanskog obrazovanja (…)motivisan idejom odbrane od obnove nedemokratskog oblika vlasti” (Avramović,2002: 30). Osim ovog, šire društvenog razloga za uvođenje građanskog vaspitanja uškole, ono je moglo da odgovori i na neke probleme unutar samog obrazovnog sistema.Naime, odmah nakon promene vlasti 2000. godine se počelo govoriti o reformiobrazovnog sistema, čije nedostatke su pokazala brojna tada sprovedena istraživanja,kao što su: Sveobuhvatna analiza osnovnog obrazovanja u SRJ (2001), Studija OECDa(2001), Izveštaj Svetske banke (2001), Stanje, problemi i potrebe naših škola (2001),Instituta za pedagoška istraživanja (Đurišić Bojanić, 2003: 31). Kao značajan deoove reforme viđeno je i uvođenje izbornih predmeta, kako zbog stručne argumentacijeo značaju izbornih predmeta, tako i zbog istraživačkih nalaza o zainteresovanosti učenika za ovakve predmete (Joksimović, 2003: vii). Konačno, kao bitan faktor zauvođenje GV se može spomenuti i snažno zalaganje za uvođenje verske nastave, teželja za formiranjem alternativnog predmeta verskoj nastavi kod jednog dela stručnei šire javnosti (Joksimović, 2003).
PB  - Institut za društvena istraživanja u Zagrebu
PB  - Hrvatska : GONG
T2  - Od podanika do građana : Razvoj građanske kompetencije mladih
T1  - Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola
EP  - 221
SP  - 201
UR  - https://hdl.handle.net/21.15107/rcub_reff_4200
ER  - 

@inbook{
author = "Gundogan, Dragana and Radulović, Mladen and Stančić, Milan",
year = "2016",
abstract = "Predmet Građansko vaspitanje (dalje u tekstu: GV) u škole u Srbiji je uveden 2001.godine i moglo bi se tvrditi da su njegovom uvođenju u osnovne i srednje škole doprineli,kako unutrašnji, tako i spoljni činioci. Kada su u pitanju spoljni faktori kojisu mogli da podstaknu stvaranje ovakvog predmeta, nužno je reći da su Ujedinjenenacije period između 1995. godine i 2004. proglasile Dekadom obrazovanja za ljudskaprava, te da je širom planete, a naročito u Evropi, postojao trend razvijanja predmetakoji je trebalo da podstaknu „sticanje znanja, veština i stavova koji podržavajuvrednosti slobode, mira, tolerancije i ravnopravnosti“(Đurišić Bojanić, 2003: 29).Ipak, čini se da GV u Srbiji nije proizvod pukog prihvatanja evropskih trendova, većda je u isto vreme trebalo da odgovori na neke autentične potrebe društva Srbije.Najpre, u kontekstu promene vlasti 2000. godine, građansko vaspitanje se mogločiniti prijemčivim budući da je „savremeni koncept građanskog obrazovanja (…)motivisan idejom odbrane od obnove nedemokratskog oblika vlasti” (Avramović,2002: 30). Osim ovog, šire društvenog razloga za uvođenje građanskog vaspitanja uškole, ono je moglo da odgovori i na neke probleme unutar samog obrazovnog sistema.Naime, odmah nakon promene vlasti 2000. godine se počelo govoriti o reformiobrazovnog sistema, čije nedostatke su pokazala brojna tada sprovedena istraživanja,kao što su: Sveobuhvatna analiza osnovnog obrazovanja u SRJ (2001), Studija OECDa(2001), Izveštaj Svetske banke (2001), Stanje, problemi i potrebe naših škola (2001),Instituta za pedagoška istraživanja (Đurišić Bojanić, 2003: 31). Kao značajan deoove reforme viđeno je i uvođenje izbornih predmeta, kako zbog stručne argumentacijeo značaju izbornih predmeta, tako i zbog istraživačkih nalaza o zainteresovanosti učenika za ovakve predmete (Joksimović, 2003: vii). Konačno, kao bitan faktor zauvođenje GV se može spomenuti i snažno zalaganje za uvođenje verske nastave, teželja za formiranjem alternativnog predmeta verskoj nastavi kod jednog dela stručnei šire javnosti (Joksimović, 2003).",
publisher = "Institut za društvena istraživanja u Zagrebu, Hrvatska : GONG",
journal = "Od podanika do građana : Razvoj građanske kompetencije mladih",
booktitle = "Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola",
pages = "221-201",
url = "https://hdl.handle.net/21.15107/rcub_reff_4200"
}

Gundogan, D., Radulović, M.,& Stančić, M.. (2016). Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola. in Od podanika do građana : Razvoj građanske kompetencije mladih
Institut za društvena istraživanja u Zagrebu., 201-221.
https://hdl.handle.net/21.15107/rcub_reff_4200

Gundogan D, Radulović M, Stančić M. Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola. in Od podanika do građana : Razvoj građanske kompetencije mladih. 2016;:201-221.
https://hdl.handle.net/21.15107/rcub_reff_4200 .

Gundogan, Dragana, Radulović, Mladen, Stančić, Milan, "Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola" in Od podanika do građana : Razvoj građanske kompetencije mladih (2016):201-221,
https://hdl.handle.net/21.15107/rcub_reff_4200 .

