TY  - CONF
AU  - Stančić, Milan
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4580
AB  - O razumevanju kvaliteta nastave možemo zaključivati oslanjajući se na različite izvore podataka. U ovom radu smo se u tom poduhvatu oslonili na analizu pisanih priprema za časove koje su nastavnici kreirali prilikom polaganja ispita za licencu. Analizirana je ukupno 21 priprema za čas, a koje su preuzete sa grupe „Ispit za licencu” na Fejsbuku. Podaci su analizirani metodom analize sadržaja. Primećujemo da je reč o prazničnim pripremama koje nisu deo svakodnevne prakse nastavnika, kao i da u svim priprema postoji tradicionalna artikulacija časa na uvod, središnji i završni deo. Planirani časovi su obojeni kognitivističkom koncepcijom obrazovanja, odnosno planirane aktivnosti u fokus stavljaju kognitivne aspekte nastave/učenja. Budući da u situaciji polaganja ispita nastavnici treba da pokažu svoje kompetencije na jednom času, nije začuđujuće da fokus stavljaju na efikasno dolaženje do predviđenih ishoda, umesto na druge aspekte razvoja učenika i na druge kvalitete nastavnog procesa.
PB  - Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
C3  - U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja - zbornik radova sa Nacionalnog naučnog skupa Susreti pedagoga
T1  - Kvalitet nastave u ogledalu ispita za licencu nastavnika: šta nam otkrivaju pisane pripreme za časove?
EP  - 178
SP  - 173
UR  - https://hdl.handle.net/21.15107/rcub_reff_4580
ER  - 

@conference{
author = "Stančić, Milan",
year = "2023",
abstract = "O razumevanju kvaliteta nastave možemo zaključivati oslanjajući se na različite izvore podataka. U ovom radu smo se u tom poduhvatu oslonili na analizu pisanih priprema za časove koje su nastavnici kreirali prilikom polaganja ispita za licencu. Analizirana je ukupno 21 priprema za čas, a koje su preuzete sa grupe „Ispit za licencu” na Fejsbuku. Podaci su analizirani metodom analize sadržaja. Primećujemo da je reč o prazničnim pripremama koje nisu deo svakodnevne prakse nastavnika, kao i da u svim priprema postoji tradicionalna artikulacija časa na uvod, središnji i završni deo. Planirani časovi su obojeni kognitivističkom koncepcijom obrazovanja, odnosno planirane aktivnosti u fokus stavljaju kognitivne aspekte nastave/učenja. Budući da u situaciji polaganja ispita nastavnici treba da pokažu svoje kompetencije na jednom času, nije začuđujuće da fokus stavljaju na efikasno dolaženje do predviđenih ishoda, umesto na druge aspekte razvoja učenika i na druge kvalitete nastavnog procesa.",
publisher = "Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja - zbornik radova sa Nacionalnog naučnog skupa Susreti pedagoga",
title = "Kvalitet nastave u ogledalu ispita za licencu nastavnika: šta nam otkrivaju pisane pripreme za časove?",
pages = "178-173",
url = "https://hdl.handle.net/21.15107/rcub_reff_4580"
}

Stančić, M.. (2023). Kvalitet nastave u ogledalu ispita za licencu nastavnika: šta nam otkrivaju pisane pripreme za časove?. in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja - zbornik radova sa Nacionalnog naučnog skupa Susreti pedagoga
Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju., 173-178.
https://hdl.handle.net/21.15107/rcub_reff_4580

Stančić M. Kvalitet nastave u ogledalu ispita za licencu nastavnika: šta nam otkrivaju pisane pripreme za časove?. in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja - zbornik radova sa Nacionalnog naučnog skupa Susreti pedagoga. 2023;:173-178.
https://hdl.handle.net/21.15107/rcub_reff_4580 .

Stančić, Milan, "Kvalitet nastave u ogledalu ispita za licencu nastavnika: šta nam otkrivaju pisane pripreme za časove?" in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja - zbornik radova sa Nacionalnog naučnog skupa Susreti pedagoga (2023):173-178,
https://hdl.handle.net/21.15107/rcub_reff_4580 .

