TY  - JOUR
AU  - Popović, Katarina
AU  - Maksimović, Maja
AU  - Jovanović, Aleksa
AU  - Joksimović, Jelena
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/3127
AB  - Although the concept of learning cities and the idea of learning being place-based and focused on a region, city, town or community have existed for a long time, it is UNESCO’s work that gave the impetus to the practice, helping to create and spread the network of Learning Cities worldwide. One of the main characteristics of the current concept is the leading role of the local government and partnership with policy makers. The paper challenges this feature with the example of cities that are “rebelling” against the local or national government, but do have learning at the core of their activities. The example of Belgrade is described in detail, where various civic actions (protests, ‘guerrilla’ actions, active participation in public discussions) are analysed from the point of view of public pedagogy. The theory of Gert Biesta and his conception of the public sphere as a space for civic action as well as Elizabeth Ellsworth’s ideas on the active creation of space are the framework in which civic actions are interpreted as important kinds of learning. Lefebvre’s concept of the “right to the city” is also applied. In this way, the whole concept of learning cities might be broadened to include cities without a harmonious relationship with its policy makers, but with strong civic movements and civic actions as a kind of non-formal learning in public spaces.
PB  - Ljubljana University Press, Faculty of Arts  (Znanstvena založba Filozofske fakultete Univerze v Ljubljani)
T2  - AS: Andragoška Spoznanja
T1  - New Learning Sites in Learning Cities – Public Pedagogy and Civic Education
IS  - 1
VL  - 26
DO  - 10.4312/as.26.1.33-51
ER  - 

@article{
author = "Popović, Katarina and Maksimović, Maja and Jovanović, Aleksa and Joksimović, Jelena",
year = "2020",
abstract = "Although the concept of learning cities and the idea of learning being place-based and focused on a region, city, town or community have existed for a long time, it is UNESCO’s work that gave the impetus to the practice, helping to create and spread the network of Learning Cities worldwide. One of the main characteristics of the current concept is the leading role of the local government and partnership with policy makers. The paper challenges this feature with the example of cities that are “rebelling” against the local or national government, but do have learning at the core of their activities. The example of Belgrade is described in detail, where various civic actions (protests, ‘guerrilla’ actions, active participation in public discussions) are analysed from the point of view of public pedagogy. The theory of Gert Biesta and his conception of the public sphere as a space for civic action as well as Elizabeth Ellsworth’s ideas on the active creation of space are the framework in which civic actions are interpreted as important kinds of learning. Lefebvre’s concept of the “right to the city” is also applied. In this way, the whole concept of learning cities might be broadened to include cities without a harmonious relationship with its policy makers, but with strong civic movements and civic actions as a kind of non-formal learning in public spaces.",
publisher = "Ljubljana University Press, Faculty of Arts  (Znanstvena založba Filozofske fakultete Univerze v Ljubljani)",
journal = "AS: Andragoška Spoznanja",
title = "New Learning Sites in Learning Cities – Public Pedagogy and Civic Education",
number = "1",
volume = "26",
doi = "10.4312/as.26.1.33-51"
}

Popović, K., Maksimović, M., Jovanović, A.,& Joksimović, J.. (2020). New Learning Sites in Learning Cities – Public Pedagogy and Civic Education. in AS: Andragoška Spoznanja
Ljubljana University Press, Faculty of Arts  (Znanstvena založba Filozofske fakultete Univerze v Ljubljani)., 26(1).
https://doi.org/10.4312/as.26.1.33-51

Popović K, Maksimović M, Jovanović A, Joksimović J. New Learning Sites in Learning Cities – Public Pedagogy and Civic Education. in AS: Andragoška Spoznanja. 2020;26(1).
doi:10.4312/as.26.1.33-51 .

Popović, Katarina, Maksimović, Maja, Jovanović, Aleksa, Joksimović, Jelena, "New Learning Sites in Learning Cities – Public Pedagogy and Civic Education" in AS: Andragoška Spoznanja, 26, no. 1 (2020),
https://doi.org/10.4312/as.26.1.33-51 . .