TY  - CHAP
AU  - Kovač-Cerović, Tinde
AU  - Pavlović-Babić, Dragica
AU  - Jokić, Tijana
AU  - Jovanović, Olja
AU  - Jovanović, Vitomir
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/634
UR  - http://reff.f.bg.ac.rs/handle/123456789/4195
AB  - The paper authored by Tinde Kovač-Cerović, Dragica Pavlović-Babić, Tijana Jokić, OljaJovanović and Vitomir Jovanović First comprehensive monitoring of inclusive education in Serbia:selected findings, presents selected findings of the first comprehensive evaluation of inclusiveeducation in Serbia, five years after its systemic introduction. This evaluation is based on indicatorsdefined by the Framework for monitoring inclusive education in Serbia. The research was conducted on a representative sample of 28 schools, and it encompassed 1537 students, 794 parents and 742teachers. The structure of the framework, which implies predefined indicators and criteria, as well asthe assessment of that same indicator by various informants, enabled the identification of the areaswhich are strong points in our education system, as well as areas that require immediate systemdevelopment. The results of the monitoring constitute a reliable basis for improving the policy andpractice of inclusive education in Serbia.
PB  - Belgrade : Institute for Educational Research
PB  - Belgrade : Faculty of Teacher Education
PB  - Volgograd : Volgograd State Socio-Pedagogical University
T2  - Challenges and perspectives of inclusive education
T1  - First comprehensive monitoring of inclusive education in Serbia: selected findings
EP  - 19
SP  - 15
UR  - https://hdl.handle.net/21.15107/rcub_reff_4195
ER  - 

@inbook{
author = "Kovač-Cerović, Tinde and Pavlović-Babić, Dragica and Jokić, Tijana and Jovanović, Olja and Jovanović, Vitomir",
year = "2016",
abstract = "The paper authored by Tinde Kovač-Cerović, Dragica Pavlović-Babić, Tijana Jokić, OljaJovanović and Vitomir Jovanović First comprehensive monitoring of inclusive education in Serbia:selected findings, presents selected findings of the first comprehensive evaluation of inclusiveeducation in Serbia, five years after its systemic introduction. This evaluation is based on indicatorsdefined by the Framework for monitoring inclusive education in Serbia. The research was conducted on a representative sample of 28 schools, and it encompassed 1537 students, 794 parents and 742teachers. The structure of the framework, which implies predefined indicators and criteria, as well asthe assessment of that same indicator by various informants, enabled the identification of the areaswhich are strong points in our education system, as well as areas that require immediate systemdevelopment. The results of the monitoring constitute a reliable basis for improving the policy andpractice of inclusive education in Serbia.",
publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University",
journal = "Challenges and perspectives of inclusive education",
booktitle = "First comprehensive monitoring of inclusive education in Serbia: selected findings",
pages = "19-15",
url = "https://hdl.handle.net/21.15107/rcub_reff_4195"
}

Kovač-Cerović, T., Pavlović-Babić, D., Jokić, T., Jovanović, O.,& Jovanović, V.. (2016). First comprehensive monitoring of inclusive education in Serbia: selected findings. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 15-19.
https://hdl.handle.net/21.15107/rcub_reff_4195

Kovač-Cerović T, Pavlović-Babić D, Jokić T, Jovanović O, Jovanović V. First comprehensive monitoring of inclusive education in Serbia: selected findings. in Challenges and perspectives of inclusive education. 2016;:15-19.
https://hdl.handle.net/21.15107/rcub_reff_4195 .

Kovač-Cerović, Tinde, Pavlović-Babić, Dragica, Jokić, Tijana, Jovanović, Olja, Jovanović, Vitomir, "First comprehensive monitoring of inclusive education in Serbia: selected findings" in Challenges and perspectives of inclusive education (2016):15-19,
https://hdl.handle.net/21.15107/rcub_reff_4195 .

TY  - JOUR
AU  - Ilić-Rajković, Aleksandra V.
AU  - Malinić, Dušica
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/266
UR  - http://reff.f.bg.ac.rs/handle/123456789/4199
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_reff_4199
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_reff_4199"
}

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_reff_4199

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_reff_4199 .

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_reff_4199 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/277
UR  - http://reff.f.bg.ac.rs/handle/123456789/4186
AB  - In this paper we are presenting results of the research into changing teachers' implicit beliefs about creativity in the context of an experiment on stimulating creativity in the primary school. The aim of this study was to examine whether changes occurred in teachers' understanding of creativity and possibilities of its development in the primary school as a result of an experiment that lasted for one school year. The same questionnaire with open and closed questions about the concept, manifestations and development of creativity at school was addressed to teachers (N=32) before and after the experiment. Almost all the teachers responded in the first study (N=30) and majority of the teachers in the second study (N=18). Collected data were analyzed qualitatively and quantitatively. Results point at the changes in the teachers' beliefs, although the decrease in the number of teachers who participated in the second study made it difficult to generalize results. A number of teachers developed a more complex view of creativity and the role of the school in developing creativity. Comments of some teachers and the number of teachers who did not respond to the questionnaire after the experiment, indicate a possibility of the lack of motivation to participate in this research, and maybe in the whole experiment. The results of the research can be used for designing support for teachers in the field of encouraging creativity at school.
AB  - U radu se prikazuju rezultati ispitivanja promena implicitnih uverenja o kreativnosti nastavnika koji su učestvovali u ogledu u kome je rađeno na podsticanju kreativnosti u osnovnoj školi. Cilj ove studije bio je da se ispita da li je u okviru ogleda, koji je trajao jednu školsku godinu, došlo do promene u tome kako nastavnici shvataju kreativnost i mogućnosti za njen razvoj u osnovnoj školi. Isti upitnik sa otvorenim i zatvorenim pitanjima o konceptu, manifestacijama i razvoju kreativnosti u školi upućen je nastavnicima (N=32) pre početka i po okončanju ogleda. Odgovorili su skoro svi nastavnici u prvom ispitivanju (N=30) i većina nastavnika u drugom ispitivanju (N=18). Prikupljeni podaci obrađeni su kvalitativno i kvantitativno. Rezultati ukazuju na promene u uverenjima nastavnika, iako je uopštavanje nalaza otežano zbog manjeg broja nastavnika koji su učestvovali u drugom ispitivanju. Kod većeg broja nastavnika dolazi do usložnjavanja shvatanja kreativnosti i uloge škole u razvoju kreativnosti. Komentari ostalih nastavnika i broj nastavnika koji nisu popunili upitnik posle ogleda ukazuju da su oni nevoljno učestvovali u ispitivanju, a možda i u ogledu. Navedena iskustva mogu se iskoristiti u oblikovanju podrške za nastavnike, čiji je cilj podsticanje kreativnosti u školi.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Experimental stimulating creativity at school and changes of beliefs of teachers on creativity
T1  - Ogledno podsticanje kreativnosti u školi i promene uverenja nastavnika o kreativnosti
EP  - 28
IS  - 3
SP  - 16
VL  - 29
DO  - 10.5937/inovacije1603016M
ER  - 