TY  - CONF
AU  - Jovanović Milanović, Olja
AU  - Stančić, Milan
AU  - Petrović, Danijela
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5764
AB  - Inclusive education arises from the idea that dominant culture and practices prioritize certain social groups while excluding others. Kozleski and Waitoller (2010) note that teachers are often trained to be "transmitters of the dominant culture, practices, and knowledge" and, as a result, they often reinforce existing inequities. To combat this, inclusive education requires teachers who are aware of their role in maintaining/challenging existing inequalities and are motivated to remove barriers to student participation and learning. In other words, inclusive education requires professional development activities which are more localized and tailored to the specific circumstances of particular teachers and schools (Darling-Hammond et al., 2003; Shulman, 1992).
Collaborative action research (CAR) could be considered a tool for the mobilization and sharing of knowledge among participants, as well as an opportunity for improving educational practices in interconnection with the immediate environment (Moliner et al., 2021). This localized nature of CAR, i.e., transforming practices within the specific context of a school, leads to the development of teachers’ and schools’ ownership of identified problems and processes of change (Jovanović et al., 2017). 
CAR values the expertise and interdependence of both practitioners and researchers, and, at the same time, offers an opportunity for learning for all involved. The collaboration and change in power relations open up the opportunity for practitioners to take on new roles and exhibit leadership, giving legitimacy to school professionals’ practical understanding and their definition of problems (Lieberman, 1986). Through CAR, practitioners develop both practical knowledge and a critical understanding of the everyday practices that result in exclusion. Therefore, CAR contributes to the development of teachers’ sense of agency, changes teachers’ definitions of their professional roles, and fosters teachers’ competencies (Angelides et al., 2008; Jovanović et al., 2017). 
CAR requires different stakeholders to become engaged within a particular context in a search for common agenda to guide their work (Ainscow et al., 2004). Through this process of collaboration and constant negotiation of different understandings, CAR is modeling how to learn from differences and how to build a school community that acknowledges these differences.
The research aims to examine the process of creating an inclusive school culture and practices through collaborative action research.
Method:
The work is part of the project “Enhanced Equal Access to and Completion of Pre-University Education for Children in Need of Additional Support in Education” implemented by UNICEF Serbia and the Ministry of Education of the Republic of Serbia, supported by the Delegation of EU. The study involves six primary and secondary schools in Serbia selected through a systematic nomination by the Ministry of Education and experts in the field of inclusive education, followed by a screening process that included surveys and interviews. Since the action research relies on the motivation of the participants to initiate the change and engage in the transformation of practice (Elliot, 1991), one of the criteria for school selection was an expressed interest of the school community in improving school inclusiveness. Since May 2022, researchers and school practitioners have been working together to develop inclusive, innovative, and exemplary practices, relying on CAR design that employs a recursive spiral of cycles focusing on planning, acting, observing, reflecting, and revising (Zuber-Skerritt, 1996). The planning phase included problem definition, situation analysis, and the development of a strategic plan through a two-day workshop. Researchers from the university and CIP-Center, in partnership with practitioners as researchers, explored the current state of inclusive education in the school, school resources, and needs. Based on this analysis, research problems have been identified, and teams of practitioners have been organized around selected topics. The workshop activities were also devoted to collaborative planning of action research, with particular attention given to the collaborative reflection on the inclusiveness of the proposed actions. The stage of acting and observing, which is ongoing, will be followed by joint reflection on the process and outcomes of CAR within the team and within the school. As Waitoller and Kozleski (2013, p. 37) note, the process of reflection is of particular significance for inclusive education defined "as a continuing process of examining the margins", thus it will be further supported through communities of practice (CoP), which will engage participants from six schools. Based on the collected data and the reflections on the pitfalls and achievements of the process, a revision and planning of the next cycle of CAR will take place. The qualitative content analysis will rely on the collection of field notes, CAR products, anecdotal notes from CoP, and member checks to construct and refine the narrative of change.
Expected Outcomes:
Based on self-evaluation, in the planning stage schools have chosen the research problems they would tackle through CAR. Similar to previous research (e.g., Ainscow et al., 2004; Waitoller & Kozleski, 2013), implicit and disparate views of inclusive education emerged from the discussions. One conceptualization defines inclusive education as education for children with disabilities, while another claimed that it aims to develop a school community that works collaboratively to ensure a sense of belonging, competence, and autonomy. Through the process of collaborative exploration and meaning-making of their own practices, practitioners were negotiating and building a common understanding of inclusive education. The chosen research problems suggest that schools recognize that inclusive education involves acknowledging a range of differences in the school (e.g., "How to engage girls in STEM activities?" "How to assure a sense of belonging for a child receiving education according to an IEP?"), engaging a wider community of stakeholders (e.g., "How to support the professional socialization of novice teachers?" "How to ensure parental involvement in IEP teams?"), removing barriers to participation in different aspects of school culture and practice (e.g., "How to support student autonomy during classes?" "What should we consider when designing inclusive learning spaces?"). Moreover, schools recognized that they could act as weavers of difference by advocating for inclusive education in their local communities (e.g., "How to engage the local community in activities aimed at respecting diversity?" "How to promote the inclusiveness of the school as a value in the local community?"). At this stage, resistance to observing and documenting the CAR process emerged due to a dominant view of documentation as meaningless and bureaucratic activity. We expect the research to provide us with insight into the advantages and disadvantages of CAR as a tool for empowering practitioners to develop the inclusiveness of school practice and culture.
PB  - European Educational Research Association
C3  - ECER 2023 - The Value of Diversity in Education and Educational Research
T1  - Developing Inclusive School Communities through Collaborative Action Research
UR  - https://hdl.handle.net/21.15107/rcub_reff_5764
ER  - 

@conference{
author = "Jovanović Milanović, Olja and Stančić, Milan and Petrović, Danijela",
year = "2023",
abstract = "Inclusive education arises from the idea that dominant culture and practices prioritize certain social groups while excluding others. Kozleski and Waitoller (2010) note that teachers are often trained to be "transmitters of the dominant culture, practices, and knowledge" and, as a result, they often reinforce existing inequities. To combat this, inclusive education requires teachers who are aware of their role in maintaining/challenging existing inequalities and are motivated to remove barriers to student participation and learning. In other words, inclusive education requires professional development activities which are more localized and tailored to the specific circumstances of particular teachers and schools (Darling-Hammond et al., 2003; Shulman, 1992).
Collaborative action research (CAR) could be considered a tool for the mobilization and sharing of knowledge among participants, as well as an opportunity for improving educational practices in interconnection with the immediate environment (Moliner et al., 2021). This localized nature of CAR, i.e., transforming practices within the specific context of a school, leads to the development of teachers’ and schools’ ownership of identified problems and processes of change (Jovanović et al., 2017). 
CAR values the expertise and interdependence of both practitioners and researchers, and, at the same time, offers an opportunity for learning for all involved. The collaboration and change in power relations open up the opportunity for practitioners to take on new roles and exhibit leadership, giving legitimacy to school professionals’ practical understanding and their definition of problems (Lieberman, 1986). Through CAR, practitioners develop both practical knowledge and a critical understanding of the everyday practices that result in exclusion. Therefore, CAR contributes to the development of teachers’ sense of agency, changes teachers’ definitions of their professional roles, and fosters teachers’ competencies (Angelides et al., 2008; Jovanović et al., 2017). 
CAR requires different stakeholders to become engaged within a particular context in a search for common agenda to guide their work (Ainscow et al., 2004). Through this process of collaboration and constant negotiation of different understandings, CAR is modeling how to learn from differences and how to build a school community that acknowledges these differences.
The research aims to examine the process of creating an inclusive school culture and practices through collaborative action research.
Method:
The work is part of the project “Enhanced Equal Access to and Completion of Pre-University Education for Children in Need of Additional Support in Education” implemented by UNICEF Serbia and the Ministry of Education of the Republic of Serbia, supported by the Delegation of EU. The study involves six primary and secondary schools in Serbia selected through a systematic nomination by the Ministry of Education and experts in the field of inclusive education, followed by a screening process that included surveys and interviews. Since the action research relies on the motivation of the participants to initiate the change and engage in the transformation of practice (Elliot, 1991), one of the criteria for school selection was an expressed interest of the school community in improving school inclusiveness. Since May 2022, researchers and school practitioners have been working together to develop inclusive, innovative, and exemplary practices, relying on CAR design that employs a recursive spiral of cycles focusing on planning, acting, observing, reflecting, and revising (Zuber-Skerritt, 1996). The planning phase included problem definition, situation analysis, and the development of a strategic plan through a two-day workshop. Researchers from the university and CIP-Center, in partnership with practitioners as researchers, explored the current state of inclusive education in the school, school resources, and needs. Based on this analysis, research problems have been identified, and teams of practitioners have been organized around selected topics. The workshop activities were also devoted to collaborative planning of action research, with particular attention given to the collaborative reflection on the inclusiveness of the proposed actions. The stage of acting and observing, which is ongoing, will be followed by joint reflection on the process and outcomes of CAR within the team and within the school. As Waitoller and Kozleski (2013, p. 37) note, the process of reflection is of particular significance for inclusive education defined "as a continuing process of examining the margins", thus it will be further supported through communities of practice (CoP), which will engage participants from six schools. Based on the collected data and the reflections on the pitfalls and achievements of the process, a revision and planning of the next cycle of CAR will take place. The qualitative content analysis will rely on the collection of field notes, CAR products, anecdotal notes from CoP, and member checks to construct and refine the narrative of change.
Expected Outcomes:
Based on self-evaluation, in the planning stage schools have chosen the research problems they would tackle through CAR. Similar to previous research (e.g., Ainscow et al., 2004; Waitoller & Kozleski, 2013), implicit and disparate views of inclusive education emerged from the discussions. One conceptualization defines inclusive education as education for children with disabilities, while another claimed that it aims to develop a school community that works collaboratively to ensure a sense of belonging, competence, and autonomy. Through the process of collaborative exploration and meaning-making of their own practices, practitioners were negotiating and building a common understanding of inclusive education. The chosen research problems suggest that schools recognize that inclusive education involves acknowledging a range of differences in the school (e.g., "How to engage girls in STEM activities?" "How to assure a sense of belonging for a child receiving education according to an IEP?"), engaging a wider community of stakeholders (e.g., "How to support the professional socialization of novice teachers?" "How to ensure parental involvement in IEP teams?"), removing barriers to participation in different aspects of school culture and practice (e.g., "How to support student autonomy during classes?" "What should we consider when designing inclusive learning spaces?"). Moreover, schools recognized that they could act as weavers of difference by advocating for inclusive education in their local communities (e.g., "How to engage the local community in activities aimed at respecting diversity?" "How to promote the inclusiveness of the school as a value in the local community?"). At this stage, resistance to observing and documenting the CAR process emerged due to a dominant view of documentation as meaningless and bureaucratic activity. We expect the research to provide us with insight into the advantages and disadvantages of CAR as a tool for empowering practitioners to develop the inclusiveness of school practice and culture.",
publisher = "European Educational Research Association",
journal = "ECER 2023 - The Value of Diversity in Education and Educational Research",
title = "Developing Inclusive School Communities through Collaborative Action Research",
url = "https://hdl.handle.net/21.15107/rcub_reff_5764"
}