TY  - JOUR
AU  - Jovanović, Olja
AU  - Plazinić, Ljiljana
AU  - Joksimović, Jelena
AU  - Komlenac, Jovan
AU  - Pešikan, Ana
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2299
AB  - U radu su predstavljeni nalazi saradničkog akcionog istraživanja koje je imalo za cilj ispitivanje i opisivanje procesa izgradnje sistema za rano prepoznavanje i podršku učenicima koji su u riziku od osipanja iz obrazovnog sistema. Tokom jednog ciklusa, istraživanje je obuhvatilo faze planiranja, delovanja, posmatranja, refleksije i revizije. Sve faze su sprovedene kroz saradnju između nastavnika, stručnih saradnika i direktora iz pet poljoprivrednih i prehrambenih škola u Srbiji i tima istraživača. Tokom faze planiranja i delanja razvijen je i na uzorku od 485 učenika prvog razreda srednjih škola primenjen instrument za prepoznavanje učenika koji su u riziku od napuštanja školovanja. Prikupljeni podaci su korišćeni za razvoj odgovarajućih mera prevencije i intervencije za učenike kod kojih su registrovani neki od pokazatelja rizika od napuštanja škole. Opservacije koje se odnose na primenu predložene metodologije i refleksije na prikupljene podatke i procese su sistematski beležene kroz redovne mesečne sastanke između istraživača i zaposlenih u školama. Analiza 73 dokumenta koji su prikupljeni tokom faze posmatranja i refleksije je rezultirala sa 18 kategorija koje mogu biti grupisane dve široke teme - snage sistema i izazovi u razvoju i primeni sistema. Na osnovu nalaza iz prethodnih faza, predložena metodologija za prepoznavanje učenika koji su u riziku od napuštanja školovanja je revidirana, tako da odgovara na specifične snage i izazove svake od škola u uzorku. Istraživanje nudi dragocene uvide koji se odnose na razvoj izgradnje sistema za rano prepoznavanje i podršku učenicima koji su u riziku od osipanja iz obrazovnog sistema kroz saradnju između škola i istraživača.
AB  - The paper presents findings of collaborative action research aimed at exploring and describing the process of the development of the early warning system for identification of students at risk of dropping (EWS). The study has been conducted in collaboration between practitioners from five vocational agriculture and food science schools and research team with expertise in the field of educational psychology. Study employed one cycle of collaborative action research including planning, acting, observing, reflecting and revising phase. During the planning and action phase, Instrument for identification of students at risk of dropping out has been developed and implemented on the sample of 485 first grade students. The collected data has been used to highlight the students who are beginning to exhibit warning signs that could become obstacles to graduation, as well as to craft meaningful prevention and intervention measures. Observations regarding the implementation of proposed methodology and reflections on collected data and ongoing processes have been systematically recorded through regular monthly meetings between researchers and practitioners. Analysis of 73 documents, collected during observation and reflection phase, resulted in 18 categories, grouped into two broad themes: pitfalls and strengths of EWS. Based on the findings, the methodology for identification of students at risk was revised to fit the needs and strengths of the specific school. The study offers valuable lessons regarding development of EWS through researchers-practitioners collaboration.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Razvijanje sistema za rano prepoznavanje učenika koji su u riziku od osipanja iz obrazovnog sistema kroz saradničko akciono istraživanje
T1  - Developing the early warning system for identification of students at risk of dropping out using a collaborative action research process
EP  - 125
IS  - 1
SP  - 107
VL  - 20
DO  - 10.5937/PsIstra1701107J
ER  - 