@article{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2016",
abstract = "In this paper we are presenting results of the research into changing teachers' implicit beliefs about creativity in the context of an experiment on stimulating creativity in the primary school. The aim of this study was to examine whether changes occurred in teachers' understanding of creativity and possibilities of its development in the primary school as a result of an experiment that lasted for one school year. The same questionnaire with open and closed questions about the concept, manifestations and development of creativity at school was addressed to teachers (N=32) before and after the experiment. Almost all the teachers responded in the first study (N=30) and majority of the teachers in the second study (N=18). Collected data were analyzed qualitatively and quantitatively. Results point at the changes in the teachers' beliefs, although the decrease in the number of teachers who participated in the second study made it difficult to generalize results. A number of teachers developed a more complex view of creativity and the role of the school in developing creativity. Comments of some teachers and the number of teachers who did not respond to the questionnaire after the experiment, indicate a possibility of the lack of motivation to participate in this research, and maybe in the whole experiment. The results of the research can be used for designing support for teachers in the field of encouraging creativity at school., U radu se prikazuju rezultati ispitivanja promena implicitnih uverenja o kreativnosti nastavnika koji su učestvovali u ogledu u kome je rađeno na podsticanju kreativnosti u osnovnoj školi. Cilj ove studije bio je da se ispita da li je u okviru ogleda, koji je trajao jednu školsku godinu, došlo do promene u tome kako nastavnici shvataju kreativnost i mogućnosti za njen razvoj u osnovnoj školi. Isti upitnik sa otvorenim i zatvorenim pitanjima o konceptu, manifestacijama i razvoju kreativnosti u školi upućen je nastavnicima (N=32) pre početka i po okončanju ogleda. Odgovorili su skoro svi nastavnici u prvom ispitivanju (N=30) i većina nastavnika u drugom ispitivanju (N=18). Prikupljeni podaci obrađeni su kvalitativno i kvantitativno. Rezultati ukazuju na promene u uverenjima nastavnika, iako je uopštavanje nalaza otežano zbog manjeg broja nastavnika koji su učestvovali u drugom ispitivanju. Kod većeg broja nastavnika dolazi do usložnjavanja shvatanja kreativnosti i uloge škole u razvoju kreativnosti. Komentari ostalih nastavnika i broj nastavnika koji nisu popunili upitnik posle ogleda ukazuju da su oni nevoljno učestvovali u ispitivanju, a možda i u ogledu. Navedena iskustva mogu se iskoristiti u oblikovanju podrške za nastavnike, čiji je cilj podsticanje kreativnosti u školi.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Experimental stimulating creativity at school and changes of beliefs of teachers on creativity, Ogledno podsticanje kreativnosti u školi i promene uverenja nastavnika o kreativnosti",
pages = "28-16",
number = "3",
volume = "29",
doi = "10.5937/inovacije1603016M"
}

Maksić, S.,& Pavlović, J.. (2016). Experimental stimulating creativity at school and changes of beliefs of teachers on creativity. in Inovacije u nastavi - časopis za savremenu nastavu
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 29(3), 16-28.
https://doi.org/10.5937/inovacije1603016M

Maksić S, Pavlović J. Experimental stimulating creativity at school and changes of beliefs of teachers on creativity. in Inovacije u nastavi - časopis za savremenu nastavu. 2016;29(3):16-28.
doi:10.5937/inovacije1603016M .

Maksić, Slavica, Pavlović, Jelena, "Experimental stimulating creativity at school and changes of beliefs of teachers on creativity" in Inovacije u nastavi - časopis za savremenu nastavu, 29, no. 3 (2016):16-28,
https://doi.org/10.5937/inovacije1603016M . .