Jovanović Milanović, O., Stančić, M.,& Petrović, D.. (2023). Developing Inclusive School Communities through Collaborative Action Research. in ECER 2023 - The Value of Diversity in Education and Educational Research
European Educational Research Association..
https://hdl.handle.net/21.15107/rcub_reff_5764

Jovanović Milanović O, Stančić M, Petrović D. Developing Inclusive School Communities through Collaborative Action Research. in ECER 2023 - The Value of Diversity in Education and Educational Research. 2023;.
https://hdl.handle.net/21.15107/rcub_reff_5764 .

Jovanović Milanović, Olja, Stančić, Milan, Petrović, Danijela, "Developing Inclusive School Communities through Collaborative Action Research" in ECER 2023 - The Value of Diversity in Education and Educational Research (2023),
https://hdl.handle.net/21.15107/rcub_reff_5764 .

TY  - JOUR
AU  - Stančić, Milan
AU  - Radulović, Lidija R.
AU  - Jovanović, Olja
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3778
AB  - Polazeći od toga da istraživanja praktičara bivaju sve više prepoznata kao oblik profesionalnog razvoja, koji doprinosi razvoju obrazovnovaspitne prakse, cilj našeg istraživanja je da se sagledaju razlozi za nedovoljnu zastupljenost istraživanja praktičara i mogući načini za prevazilaženje ovog problema. Podaci su prikupljeni tokom onlajn-konferencije posvećene stručnom usavršavanju na kojoj je učestvovalo 157 nastavnika i stručnih saradnika. Korpus podataka za analizu čine objave učesnika na Padlet (eng. Padlet) platformi, i to 156 objava u vezi sa pitanjem koje se odnosilo na nedostatke istraživanja praktičara u odnosu na druge oblike profesionalnog razvoja i 106 objava povodom načina da se podrže kolege da prevaziđu prethodno navedene nedostatke. Podaci su analizirani primenom kvalitativne analize sadržaja. Razlog za nedovoljnu zastupljenost istraživanja prakse učesnici vide u niskoj motivaciji za ovaj vid profesionalnog razvoja, navodeći pri tome prepreke koje postoje na nivou škole, obrazovnog sistema i društva. Načine da se prevaziđu ove prepreke učesnici prepoznaju u isticanju dobiti od istraživanja prakse, preuzimanju odgovornosti za razvoj sopstvene prakse i razvijanje sebe kao istraživača, kao i u građenju zajednice praktičara istraživača. O navedenim nalazima se diskutovalo iz perspektive koncepcija o istraživanjima praktičara, ali i iz ugla kontekstualne uslovljenosti ovog oblika profesionalnog razvoja. Nalazi su poslužili za formulisanje preporuka za unapređivanje položaja istraživanja praktičara i praktičara kao istraživača u obrazovnom sistemu Srbije.
AB  - Starting from the insight that practitioners’ research is increasingly being recognized as a form
of professional development that contributes to the development of educational practice, the aim of
our research is to determine the reasons for an insufficient representation of practitioners’ research
and explore the possible solutions for overcoming this problem. The data were collected during an
online conference dedicated to professional development which was attended by 157 teachers and
professional associates. The data corpus for analysis consists of participants’ posts on the Padlet
platform, namely, 156 posts dealing with the shortcomings of practitioners’ research in relation to
other forms of professional development and 106 posts on how to support other colleagues to overcome
the aforementioned shortcomings. The data were analyzed using the qualitative content analysis. In
the participants’ opinion, the reason for an insufficient representation of the research of practice is the
low motivation for this type of professional development, and they also cite the obstacles present at
the level of school, education system, and society. According to the participants, the ways to overcome
these problems include raising awareness of the benefits of research practice, taking responsibility
for developing their own practice, and developing themselves as researchers, as well as building a
community of research practitioners. The findings are discussed from the perspective of the conceptions
of practitioners’ research, but also from the perspective of the contextual conditionality of this form
of professional development. The findings served to formulate recommendations for improving the
position of practitioners’ research and practitioners as researchers in the Serbian education system.
PB  - Univerzitet u Beogradu - Učiteljski fakultet
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Zašto (ne) istraživati sopstvenu praksu - perspektiva praktičara u obrazovanju
EP  - 29
IS  - 2
SP  - 16
VL  - 35
DO  - 10.5937/inovacije2202016S
ER  - 