@article{
author = "Jovanović, Olja and Plazinić, Ljiljana and Joksimović, Jelena and Komlenac, Jovan and Pešikan, Ana",
year = "2017",
abstract = "U radu su predstavljeni nalazi saradničkog akcionog istraživanja koje je imalo za cilj ispitivanje i opisivanje procesa izgradnje sistema za rano prepoznavanje i podršku učenicima koji su u riziku od osipanja iz obrazovnog sistema. Tokom jednog ciklusa, istraživanje je obuhvatilo faze planiranja, delovanja, posmatranja, refleksije i revizije. Sve faze su sprovedene kroz saradnju između nastavnika, stručnih saradnika i direktora iz pet poljoprivrednih i prehrambenih škola u Srbiji i tima istraživača. Tokom faze planiranja i delanja razvijen je i na uzorku od 485 učenika prvog razreda srednjih škola primenjen instrument za prepoznavanje učenika koji su u riziku od napuštanja školovanja. Prikupljeni podaci su korišćeni za razvoj odgovarajućih mera prevencije i intervencije za učenike kod kojih su registrovani neki od pokazatelja rizika od napuštanja škole. Opservacije koje se odnose na primenu predložene metodologije i refleksije na prikupljene podatke i procese su sistematski beležene kroz redovne mesečne sastanke između istraživača i zaposlenih u školama. Analiza 73 dokumenta koji su prikupljeni tokom faze posmatranja i refleksije je rezultirala sa 18 kategorija koje mogu biti grupisane dve široke teme - snage sistema i izazovi u razvoju i primeni sistema. Na osnovu nalaza iz prethodnih faza, predložena metodologija za prepoznavanje učenika koji su u riziku od napuštanja školovanja je revidirana, tako da odgovara na specifične snage i izazove svake od škola u uzorku. Istraživanje nudi dragocene uvide koji se odnose na razvoj izgradnje sistema za rano prepoznavanje i podršku učenicima koji su u riziku od osipanja iz obrazovnog sistema kroz saradnju između škola i istraživača., The paper presents findings of collaborative action research aimed at exploring and describing the process of the development of the early warning system for identification of students at risk of dropping (EWS). The study has been conducted in collaboration between practitioners from five vocational agriculture and food science schools and research team with expertise in the field of educational psychology. Study employed one cycle of collaborative action research including planning, acting, observing, reflecting and revising phase. During the planning and action phase, Instrument for identification of students at risk of dropping out has been developed and implemented on the sample of 485 first grade students. The collected data has been used to highlight the students who are beginning to exhibit warning signs that could become obstacles to graduation, as well as to craft meaningful prevention and intervention measures. Observations regarding the implementation of proposed methodology and reflections on collected data and ongoing processes have been systematically recorded through regular monthly meetings between researchers and practitioners. Analysis of 73 documents, collected during observation and reflection phase, resulted in 18 categories, grouped into two broad themes: pitfalls and strengths of EWS. Based on the findings, the methodology for identification of students at risk was revised to fit the needs and strengths of the specific school. The study offers valuable lessons regarding development of EWS through researchers-practitioners collaboration.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Razvijanje sistema za rano prepoznavanje učenika koji su u riziku od osipanja iz obrazovnog sistema kroz saradničko akciono istraživanje, Developing the early warning system for identification of students at risk of dropping out using a collaborative action research process",
pages = "125-107",
number = "1",
volume = "20",
doi = "10.5937/PsIstra1701107J"
}

Jovanović, O., Plazinić, L., Joksimović, J., Komlenac, J.,& Pešikan, A.. (2017). Razvijanje sistema za rano prepoznavanje učenika koji su u riziku od osipanja iz obrazovnog sistema kroz saradničko akciono istraživanje. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 20(1), 107-125.
https://doi.org/10.5937/PsIstra1701107J

Jovanović O, Plazinić L, Joksimović J, Komlenac J, Pešikan A. Razvijanje sistema za rano prepoznavanje učenika koji su u riziku od osipanja iz obrazovnog sistema kroz saradničko akciono istraživanje. in Psihološka istraživanja. 2017;20(1):107-125.
doi:10.5937/PsIstra1701107J .

Jovanović, Olja, Plazinić, Ljiljana, Joksimović, Jelena, Komlenac, Jovan, Pešikan, Ana, "Razvijanje sistema za rano prepoznavanje učenika koji su u riziku od osipanja iz obrazovnog sistema kroz saradničko akciono istraživanje" in Psihološka istraživanja, 20, no. 1 (2017):107-125,
https://doi.org/10.5937/PsIstra1701107J . .