TY  - CHAP
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/711
UR  - http://reff.f.bg.ac.rs/handle/123456789/4185
AB  - Uverenja vaspitača i nastavnika o manifestacijama kreativnosti od velikog suznačaja za tretman dečije kreativnosti u vaspitno-obrazovnim ustanovama. U radu se saopštavaju rezultatiispitivanja uverenja vaspitača i nastavnika o tome kako se ispoljava kreativnost u detinjstvu i mladosti.Upoređivanje uverenja vaspitača iz predškolskih ustanova, nastavnika osnovne i nastavnika srednje školeukazalo je da su sve tri grupe ispitanika najčešće opažale manifestovanje kreativnosti na uzrastu sa kojimrade kao kreativni proces. Analiza sadržaja odgovora ukazala je na očekivane razlike u polju ispoljavanjakreativnosti: na predškolskom uzrastu to je spontana ili vođena igra, a u osnovnoj i srednjoj školi to suučenje i druženje sa vršnjacima. Bez obzira na uzrast, kreativni proces je uvek bio povezivan sainicijativom pojedinca da pokrene aktivnost, samostalnim i originalnim radom, i ispoljavanjem i razvojemličnog stila u mišljenju i ponašanju. Zaključeno je da su dobijeni nalazi ukazali na razvojno viđenjekreativnosti, ali u isto vreme idu u prilog uverenju da je suština kreativnosti istovetna od najranijeguzrasta do odraslog doba. U završnom delu rada diskutovane su pedagoške implikacije nalaza izvedenogistraživanja za dizajniranje didaktičke kulture koja bi podržala kreativnost dece i učenika.
AB  - The beliefs of preschool and school teachers about creativity manifestation are very importantfor the treatment of children’s creativity in educational institutions. Paper presents results of a researchstudy on preschool and school teachers’ beliefs about creativity expression during the period of childhoodand adolescence. Comparison of beliefs of preschool teachers, primary school teachers and secondaryschool teachers revealed that all three groups most frequently perceived creativity manifestation at the ageof their students as the creative process. Content analysis of responses that pointed to creativity as thecreative process revealed differences in the field of creativity manifestation: creativity was perceived asspontaneous or directed play at the preschool age, while at the primary and secondary schooling periodsit was perceived as learning and making friendship with peers. Regardless of age, the creative processwas always associated with individual initiative in starting an activity, working autonomously andoriginally, and expressing and developing personal thinking and activity style. It was concluded thatobtained findings represented a developmental notion of creativity, but at the same time they were aconfirmation of belief that creativity is a phenomenon with the same underlying essence from the earliestage to the adulthood. Educational implications of this research study for conceiving a didactic culturesupporting students’ creativity in childhood and adolescence were discussed in the last part of the paper.
PB  - Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
PB  - Arad : Univerzitatea de Vest "Aurel Vlaicu"
T2  - Daroviti i didaktička kultura : zbornik 21
T1  - Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi
T1  - Creative process and design of a supporting didactic culture in kindergarden and school
EP  - 244
SP  - 235
VL  - 21
UR  - https://hdl.handle.net/21.15107/rcub_reff_4185
ER  - 

@inbook{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2016",
abstract = "Uverenja vaspitača i nastavnika o manifestacijama kreativnosti od velikog suznačaja za tretman dečije kreativnosti u vaspitno-obrazovnim ustanovama. U radu se saopštavaju rezultatiispitivanja uverenja vaspitača i nastavnika o tome kako se ispoljava kreativnost u detinjstvu i mladosti.Upoređivanje uverenja vaspitača iz predškolskih ustanova, nastavnika osnovne i nastavnika srednje školeukazalo je da su sve tri grupe ispitanika najčešće opažale manifestovanje kreativnosti na uzrastu sa kojimrade kao kreativni proces. Analiza sadržaja odgovora ukazala je na očekivane razlike u polju ispoljavanjakreativnosti: na predškolskom uzrastu to je spontana ili vođena igra, a u osnovnoj i srednjoj školi to suučenje i druženje sa vršnjacima. Bez obzira na uzrast, kreativni proces je uvek bio povezivan sainicijativom pojedinca da pokrene aktivnost, samostalnim i originalnim radom, i ispoljavanjem i razvojemličnog stila u mišljenju i ponašanju. Zaključeno je da su dobijeni nalazi ukazali na razvojno viđenjekreativnosti, ali u isto vreme idu u prilog uverenju da je suština kreativnosti istovetna od najranijeguzrasta do odraslog doba. U završnom delu rada diskutovane su pedagoške implikacije nalaza izvedenogistraživanja za dizajniranje didaktičke kulture koja bi podržala kreativnost dece i učenika., The beliefs of preschool and school teachers about creativity manifestation are very importantfor the treatment of children’s creativity in educational institutions. Paper presents results of a researchstudy on preschool and school teachers’ beliefs about creativity expression during the period of childhoodand adolescence. Comparison of beliefs of preschool teachers, primary school teachers and secondaryschool teachers revealed that all three groups most frequently perceived creativity manifestation at the ageof their students as the creative process. Content analysis of responses that pointed to creativity as thecreative process revealed differences in the field of creativity manifestation: creativity was perceived asspontaneous or directed play at the preschool age, while at the primary and secondary schooling periodsit was perceived as learning and making friendship with peers. Regardless of age, the creative processwas always associated with individual initiative in starting an activity, working autonomously andoriginally, and expressing and developing personal thinking and activity style. It was concluded thatobtained findings represented a developmental notion of creativity, but at the same time they were aconfirmation of belief that creativity is a phenomenon with the same underlying essence from the earliestage to the adulthood. Educational implications of this research study for conceiving a didactic culturesupporting students’ creativity in childhood and adolescence were discussed in the last part of the paper.",
publisher = "Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Arad : Univerzitatea de Vest "Aurel Vlaicu"",
journal = "Daroviti i didaktička kultura : zbornik 21",
booktitle = "Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi, Creative process and design of a supporting didactic culture in kindergarden and school",
pages = "244-235",
volume = "21",
url = "https://hdl.handle.net/21.15107/rcub_reff_4185"
}

Maksić, S.,& Pavlović, J.. (2016). Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi. in Daroviti i didaktička kultura : zbornik 21
Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"., 21, 235-244.
https://hdl.handle.net/21.15107/rcub_reff_4185

Maksić S, Pavlović J. Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi. in Daroviti i didaktička kultura : zbornik 21. 2016;21:235-244.
https://hdl.handle.net/21.15107/rcub_reff_4185 .