@article{
author = "Stančić, Milan and Radulović, Lidija R. and Jovanović, Olja",
year = "2022",
abstract = "Polazeći od toga da istraživanja praktičara bivaju sve više prepoznata kao oblik profesionalnog razvoja, koji doprinosi razvoju obrazovnovaspitne prakse, cilj našeg istraživanja je da se sagledaju razlozi za nedovoljnu zastupljenost istraživanja praktičara i mogući načini za prevazilaženje ovog problema. Podaci su prikupljeni tokom onlajn-konferencije posvećene stručnom usavršavanju na kojoj je učestvovalo 157 nastavnika i stručnih saradnika. Korpus podataka za analizu čine objave učesnika na Padlet (eng. Padlet) platformi, i to 156 objava u vezi sa pitanjem koje se odnosilo na nedostatke istraživanja praktičara u odnosu na druge oblike profesionalnog razvoja i 106 objava povodom načina da se podrže kolege da prevaziđu prethodno navedene nedostatke. Podaci su analizirani primenom kvalitativne analize sadržaja. Razlog za nedovoljnu zastupljenost istraživanja prakse učesnici vide u niskoj motivaciji za ovaj vid profesionalnog razvoja, navodeći pri tome prepreke koje postoje na nivou škole, obrazovnog sistema i društva. Načine da se prevaziđu ove prepreke učesnici prepoznaju u isticanju dobiti od istraživanja prakse, preuzimanju odgovornosti za razvoj sopstvene prakse i razvijanje sebe kao istraživača, kao i u građenju zajednice praktičara istraživača. O navedenim nalazima se diskutovalo iz perspektive koncepcija o istraživanjima praktičara, ali i iz ugla kontekstualne uslovljenosti ovog oblika profesionalnog razvoja. Nalazi su poslužili za formulisanje preporuka za unapređivanje položaja istraživanja praktičara i praktičara kao istraživača u obrazovnom sistemu Srbije., Starting from the insight that practitioners’ research is increasingly being recognized as a form
of professional development that contributes to the development of educational practice, the aim of
our research is to determine the reasons for an insufficient representation of practitioners’ research
and explore the possible solutions for overcoming this problem. The data were collected during an
online conference dedicated to professional development which was attended by 157 teachers and
professional associates. The data corpus for analysis consists of participants’ posts on the Padlet
platform, namely, 156 posts dealing with the shortcomings of practitioners’ research in relation to
other forms of professional development and 106 posts on how to support other colleagues to overcome
the aforementioned shortcomings. The data were analyzed using the qualitative content analysis. In
the participants’ opinion, the reason for an insufficient representation of the research of practice is the
low motivation for this type of professional development, and they also cite the obstacles present at
the level of school, education system, and society. According to the participants, the ways to overcome
these problems include raising awareness of the benefits of research practice, taking responsibility
for developing their own practice, and developing themselves as researchers, as well as building a
community of research practitioners. The findings are discussed from the perspective of the conceptions
of practitioners’ research, but also from the perspective of the contextual conditionality of this form
of professional development. The findings served to formulate recommendations for improving the
position of practitioners’ research and practitioners as researchers in the Serbian education system.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Zašto (ne) istraživati sopstvenu praksu - perspektiva praktičara u obrazovanju",
pages = "29-16",
number = "2",
volume = "35",
doi = "10.5937/inovacije2202016S"
}

Stančić, M., Radulović, L. R.,& Jovanović, O.. (2022). Zašto (ne) istraživati sopstvenu praksu - perspektiva praktičara u obrazovanju. in Inovacije u nastavi - časopis za savremenu nastavu
Univerzitet u Beogradu - Učiteljski fakultet., 35(2), 16-29.
https://doi.org/10.5937/inovacije2202016S

Stančić M, Radulović LR, Jovanović O. Zašto (ne) istraživati sopstvenu praksu - perspektiva praktičara u obrazovanju. in Inovacije u nastavi - časopis za savremenu nastavu. 2022;35(2):16-29.
doi:10.5937/inovacije2202016S .

Stančić, Milan, Radulović, Lidija R., Jovanović, Olja, "Zašto (ne) istraživati sopstvenu praksu - perspektiva praktičara u obrazovanju" in Inovacije u nastavi - časopis za savremenu nastavu, 35, no. 2 (2022):16-29,
https://doi.org/10.5937/inovacije2202016S . .

TY  - JOUR
AU  - Radulović, Mladen
AU  - Radulović, Lidija R.
AU  - Stančić, Milan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3799
AB  - Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.
T2  - British Journal of Sociology of Education
T1  - Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
DO  - 10.1080/01425692.2022.2092449
ER  - 

@article{
author = "Radulović, Mladen and Radulović, Lidija R. and Stančić, Milan",
year = "2022",
abstract = "Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.",
journal = "British Journal of Sociology of Education",
title = "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement",
doi = "10.1080/01425692.2022.2092449"
}

Radulović, M., Radulović, L. R.,& Stančić, M.. (2022). Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education.
https://doi.org/10.1080/01425692.2022.2092449

Radulović M, Radulović LR, Stančić M. Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education. 2022;.
doi:10.1080/01425692.2022.2092449 .

Radulović, Mladen, Radulović, Lidija R., Stančić, Milan, "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement" in British Journal of Sociology of Education (2022),
https://doi.org/10.1080/01425692.2022.2092449 . .

TY  - CONF
AU  - Stančić, Milan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3800
AB  - Školsko obrazovanje u doba pandemije pratili su brojni izazovi, pri čemu se oblast ocenjivanja učenika često ističe kao naročito problematična. Cilj rada je da se sagleda kako su prosvetne vlasti u Srbiji rešavale pitanja ocenjivanja u prvoj godini pandemije i sa kakvim problemima su se u ovom domenu suočavali nastavnici. Kao izvori podataka korišćeni su dopisi nadležnog Ministarstva i objave i komentari nastavnika na Fejsbuku na temu ocenjivanja. Metodom
analize sadržaja obrađeno je 2 673 komentara. Rezultati pokazuju da prvu godinu rada u uslovima pandemije možemo podeliti u tri perioda: 1) promena paradigme; 2) regresija; 3) „normalizacija“. Sva tri perioda pratili su različiti problemi u domenu ocenjivanja, pri čemu je period regresije pratilo najviše diskusije među nastavnicima na pitanja relevantna za ocenjivanje. Iako je kontekst pandemije bio povod za različita preispitivanja prakse, do stvarne promene paradigme nije došlo, već su stare prakse ocenjivanja, manje-više tehnički, prilagođavane novim uslovima rada.
PB  - Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju
C3  - Obrazovanje u vreme krize i kako dalje - zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga
T1  - Ocenjivanje učenika tokom prve godine pandemije: od menjanja paradigme do tehničkih rešenja
EP  - 238
SP  - 231
UR  - https://hdl.handle.net/21.15107/rcub_reff_3800
ER  - 

@conference{
author = "Stančić, Milan",
year = "2022",
abstract = "Školsko obrazovanje u doba pandemije pratili su brojni izazovi, pri čemu se oblast ocenjivanja učenika često ističe kao naročito problematična. Cilj rada je da se sagleda kako su prosvetne vlasti u Srbiji rešavale pitanja ocenjivanja u prvoj godini pandemije i sa kakvim problemima su se u ovom domenu suočavali nastavnici. Kao izvori podataka korišćeni su dopisi nadležnog Ministarstva i objave i komentari nastavnika na Fejsbuku na temu ocenjivanja. Metodom
analize sadržaja obrađeno je 2 673 komentara. Rezultati pokazuju da prvu godinu rada u uslovima pandemije možemo podeliti u tri perioda: 1) promena paradigme; 2) regresija; 3) „normalizacija“. Sva tri perioda pratili su različiti problemi u domenu ocenjivanja, pri čemu je period regresije pratilo najviše diskusije među nastavnicima na pitanja relevantna za ocenjivanje. Iako je kontekst pandemije bio povod za različita preispitivanja prakse, do stvarne promene paradigme nije došlo, već su stare prakse ocenjivanja, manje-više tehnički, prilagođavane novim uslovima rada.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Obrazovanje u vreme krize i kako dalje - zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga",
title = "Ocenjivanje učenika tokom prve godine pandemije: od menjanja paradigme do tehničkih rešenja",
pages = "238-231",
url = "https://hdl.handle.net/21.15107/rcub_reff_3800"
}