TY  - JOUR
AU  - Pešikan, Ana
AU  - Joksimović, Jelena
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2278
AB  - Kod nas postoji veoma malo istraživanja o dečjem korišćenju televizije i kvalitetu dečjih programa, iako su u svetu ovo teme izuzetno velikog broja istraživanja. U istraživanju koje predstavljamo uzorak su činila deca uzrasta 9-11 godina (458) i roditelji (412) iz četiri grada u Srbiji i njihovih prigradskih naselja i okolnih sela. Najveći broj rezultata koje smo dobili potvrđuje nalaze stranih istraživanja. Među glavnim nalazima jesu: skoro polovina dece neselektivno gleda različite sadržaje na TV, najčešće bez nadzora; kvalitetom televizije značajno su zadovoljnija deca nego roditelji, mada je i njihova ocena da je program prosečan; 2/3 roditelja značajno potcenjuje uticaj televizije na decu; dečji programi obiluju nasilnim sadržajima; po mišljenju dece i roditelja oni nisu vaspitno­obrazovni niti inkluzivni, tj., veoma malo su zastupljeni pripadnici društveno marginalizovanih grupa. Dobijeni nalazi ukazuju da je potrebno ozbiljno unaprediti dečje TV programe u Srbiji i mnogo više se pozabaviti uticajem medija na decu.
AB  - There is no research in Serbia about media habits of children or the quality of TV programs for children. This research was done on 458 children aged 9­11, and 412 parents from four towns in both suburban and rural areas in Serbia. Most results concur with the findings of foreign researches. The main results are: almost half of the children are unselective when watching different programs on TV, usually without parental knowledge or guidance; children are significantly more satisfied with the quality of television programs than parents while the parents think that the quality is average; two thirds of parents significantly underestimate the influence of TV programs on children; programs for children contain a lot of violence; both children and parents think that the worst part about programs for children is that they are not educational or inclusive (very low rate of socially disadvantaged groups in these programs). The results also show that TV programs for children in Serbia have to be significantly improved and that the influence of TV programs on children and adolescents has to be addressed.
PB  - Zavod za proučavanje kulturnog razvitka, Beograd
T2  - Kultura
T1  - Kvalitet dečjih televizijskih programa u Srbiji viđen očima dece i roditelja
T1  - The quality of TV programmes for children in Serbia, as seen by children and their parents
EP  - 282
IS  - 154
SP  - 263
DO  - 10.5937/kultura1754263P
ER  - 

@article{
author = "Pešikan, Ana and Joksimović, Jelena",
year = "2017",
abstract = "Kod nas postoji veoma malo istraživanja o dečjem korišćenju televizije i kvalitetu dečjih programa, iako su u svetu ovo teme izuzetno velikog broja istraživanja. U istraživanju koje predstavljamo uzorak su činila deca uzrasta 9-11 godina (458) i roditelji (412) iz četiri grada u Srbiji i njihovih prigradskih naselja i okolnih sela. Najveći broj rezultata koje smo dobili potvrđuje nalaze stranih istraživanja. Među glavnim nalazima jesu: skoro polovina dece neselektivno gleda različite sadržaje na TV, najčešće bez nadzora; kvalitetom televizije značajno su zadovoljnija deca nego roditelji, mada je i njihova ocena da je program prosečan; 2/3 roditelja značajno potcenjuje uticaj televizije na decu; dečji programi obiluju nasilnim sadržajima; po mišljenju dece i roditelja oni nisu vaspitno­obrazovni niti inkluzivni, tj., veoma malo su zastupljeni pripadnici društveno marginalizovanih grupa. Dobijeni nalazi ukazuju da je potrebno ozbiljno unaprediti dečje TV programe u Srbiji i mnogo više se pozabaviti uticajem medija na decu., There is no research in Serbia about media habits of children or the quality of TV programs for children. This research was done on 458 children aged 9­11, and 412 parents from four towns in both suburban and rural areas in Serbia. Most results concur with the findings of foreign researches. The main results are: almost half of the children are unselective when watching different programs on TV, usually without parental knowledge or guidance; children are significantly more satisfied with the quality of television programs than parents while the parents think that the quality is average; two thirds of parents significantly underestimate the influence of TV programs on children; programs for children contain a lot of violence; both children and parents think that the worst part about programs for children is that they are not educational or inclusive (very low rate of socially disadvantaged groups in these programs). The results also show that TV programs for children in Serbia have to be significantly improved and that the influence of TV programs on children and adolescents has to be addressed.",
publisher = "Zavod za proučavanje kulturnog razvitka, Beograd",
journal = "Kultura",
title = "Kvalitet dečjih televizijskih programa u Srbiji viđen očima dece i roditelja, The quality of TV programmes for children in Serbia, as seen by children and their parents",
pages = "282-263",
number = "154",
doi = "10.5937/kultura1754263P"
}

Pešikan, A.,& Joksimović, J.. (2017). Kvalitet dečjih televizijskih programa u Srbiji viđen očima dece i roditelja. in Kultura
Zavod za proučavanje kulturnog razvitka, Beograd.(154), 263-282.
https://doi.org/10.5937/kultura1754263P

Pešikan A, Joksimović J. Kvalitet dečjih televizijskih programa u Srbiji viđen očima dece i roditelja. in Kultura. 2017;(154):263-282.
doi:10.5937/kultura1754263P .

Pešikan, Ana, Joksimović, Jelena, "Kvalitet dečjih televizijskih programa u Srbiji viđen očima dece i roditelja" in Kultura, no. 154 (2017):263-282,
https://doi.org/10.5937/kultura1754263P . .