Maksić, Slavica, Pavlović, Jelena, "Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi" in Daroviti i didaktička kultura : zbornik 21, 21 (2016):235-244,
https://hdl.handle.net/21.15107/rcub_reff_4185 .

TY  - CHAP
AU  - Miškeljin, Lidija
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/635
UR  - http://reff.f.bg.ac.rs/handle/123456789/3654
AB  - In the paper Inclusiveness of preschool education within education policies documents of the Republic of Serbia, Lidija Miškeljin deals with an analysis of relevant legislative documents with the aim of showing that theoretical starting points interwoven with public policies discourse perceive a child differently, as well as inclusion itself thus bearing different implications for the practice of preschool education. A key question from which the author starts her analysis of the legislative framework is: What are the dominant discourses in legislative solutions for preschool education in Serbia and what kind of construction of inclusion do they offer? This paper uses one method of theoretical analysis implementing the technique of content analysis through the following dimensions: accessibility, employees, monitoring and evaluation, and management and financing. Based on the given criteria and categories we can observe that: children’s rights remain at the level of political proclamation because they are not operationalized through the participation of children in education guaranteed by the Convention on the Rights of the Child; that reducing inclusion to a separate single consideration (such as the scope of children) becomes its own goal and displays particularity in understanding and recognition of inclusion; and that the concept of inclusion itself in documents of public policy is not based on a clear ideology because of existing terminological inconsistencies.
PB  - Belgrade : Institute for Educational Research
PB  - Belgrade : Faculty of Teacher Education
PB  - Volgograd : Volgograd State Socio-Pedagogical University
T2  - Challenges and perspectives of inclusive education
T1  - Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia
EP  - 47
SP  - 31
UR  - https://hdl.handle.net/21.15107/rcub_reff_3654
ER  - 

@inbook{
author = "Miškeljin, Lidija",
year = "2016",
abstract = "In the paper Inclusiveness of preschool education within education policies documents of the Republic of Serbia, Lidija Miškeljin deals with an analysis of relevant legislative documents with the aim of showing that theoretical starting points interwoven with public policies discourse perceive a child differently, as well as inclusion itself thus bearing different implications for the practice of preschool education. A key question from which the author starts her analysis of the legislative framework is: What are the dominant discourses in legislative solutions for preschool education in Serbia and what kind of construction of inclusion do they offer? This paper uses one method of theoretical analysis implementing the technique of content analysis through the following dimensions: accessibility, employees, monitoring and evaluation, and management and financing. Based on the given criteria and categories we can observe that: children’s rights remain at the level of political proclamation because they are not operationalized through the participation of children in education guaranteed by the Convention on the Rights of the Child; that reducing inclusion to a separate single consideration (such as the scope of children) becomes its own goal and displays particularity in understanding and recognition of inclusion; and that the concept of inclusion itself in documents of public policy is not based on a clear ideology because of existing terminological inconsistencies.",
publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University",
journal = "Challenges and perspectives of inclusive education",
booktitle = "Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia",
pages = "47-31",
url = "https://hdl.handle.net/21.15107/rcub_reff_3654"
}

Miškeljin, L.. (2016). Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 31-47.
https://hdl.handle.net/21.15107/rcub_reff_3654

Miškeljin L. Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia. in Challenges and perspectives of inclusive education. 2016;:31-47.
https://hdl.handle.net/21.15107/rcub_reff_3654 .

Miškeljin, Lidija, "Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia" in Challenges and perspectives of inclusive education (2016):31-47,
https://hdl.handle.net/21.15107/rcub_reff_3654 .

TY  - JOUR
AU  - Максић, Славица
AU  - Спасеновић, Вера
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/737
UR  - http://reff.f.bg.ac.rs/handle/123456789/4996
AB  - Характеризуются результаты педагогических исследований, не реализованные в практической деятельности, а также реформы, не имеющие под собой научного обоснования.
AB  - Regarding the way the results of pedagogic research are (not) used in Serbian educationThere are characterized the results of pedagogic researches not implemented in practical experience,as well as the reforms with no scientific grounds.
PB  - Волвоград : Волгоградский государственный социально-педагогический университет
T2  - Грани познания
T1  - Как результаты педагогических исследований (не)используются в Сербском образовании
T1  - Regarding the way the results of pedagogic research are (not) used in Serbian education
EP  - 73
IS  - 7
SP  - 65
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_737
ER  - 

@article{
author = "Максић, Славица and Спасеновић, Вера",
year = "2015",
abstract = "Характеризуются результаты педагогических исследований, не реализованные в практической деятельности, а также реформы, не имеющие под собой научного обоснования., Regarding the way the results of pedagogic research are (not) used in Serbian educationThere are characterized the results of pedagogic researches not implemented in practical experience,as well as the reforms with no scientific grounds.",
publisher = "Волвоград : Волгоградский государственный социально-педагогический университет",
journal = "Грани познания",
title = "Как результаты педагогических исследований (не)используются в Сербском образовании, Regarding the way the results of pedagogic research are (not) used in Serbian education",
pages = "73-65",
number = "7",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_737"
}

Максић, С.,& Спасеновић, В.. (2015). Как результаты педагогических исследований (не)используются в Сербском образовании. in Грани познания
Волвоград : Волгоградский государственный социально-педагогический университет., 41(7), 65-73.
https://hdl.handle.net/21.15107/rcub_ipir_737

Максић С, Спасеновић В. Как результаты педагогических исследований (не)используются в Сербском образовании. in Грани познания. 2015;41(7):65-73.
https://hdl.handle.net/21.15107/rcub_ipir_737 .