Stančić, M.. (2022). Ocenjivanje učenika tokom prve godine pandemije: od menjanja paradigme do tehničkih rešenja. in Obrazovanje u vreme krize i kako dalje - zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga
Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju., 231-238.
https://hdl.handle.net/21.15107/rcub_reff_3800

Stančić M. Ocenjivanje učenika tokom prve godine pandemije: od menjanja paradigme do tehničkih rešenja. in Obrazovanje u vreme krize i kako dalje - zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga. 2022;:231-238.
https://hdl.handle.net/21.15107/rcub_reff_3800 .

Stančić, Milan, "Ocenjivanje učenika tokom prve godine pandemije: od menjanja paradigme do tehničkih rešenja" in Obrazovanje u vreme krize i kako dalje - zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga (2022):231-238,
https://hdl.handle.net/21.15107/rcub_reff_3800 .

TY  - CONF
AU  - Stančić, Milan
AU  - Senić Ružić, Mirjana
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3798
AB  - The aim of this paper is to provide an overview of research findings on different qualities of emergency remote teaching (ERT) and interpret their implications for student well-being from the perspective of the Self-determination theory (SDT). The analysis of research findings suggests that students’ well-being and success in online learning were compromised, and that the teaching/learning practice during ERT could not provide adequate support to students’ basic needs for autonomy, competence, and relatedness. The observation that student well-being was not a priority while implementing ERT was not surprising for several reasons: the primary objective of ERT was to ensure the continuation of education; the switch from regular classroom settings to an online environment was rapid and hasty; teachers were faced with numerous challenges while rapidly adapting to new conditions and ways of working, communication and exchange, new tools and resources, and they lacked competencies and experience in teaching with digital technologies.
PB  - University of Kragujevac - Faculty of Technical Sciences in Čačak
C3  - Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education
T1  - University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory
EP  - 456
SP  - 449
DO  - 10.46793/TIE22.449S
ER  - 

@conference{
author = "Stančić, Milan and Senić Ružić, Mirjana",
year = "2022",
abstract = "The aim of this paper is to provide an overview of research findings on different qualities of emergency remote teaching (ERT) and interpret their implications for student well-being from the perspective of the Self-determination theory (SDT). The analysis of research findings suggests that students’ well-being and success in online learning were compromised, and that the teaching/learning practice during ERT could not provide adequate support to students’ basic needs for autonomy, competence, and relatedness. The observation that student well-being was not a priority while implementing ERT was not surprising for several reasons: the primary objective of ERT was to ensure the continuation of education; the switch from regular classroom settings to an online environment was rapid and hasty; teachers were faced with numerous challenges while rapidly adapting to new conditions and ways of working, communication and exchange, new tools and resources, and they lacked competencies and experience in teaching with digital technologies.",
publisher = "University of Kragujevac - Faculty of Technical Sciences in Čačak",
journal = "Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education",
title = "University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory",
pages = "456-449",
doi = "10.46793/TIE22.449S"
}

Stančić, M.,& Senić Ružić, M.. (2022). University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory. in Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education
University of Kragujevac - Faculty of Technical Sciences in Čačak., 449-456.
https://doi.org/10.46793/TIE22.449S

Stančić M, Senić Ružić M. University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory. in Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education. 2022;:449-456.
doi:10.46793/TIE22.449S .

Stančić, Milan, Senić Ružić, Mirjana, "University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory" in Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education (2022):449-456,
https://doi.org/10.46793/TIE22.449S . .

TY  - JOUR
AU  - Mutavdžin, Dejana
AU  - Stančić, Milan
AU  - Bogunović, Blanka
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3431
AB  - In  online  learning,  students  are  expected  to  take  on  more  responsibility  for  their  education, while teachers are expected to support students’ self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a difference in the actions that their major music teacher (MMT) took to support their SRL skills before and during the pandemic, and investigate their view on how the MMT could further support their learning. The sample included 144 students of the Faculty of Music in Belgrade, who filled in the online inventory comprised of 24 questions – 17 parallel Likert-type items (referring to the MMT’s actions supporting SRL skills, before and during the pandemic), and  one  question  was  a  short  letter  to  the  MMT.  Data  were  analysed  using  dependent  t-test,  ANOVA  and  reflexive  thematic  analysis.  Students  perceived  that  SRL  skills  were  more  encouraged  before  than  during  the  pandemic.  Additionally,  our  findings  show  that music students who did not have in-person and online communication, separately, with  their  MMTs  perceived  they  had  lower  support  to  self-regulate  their  learning.  The  findings  from  qualitative  analysis  inform  educational  practice  by  pointing  to  specific  teacher’s actions that students perceive as important for their further development.
AB  - Tokom onlajn učenja, od studenata se očekuje da preuzmu veću odgovornost za sopstveno obrazovanje, a od nastavnika se očekuje da podrže veštine samoregulisanog učenja svojih studenata. U ovom istraživanju ispitivali smo da li mladi muzičari opažaju razliku u postupcima kojima je nastavnik glavnog predmeta podržavao njihove veštine samoregulisanog učenja pre i tokom pandemije, kao i viđenje studenata na koji način nastavnik glavnog predmeta može dodatno podržati njihovo učenje. Uzorak čine 144 studenta Fakulteta muzičke umetnosti u Beogradu, koji su popunili onlajn inventar sačinjen od 24 pitanja - 17 paralelnih ajtema Likertovog tipa (koji se odnose na postupke kojima je nastavnik glavnog predmeta podržavao veštine samoregulisanog učenja pre i tokom pandemije), a jedno je predstavljalo kratko pismo nastavniku glavnog predmeta. Podaci su analizirani upotrebom t-testa za zavisne uzorke i ANOVA-e, kao i upotrebom refleksivne tematske analize. Studenti opažaju da su veštine samoregulisanog učenja u većoj meri ohrabrivane pre nego tokom pandemije. Dodatno, naši nalazi pokazuju da studenti muzike koji sa svojim nastavnikom glavnog predmeta nisu imali neposrednu i onlajn komunikaciju, zasebno, opažaju da su bili manje podržani da samoregulišu sopstveno učenje. Nalazi kvalitativne analize informišu obrazovnu praksu time što ukazuju na konkretne postupke nastavnika koje studenti opažaju kao bitne za njihov dalji razvoj.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - To be connected: Supporting self-regulated learning in higher music education before and during the pandemic
T1  - Biti povezan - podržavanje samoregulisanog učenja u višem muzičkom obrazovanju pre i nakon pandemije
IS  - 2
IS  - 301
SP  - 277
VL  - 24
DO  - 10.5937/PSISTRA24-32702
ER  - 

@article{
author = "Mutavdžin, Dejana and Stančić, Milan and Bogunović, Blanka",
year = "2021",
abstract = "In  online  learning,  students  are  expected  to  take  on  more  responsibility  for  their  education, while teachers are expected to support students’ self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a difference in the actions that their major music teacher (MMT) took to support their SRL skills before and during the pandemic, and investigate their view on how the MMT could further support their learning. The sample included 144 students of the Faculty of Music in Belgrade, who filled in the online inventory comprised of 24 questions – 17 parallel Likert-type items (referring to the MMT’s actions supporting SRL skills, before and during the pandemic), and  one  question  was  a  short  letter  to  the  MMT.  Data  were  analysed  using  dependent  t-test,  ANOVA  and  reflexive  thematic  analysis.  Students  perceived  that  SRL  skills  were  more  encouraged  before  than  during  the  pandemic.  Additionally,  our  findings  show  that music students who did not have in-person and online communication, separately, with  their  MMTs  perceived  they  had  lower  support  to  self-regulate  their  learning.  The  findings  from  qualitative  analysis  inform  educational  practice  by  pointing  to  specific  teacher’s actions that students perceive as important for their further development., Tokom onlajn učenja, od studenata se očekuje da preuzmu veću odgovornost za sopstveno obrazovanje, a od nastavnika se očekuje da podrže veštine samoregulisanog učenja svojih studenata. U ovom istraživanju ispitivali smo da li mladi muzičari opažaju razliku u postupcima kojima je nastavnik glavnog predmeta podržavao njihove veštine samoregulisanog učenja pre i tokom pandemije, kao i viđenje studenata na koji način nastavnik glavnog predmeta može dodatno podržati njihovo učenje. Uzorak čine 144 studenta Fakulteta muzičke umetnosti u Beogradu, koji su popunili onlajn inventar sačinjen od 24 pitanja - 17 paralelnih ajtema Likertovog tipa (koji se odnose na postupke kojima je nastavnik glavnog predmeta podržavao veštine samoregulisanog učenja pre i tokom pandemije), a jedno je predstavljalo kratko pismo nastavniku glavnog predmeta. Podaci su analizirani upotrebom t-testa za zavisne uzorke i ANOVA-e, kao i upotrebom refleksivne tematske analize. Studenti opažaju da su veštine samoregulisanog učenja u većoj meri ohrabrivane pre nego tokom pandemije. Dodatno, naši nalazi pokazuju da studenti muzike koji sa svojim nastavnikom glavnog predmeta nisu imali neposrednu i onlajn komunikaciju, zasebno, opažaju da su bili manje podržani da samoregulišu sopstveno učenje. Nalazi kvalitativne analize informišu obrazovnu praksu time što ukazuju na konkretne postupke nastavnika koje studenti opažaju kao bitne za njihov dalji razvoj.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "To be connected: Supporting self-regulated learning in higher music education before and during the pandemic, Biti povezan - podržavanje samoregulisanog učenja u višem muzičkom obrazovanju pre i nakon pandemije",
number = "2, 301",
pages = "277",
volume = "24",
doi = "10.5937/PSISTRA24-32702"
}

Mutavdžin, D., Stančić, M.,& Bogunović, B.. (2021). To be connected: Supporting self-regulated learning in higher music education before and during the pandemic. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 24(2), 277.
https://doi.org/10.5937/PSISTRA24-32702

Mutavdžin D, Stančić M, Bogunović B. To be connected: Supporting self-regulated learning in higher music education before and during the pandemic. in Psihološka istraživanja. 2021;24(2):277.
doi:10.5937/PSISTRA24-32702 .

Mutavdžin, Dejana, Stančić, Milan, Bogunović, Blanka, "To be connected: Supporting self-regulated learning in higher music education before and during the pandemic" in Psihološka istraživanja, 24, no. 2 (2021):277,
https://doi.org/10.5937/PSISTRA24-32702 . .

TY  - JOUR
AU  - Stančić, Milan
AU  - Senić Ružić, Mirjana
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3432
AB  - The study deals with the quality of emergency remote teaching (ERT) during
the COVID-19 pandemic in higher education in Serbia. We aimed to explore how university teachers assess the quality of ERT and whether their assessments are related to
their previous online teaching experiences and their beliefs on the potentials of online
teaching. The survey included 443 teachers from the University of Belgrade. The findings
show that the teachers were not satisfied with the quality of ERT in terms of the interaction with students, students’ motivation, and the quality of their engagement during
classes. Teachers who had prior experience in online teaching and more positive beliefs
regarding the potentials of online teaching/learning, used a greater variety of online tools,
teaching methods, and activities during ERT and, in turn, were more satisfied with the
quality of online teaching. Therefore, attention should be paid to expanding teachers’
knowledge and awareness of the potentials of online teaching/learning as the ERT did not
allow for its full potential to be realized.
AB  - Ova studija se bavi kvalitetom nastave na daljinu u vanrednoj situaciji u sferi
višeg i visokog obrazovanja u Srbiji tokom pandemije kovida 19. Namera nam je da ispitamo kako univerzitetski nastavnici procenjuju kvalitet nastave na daljinu u vanrednoj
situaciji i da li je njihova procena povezana s njihovim prethodnim iskustvima u onlajn
nastavi i uverenjima o potencijalima onlajn nastave. U ispitivanju su učestvovala 443
nastavnika sa Univerziteta u Beogradu. Utvrdili smo da nastavnici nisu bili zadovoljni
kvalitetom nastave na daljinu u vanrednoj situaciji u pogledu interakcije sa studentima,
motivacije studenata i kvaliteta njihovog angažovanja tokom nastave. Nastavnici koji su
imali prethodno iskustvo u onlajn nastavi i pozitivnija uverenja o potencijalima onlajn
nastave/učenja primenili su raznovrsnije onlajn alatke, metode podučavanja i aktivnosti
prilikom nastave na daljinu u vanrednoj situaciji. Samim tim, oni su bili zadovoljniji
kvalitetom onlajn nastave. Dakle, treba obratiti naročitu pažnju na unapređivanje znanja
nastavnika i njihove svesti o potencijalima onlajn nastave/učenja, budući da nastava na
daljinu u vanrednoj situaciji nije ostvarila svoj puni potencijal.
PB  - Institut za pedagogiju i andragogiju Univerzitet u Beogradu, Filozofski fakultet
T2  - Andragoške studije
T1  - University Teachers’ Perspectives on the Quality of Emergency Remote Teaching — the Case of Serbia During the COVID-19 Pan demic
T1  - Perspektive univerzitetskih nastavnika o kvalitetu nastave na daljinu u vanrednoj situaciji – situacija u Srbiji tokom pandemije kovida 19
IS  - 2
DO  - 10.5937/AndStud2102045S
ER  - 