Максић, Славица, Спасеновић, Вера, "Как результаты педагогических исследований (не)используются в Сербском образовании" in Грани познания, 41, no. 7 (2015):65-73,
https://hdl.handle.net/21.15107/rcub_ipir_737 .

TY  - JOUR
AU  - Žeželj, Iris
AU  - Jaksić, Ivana
AU  - Jošić, Smiljana
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1937
AB  - In two studies, the authors examined the effects of intergroup contact in inclusive and non-inclusive environments on children's explicit and implicit prejudices. In both studies, supervised contact with Roma peers, instructed by inclusive program, led to a more positive explicit evaluation of Roma and less social distance, while it had no significant impact on implicit attitudes. In contrast, implicit attitudes were related to mere exposure to Roma (Study 2). Intergroup anxiety and self-disclosure mediated the effect of inclusiveness level on explicit, but not on implicit attitudes. The results indicate that two types of attitudes might be formed via different routes, and that mere exposure and supervised contact influence them differently. This information could help tailor future prejudice reduction programs.
PB  - Wiley, Hoboken
T2  - Journal of Applied Social Psychology
T1  - How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment
EP  - 273
IS  - 5
SP  - 263
VL  - 45
DO  - 10.1111/jasp.12293
ER  - 

@article{
author = "Žeželj, Iris and Jaksić, Ivana and Jošić, Smiljana",
year = "2015",
abstract = "In two studies, the authors examined the effects of intergroup contact in inclusive and non-inclusive environments on children's explicit and implicit prejudices. In both studies, supervised contact with Roma peers, instructed by inclusive program, led to a more positive explicit evaluation of Roma and less social distance, while it had no significant impact on implicit attitudes. In contrast, implicit attitudes were related to mere exposure to Roma (Study 2). Intergroup anxiety and self-disclosure mediated the effect of inclusiveness level on explicit, but not on implicit attitudes. The results indicate that two types of attitudes might be formed via different routes, and that mere exposure and supervised contact influence them differently. This information could help tailor future prejudice reduction programs.",
publisher = "Wiley, Hoboken",
journal = "Journal of Applied Social Psychology",
title = "How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment",
pages = "273-263",
number = "5",
volume = "45",
doi = "10.1111/jasp.12293"
}

Žeželj, I., Jaksić, I.,& Jošić, S.. (2015). How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment. in Journal of Applied Social Psychology
Wiley, Hoboken., 45(5), 263-273.
https://doi.org/10.1111/jasp.12293

Žeželj I, Jaksić I, Jošić S. How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment. in Journal of Applied Social Psychology. 2015;45(5):263-273.
doi:10.1111/jasp.12293 .

Žeželj, Iris, Jaksić, Ivana, Jošić, Smiljana, "How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment" in Journal of Applied Social Psychology, 45, no. 5 (2015):263-273,
https://doi.org/10.1111/jasp.12293 . .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/260
UR  - http://reff.f.bg.ac.rs/handle/123456789/4187
AB  - The paper presents the results of a research on the views of teachers about expressing and developing creativity of students at the secondary educational level. The analysis of the discussion with ten grammar school teachers allocated as the most important the teachers' views of the nature of creativity, the capacity of the school to stimulate creativity in students and the conditions for stimulating creativity in school. The majority of teachers saw creativity as a complex phenomenon for whose understanding a multi-perspective approach is needed. Although only few teachers believe in distributivity of creativity, the majority agreed that school should stimulate students' creativity, but that it does not do it sufficiently. Among the factors which support creativity they singled out the teacher's engagement, specificities of certain school subjects, the application of certain teaching techniques and the image of the school. Among the factors that obstruct creativity they stated curricular requirements, selection of students, characteristics of young generations and current social values.
AB  - U radu se prikazuju rezultati ispitivanja uverenja nastavnika o ispoljavanju i razvoju kreativnosti na srednjoškolskom nivou. Analiza vođene diskusije sa deset nastavnika jedne gimnazije izdvojila je kao bitne aspekte nastavnikovih uverenja njihovo viđenje prirode kreativnosti, kapaciteta škole da podrži kreativnost učenika i uslova za podsticanje kreativnosti u školi. Većina nastavnika izrazila je uverenje da je kreativnost složen fenomen čije razumevanje zahteva multiperspektivni pristup. Iako samo deo nastavnika veruje u distributivnost kreativnosti, preovladalo je uverenje da škola može da podstiče kreativnost učenika, ali da to ne čini u dovoljnoj meri. Među faktorima koji podržavaju kreativnost izdvojeni su: angažovanje nastavnika, specifičnosti nastavnih predmeta, primena određenih nastavnih metoda i imidž škole. Među faktorima koji ometaju kreativnost navedeni su: propisani nastavni plan i program, selekcija učenika, odlike generacije mladih i aktuelne društvene vrednosti. U zaključku su razmatrane implikacije rezultata ispitivanja za unapređenje školske prakse.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Secondary school as a context for expressing and developing creativity
T1  - Srednja škola kao kontekst za ispoljavanje i razvoj kreativnosti
EP  - 85
IS  - 1
SP  - 71
VL  - 64
DO  - 10.5937/NASVAS1501071M
ER  - 