@article{
author = "Stančić, Milan and Senić Ružić, Mirjana",
year = "2021",
abstract = "The study deals with the quality of emergency remote teaching (ERT) during
the COVID-19 pandemic in higher education in Serbia. We aimed to explore how university teachers assess the quality of ERT and whether their assessments are related to
their previous online teaching experiences and their beliefs on the potentials of online
teaching. The survey included 443 teachers from the University of Belgrade. The findings
show that the teachers were not satisfied with the quality of ERT in terms of the interaction with students, students’ motivation, and the quality of their engagement during
classes. Teachers who had prior experience in online teaching and more positive beliefs
regarding the potentials of online teaching/learning, used a greater variety of online tools,
teaching methods, and activities during ERT and, in turn, were more satisfied with the
quality of online teaching. Therefore, attention should be paid to expanding teachers’
knowledge and awareness of the potentials of online teaching/learning as the ERT did not
allow for its full potential to be realized., Ova studija se bavi kvalitetom nastave na daljinu u vanrednoj situaciji u sferi
višeg i visokog obrazovanja u Srbiji tokom pandemije kovida 19. Namera nam je da ispitamo kako univerzitetski nastavnici procenjuju kvalitet nastave na daljinu u vanrednoj
situaciji i da li je njihova procena povezana s njihovim prethodnim iskustvima u onlajn
nastavi i uverenjima o potencijalima onlajn nastave. U ispitivanju su učestvovala 443
nastavnika sa Univerziteta u Beogradu. Utvrdili smo da nastavnici nisu bili zadovoljni
kvalitetom nastave na daljinu u vanrednoj situaciji u pogledu interakcije sa studentima,
motivacije studenata i kvaliteta njihovog angažovanja tokom nastave. Nastavnici koji su
imali prethodno iskustvo u onlajn nastavi i pozitivnija uverenja o potencijalima onlajn
nastave/učenja primenili su raznovrsnije onlajn alatke, metode podučavanja i aktivnosti
prilikom nastave na daljinu u vanrednoj situaciji. Samim tim, oni su bili zadovoljniji
kvalitetom onlajn nastave. Dakle, treba obratiti naročitu pažnju na unapređivanje znanja
nastavnika i njihove svesti o potencijalima onlajn nastave/učenja, budući da nastava na
daljinu u vanrednoj situaciji nije ostvarila svoj puni potencijal.",
publisher = "Institut za pedagogiju i andragogiju Univerzitet u Beogradu, Filozofski fakultet",
journal = "Andragoške studije",
title = "University Teachers’ Perspectives on the Quality of Emergency Remote Teaching — the Case of Serbia During the COVID-19 Pan demic, Perspektive univerzitetskih nastavnika o kvalitetu nastave na daljinu u vanrednoj situaciji – situacija u Srbiji tokom pandemije kovida 19",
number = "2",
doi = "10.5937/AndStud2102045S"
}

Stančić, M.,& Senić Ružić, M.. (2021). University Teachers’ Perspectives on the Quality of Emergency Remote Teaching — the Case of Serbia During the COVID-19 Pan demic. in Andragoške studije
Institut za pedagogiju i andragogiju Univerzitet u Beogradu, Filozofski fakultet.(2).
https://doi.org/10.5937/AndStud2102045S

Stančić M, Senić Ružić M. University Teachers’ Perspectives on the Quality of Emergency Remote Teaching — the Case of Serbia During the COVID-19 Pan demic. in Andragoške studije. 2021;(2).
doi:10.5937/AndStud2102045S .

Stančić, Milan, Senić Ružić, Mirjana, "University Teachers’ Perspectives on the Quality of Emergency Remote Teaching — the Case of Serbia During the COVID-19 Pan demic" in Andragoške studije, no. 2 (2021),
https://doi.org/10.5937/AndStud2102045S . .

TY  - CHAP
AU  - Stančić, Milan
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3440
AB  - Rad u nastavi u doba krize pratili su brojni izazovi, pri
čemu se naročito ističu problemi u vezi sa ocenjivanjem. Cilj istraživanja bio je da se razume odnos nastavnika prema ocenjivanju učenika u
uslovima nastave na daljinu, pri čemu su kao izvor podataka korišćeni
komentari nastavnika na Fejsbuk grupi koja okuplja prosvetne radnike.
U korpus objava za analizu uključene su one koje sadrže ključne reči ocena i ocenjivanje, imaju više od 50 komentara i objavljene su u periodu
mart-jun 2020. godine. Metodom analize sadržaja obrađeno je 1.212 komentara na 11 objava. Rezultati pokazuju da su nastavnici imali različite
dileme u vezi sa ocenjivanjem, od kojih mnoge nisu specifične za kontekst krize, dok su pojedine intenzivirane u pomenutim uslovima (npr.
briga o različitim vrstama „snalaženja” učenika). Posebna pažnja posvećena je tumačenju načina na koji su uputstava koje je resorno ministarstvo upućivalo školama doprinosili varijacijama u odnosu nastavnika
prema ocenjivanju učenika.
AB  - Teaching in times of crisis has been accompanied by many challenges,
with particular emphasis on problems related to student assessment. The research
aimed to understand the attitude of teachers towards student assessment in the
conditions of distance teaching/learning, using posts and comments of teachers
on the Facebook groups as a data source. The corpus of posts for analysis included those that contain the keywords ‘grade’ and ‘assessment’, have more than 50
comments and were published in the period March-June 2020. Using the method of content analysis, 1.212 comments on 11 posts were analysed. The results
show that teachers had different dilemmas regarding assessment, many of which
are not specific to the context of the crisis, while others have intensified in these
conditions (e.g., worries related to different types of cheating among students).
Special attention was paid to the interpretation of how the instructions that the
Ministry delivered to schools contributed to variations in teachers’ attitudes towards assessment
PB  - Univerzitet u Beogradu - Filozofski fakultet
T2  - Obrazovanje u vreme kovid krize: Gde smo i kuda dalje
T1  - Čemu ocenjivanje u doba krize: perspektiva nastavnika na društvenim mrežama
T1  - The Purpose of Student Assessment in Time of Crisis - What Dо Teachers Say on Social Networks?
EP  - 214
SP  - 199
UR  - https://hdl.handle.net/21.15107/rcub_reff_3440
ER  - 