@article{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2015",
abstract = "The paper presents the results of a research on the views of teachers about expressing and developing creativity of students at the secondary educational level. The analysis of the discussion with ten grammar school teachers allocated as the most important the teachers' views of the nature of creativity, the capacity of the school to stimulate creativity in students and the conditions for stimulating creativity in school. The majority of teachers saw creativity as a complex phenomenon for whose understanding a multi-perspective approach is needed. Although only few teachers believe in distributivity of creativity, the majority agreed that school should stimulate students' creativity, but that it does not do it sufficiently. Among the factors which support creativity they singled out the teacher's engagement, specificities of certain school subjects, the application of certain teaching techniques and the image of the school. Among the factors that obstruct creativity they stated curricular requirements, selection of students, characteristics of young generations and current social values., U radu se prikazuju rezultati ispitivanja uverenja nastavnika o ispoljavanju i razvoju kreativnosti na srednjoškolskom nivou. Analiza vođene diskusije sa deset nastavnika jedne gimnazije izdvojila je kao bitne aspekte nastavnikovih uverenja njihovo viđenje prirode kreativnosti, kapaciteta škole da podrži kreativnost učenika i uslova za podsticanje kreativnosti u školi. Većina nastavnika izrazila je uverenje da je kreativnost složen fenomen čije razumevanje zahteva multiperspektivni pristup. Iako samo deo nastavnika veruje u distributivnost kreativnosti, preovladalo je uverenje da škola može da podstiče kreativnost učenika, ali da to ne čini u dovoljnoj meri. Među faktorima koji podržavaju kreativnost izdvojeni su: angažovanje nastavnika, specifičnosti nastavnih predmeta, primena određenih nastavnih metoda i imidž škole. Među faktorima koji ometaju kreativnost navedeni su: propisani nastavni plan i program, selekcija učenika, odlike generacije mladih i aktuelne društvene vrednosti. U zaključku su razmatrane implikacije rezultata ispitivanja za unapređenje školske prakse.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Secondary school as a context for expressing and developing creativity, Srednja škola kao kontekst za ispoljavanje i razvoj kreativnosti",
pages = "85-71",
number = "1",
volume = "64",
doi = "10.5937/NASVAS1501071M"
}

Maksić, S.,& Pavlović, J.. (2015). Secondary school as a context for expressing and developing creativity. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 64(1), 71-85.
https://doi.org/10.5937/NASVAS1501071M

Maksić S, Pavlović J. Secondary school as a context for expressing and developing creativity. in Nastava i vaspitanje. 2015;64(1):71-85.
doi:10.5937/NASVAS1501071M .

Maksić, Slavica, Pavlović, Jelena, "Secondary school as a context for expressing and developing creativity" in Nastava i vaspitanje, 64, no. 1 (2015):71-85,
https://doi.org/10.5937/NASVAS1501071M . .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Ševa, Nada
AU  - Savić, Maja
AU  - Tutnjević, Slavica
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/4712
AB  - Izveštaj roditelja/staratelja značajan je izvor informacija o razvoju, i
nezaobilazan je element u svakom postupku procenei dijagnostike dečjeg
razvoja. Mekartur-Bejts inventar komunikacionog razvoja (MacArthurBates Communicative Development Inventories – CDIs) spada u one
instrumente koji izveštaj roditelja koriste kao osnovno sredstvo u proceni
razvoja govora i komunikacije. Adaptacija ovog instrumenta za srpski
jezik pokrenula je neka od pitanja validnosti inventara namenjenog
roditeljima.
Cilj:U ovom radu prikazujemo rezultate preliminarne provere
validnosti prve adaptirane verzije Mekartur-Bejts inventara za srpski jezik.
Provera je rađena za dva inventara ovog instrumenta: Reči i gestovi (CDI
I) za uzraste 8-18 meseci namenjenog proceni razvoja rečnika i simboličke
funkcije i komunikacije,i Reči i rečenice (CDI II) za uzraste 16-30 meseci
namenjenog proceni gramatičkog (morfološkog i sintaksičkog) razvoja.
Adaptacijaoba inventara (CDI I i CDI II) urađena je u dve verzije srpskog
jezika, ekavskoj i ijekavskoj, pa je tako planirana i evaluacija.
Metod:Organizovane su četiri fokus grupe sa majkama dece
odgovarajućeg uzrasta. Cilj razgovora bio je da se proveri koliko su
upitnici razumljivi, da li majke shvataju šta se od njih očekuje, koliko su
sigurne u davanju odgovora, koji delovi uputnika su teži, a koji lakši, da li
treba nešto izmeniti/izbaciti/dodati.
Rezultati: Pokazalo se da pojedini segmenti upitnika funkcionišu vrlo
dobro – stavke se lako prepoznaju u rečniku i ponašanju, i jednostavno se
razlikuju od onih čija pojava nije prisutna kod deteta. Međutim, postoje i
problematični segmenti inventara (morfološki i sintaksički razvoj) koji od
roditelja zahtevaju posebnu vrstu pažnje ili kompetenciju koju možda ne
poseduju.Roditelji su svesni značenja detetovih reči i iskaza, ali se teže
fokusiraju na formalne aspekte komunikacije, i zbog toga često nisu u
stanju da validno izveštavaju o prisustvu ili odsustvu pojedinih
gramatičkih obeležja. 
Zaključak:Rezultati su istakli problem validnosti roditeljskog izveštaja
o komunikacionom razvoju i razlike koje pojedini aspekti toga razvoja
imaju u pogledu dostupnosti i pouzdanosti procene. Roditeljsko
izveštavanje o morfološkim i sintaksičkim aspektima dečjih iskaza manje
je pouzdano, nego o semantičkim aspektima razvoja, tako da se u daljem
radu na adaptaciji i konstrukciji ovog instrumenta o tome posebno vodilo
računa.
PB  - Insitut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu
C3  - Rezimei XX naučnog skupa Empirijska istraživanja u psihologiji, Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet, Univerzitet u Beogradu, Srbija, 28. - 30. mart, 2014, 94 - 95.
T1  - Izveštaj roditelja kao izvor podataka o ranom razvoju dečijeg govora
EP  - 95
SP  - 94
VL  - 20
UR  - https://hdl.handle.net/21.15107/rcub_reff_4712
ER  - 

@conference{
author = "Anđelković, Darinka and Ševa, Nada and Savić, Maja and Tutnjević, Slavica",
year = "2014",
abstract = "Izveštaj roditelja/staratelja značajan je izvor informacija o razvoju, i
nezaobilazan je element u svakom postupku procenei dijagnostike dečjeg
razvoja. Mekartur-Bejts inventar komunikacionog razvoja (MacArthurBates Communicative Development Inventories – CDIs) spada u one
instrumente koji izveštaj roditelja koriste kao osnovno sredstvo u proceni
razvoja govora i komunikacije. Adaptacija ovog instrumenta za srpski
jezik pokrenula je neka od pitanja validnosti inventara namenjenog
roditeljima.
Cilj:U ovom radu prikazujemo rezultate preliminarne provere
validnosti prve adaptirane verzije Mekartur-Bejts inventara za srpski jezik.
Provera je rađena za dva inventara ovog instrumenta: Reči i gestovi (CDI
I) za uzraste 8-18 meseci namenjenog proceni razvoja rečnika i simboličke
funkcije i komunikacije,i Reči i rečenice (CDI II) za uzraste 16-30 meseci
namenjenog proceni gramatičkog (morfološkog i sintaksičkog) razvoja.
Adaptacijaoba inventara (CDI I i CDI II) urađena je u dve verzije srpskog
jezika, ekavskoj i ijekavskoj, pa je tako planirana i evaluacija.
Metod:Organizovane su četiri fokus grupe sa majkama dece
odgovarajućeg uzrasta. Cilj razgovora bio je da se proveri koliko su
upitnici razumljivi, da li majke shvataju šta se od njih očekuje, koliko su
sigurne u davanju odgovora, koji delovi uputnika su teži, a koji lakši, da li
treba nešto izmeniti/izbaciti/dodati.
Rezultati: Pokazalo se da pojedini segmenti upitnika funkcionišu vrlo
dobro – stavke se lako prepoznaju u rečniku i ponašanju, i jednostavno se
razlikuju od onih čija pojava nije prisutna kod deteta. Međutim, postoje i
problematični segmenti inventara (morfološki i sintaksički razvoj) koji od
roditelja zahtevaju posebnu vrstu pažnje ili kompetenciju koju možda ne
poseduju.Roditelji su svesni značenja detetovih reči i iskaza, ali se teže
fokusiraju na formalne aspekte komunikacije, i zbog toga često nisu u
stanju da validno izveštavaju o prisustvu ili odsustvu pojedinih
gramatičkih obeležja. 
Zaključak:Rezultati su istakli problem validnosti roditeljskog izveštaja
o komunikacionom razvoju i razlike koje pojedini aspekti toga razvoja
imaju u pogledu dostupnosti i pouzdanosti procene. Roditeljsko
izveštavanje o morfološkim i sintaksičkim aspektima dečjih iskaza manje
je pouzdano, nego o semantičkim aspektima razvoja, tako da se u daljem
radu na adaptaciji i konstrukciji ovog instrumenta o tome posebno vodilo
računa.",
publisher = "Insitut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu",
journal = "Rezimei XX naučnog skupa Empirijska istraživanja u psihologiji, Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet, Univerzitet u Beogradu, Srbija, 28. - 30. mart, 2014, 94 - 95.",
title = "Izveštaj roditelja kao izvor podataka o ranom razvoju dečijeg govora",
pages = "95-94",
volume = "20",
url = "https://hdl.handle.net/21.15107/rcub_reff_4712"
}

Anđelković, D., Ševa, N., Savić, M.,& Tutnjević, S.. (2014). Izveštaj roditelja kao izvor podataka o ranom razvoju dečijeg govora. in Rezimei XX naučnog skupa Empirijska istraživanja u psihologiji, Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet, Univerzitet u Beogradu, Srbija, 28. - 30. mart, 2014, 94 - 95.
Insitut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu., 20, 94-95.
https://hdl.handle.net/21.15107/rcub_reff_4712

Anđelković D, Ševa N, Savić M, Tutnjević S. Izveštaj roditelja kao izvor podataka o ranom razvoju dečijeg govora. in Rezimei XX naučnog skupa Empirijska istraživanja u psihologiji, Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet, Univerzitet u Beogradu, Srbija, 28. - 30. mart, 2014, 94 - 95.. 2014;20:94-95.
https://hdl.handle.net/21.15107/rcub_reff_4712 .

Anđelković, Darinka, Ševa, Nada, Savić, Maja, Tutnjević, Slavica, "Izveštaj roditelja kao izvor podataka o ranom razvoju dečijeg govora" in Rezimei XX naučnog skupa Empirijska istraživanja u psihologiji, Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet, Univerzitet u Beogradu, Srbija, 28. - 30. mart, 2014, 94 - 95., 20 (2014):94-95,
https://hdl.handle.net/21.15107/rcub_reff_4712 .