@inbook{
author = "Stančić, Milan",
year = "2021",
abstract = "Rad u nastavi u doba krize pratili su brojni izazovi, pri
čemu se naročito ističu problemi u vezi sa ocenjivanjem. Cilj istraživanja bio je da se razume odnos nastavnika prema ocenjivanju učenika u
uslovima nastave na daljinu, pri čemu su kao izvor podataka korišćeni
komentari nastavnika na Fejsbuk grupi koja okuplja prosvetne radnike.
U korpus objava za analizu uključene su one koje sadrže ključne reči ocena i ocenjivanje, imaju više od 50 komentara i objavljene su u periodu
mart-jun 2020. godine. Metodom analize sadržaja obrađeno je 1.212 komentara na 11 objava. Rezultati pokazuju da su nastavnici imali različite
dileme u vezi sa ocenjivanjem, od kojih mnoge nisu specifične za kontekst krize, dok su pojedine intenzivirane u pomenutim uslovima (npr.
briga o različitim vrstama „snalaženja” učenika). Posebna pažnja posvećena je tumačenju načina na koji su uputstava koje je resorno ministarstvo upućivalo školama doprinosili varijacijama u odnosu nastavnika
prema ocenjivanju učenika., Teaching in times of crisis has been accompanied by many challenges,
with particular emphasis on problems related to student assessment. The research
aimed to understand the attitude of teachers towards student assessment in the
conditions of distance teaching/learning, using posts and comments of teachers
on the Facebook groups as a data source. The corpus of posts for analysis included those that contain the keywords ‘grade’ and ‘assessment’, have more than 50
comments and were published in the period March-June 2020. Using the method of content analysis, 1.212 comments on 11 posts were analysed. The results
show that teachers had different dilemmas regarding assessment, many of which
are not specific to the context of the crisis, while others have intensified in these
conditions (e.g., worries related to different types of cheating among students).
Special attention was paid to the interpretation of how the instructions that the
Ministry delivered to schools contributed to variations in teachers’ attitudes towards assessment",
publisher = "Univerzitet u Beogradu - Filozofski fakultet",
journal = "Obrazovanje u vreme kovid krize: Gde smo i kuda dalje",
booktitle = "Čemu ocenjivanje u doba krize: perspektiva nastavnika na društvenim mrežama, The Purpose of Student Assessment in Time of Crisis - What Dо Teachers Say on Social Networks?",
pages = "214-199",
url = "https://hdl.handle.net/21.15107/rcub_reff_3440"
}

Stančić, M.. (2021). Čemu ocenjivanje u doba krize: perspektiva nastavnika na društvenim mrežama. in Obrazovanje u vreme kovid krize: Gde smo i kuda dalje
Univerzitet u Beogradu - Filozofski fakultet., 199-214.
https://hdl.handle.net/21.15107/rcub_reff_3440

Stančić M. Čemu ocenjivanje u doba krize: perspektiva nastavnika na društvenim mrežama. in Obrazovanje u vreme kovid krize: Gde smo i kuda dalje. 2021;:199-214.
https://hdl.handle.net/21.15107/rcub_reff_3440 .

Stančić, Milan, "Čemu ocenjivanje u doba krize: perspektiva nastavnika na društvenim mrežama" in Obrazovanje u vreme kovid krize: Gde smo i kuda dalje (2021):199-214,
https://hdl.handle.net/21.15107/rcub_reff_3440 .

TY  - JOUR
AU  - Stančić, Milan
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3321
AB  - This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students' learning, but they also formed part of the formal grading of the course assignment. Thus, the research aimed to explore the students' experiences with these activities in this specific learning situation - which benefits they perceived from these activities, what challenges they faced, and what supported their learning. The students completed the survey after participating in the activities, but before receiving their grades and peer feedback so as to capture their authentic experiences with the activities. A total of 103 students completed the survey. The data were analysed using descriptive statistics and thematic analysis. The results indicate that despite being stressful and uncomfortable for many, peer assessment was more beneficial for the students' learning than self-assessment. The students expressed concerns related to their competence to grade and responsibility for their peers' grades. However, by addressing students' needs for autonomy, competence and relatedness, these initial worries can be transformed into drivers for learning. It may be concluded that peer assessment can play a role in supporting students to self-assess.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Assessment & Evaluation in Higher Education
T1  - Peer assessment as a learning and self-assessment tool: a look inside the black box
EP  - 864
IS  - 6
SP  - 852
VL  - 46
DO  - 10.1080/02602938.2020.1828267
ER  - 

@article{
author = "Stančić, Milan",
year = "2021",
abstract = "This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students' learning, but they also formed part of the formal grading of the course assignment. Thus, the research aimed to explore the students' experiences with these activities in this specific learning situation - which benefits they perceived from these activities, what challenges they faced, and what supported their learning. The students completed the survey after participating in the activities, but before receiving their grades and peer feedback so as to capture their authentic experiences with the activities. A total of 103 students completed the survey. The data were analysed using descriptive statistics and thematic analysis. The results indicate that despite being stressful and uncomfortable for many, peer assessment was more beneficial for the students' learning than self-assessment. The students expressed concerns related to their competence to grade and responsibility for their peers' grades. However, by addressing students' needs for autonomy, competence and relatedness, these initial worries can be transformed into drivers for learning. It may be concluded that peer assessment can play a role in supporting students to self-assess.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Assessment & Evaluation in Higher Education",
title = "Peer assessment as a learning and self-assessment tool: a look inside the black box",
pages = "864-852",
number = "6",
volume = "46",
doi = "10.1080/02602938.2020.1828267"
}

Stančić, M.. (2021). Peer assessment as a learning and self-assessment tool: a look inside the black box. in Assessment & Evaluation in Higher Education
Routledge Journals, Taylor & Francis Ltd, Abingdon., 46(6), 852-864.
https://doi.org/10.1080/02602938.2020.1828267

Stančić M. Peer assessment as a learning and self-assessment tool: a look inside the black box. in Assessment & Evaluation in Higher Education. 2021;46(6):852-864.
doi:10.1080/02602938.2020.1828267 .

Stančić, Milan, "Peer assessment as a learning and self-assessment tool: a look inside the black box" in Assessment & Evaluation in Higher Education, 46, no. 6 (2021):852-864,
https://doi.org/10.1080/02602938.2020.1828267 . .

TY  - CONF
AU  - Stančić, Milan
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/3801
AB  - U tekstu se razmatra kako se vidi participacija učenika u odlučivanju o ocenjivanju u različitim paradigmama, odnosno tipičnim praksama ocenjivanja, da bi se potom odredili i opisali različiti nivoi participacije učenika u ovom domenu, uz oslanjanje na Hartovu lestvicu participacije. Pored neparticipativnih oblika učešća učenika, koji podrazumevaju različite oblike manipulacije ili prividnog učešća, formulisano je nekoliko oblika/nivoa participacije učenika u odlučivanju u ocenjivanju: od informisanja učenika o ocenjivanju, preko konsultovanja učenika u procesu planiranja ocenjivanja, do zajedničkog odlučivanja o ocenjivanju koje je inicirano od strane odraslog ili pak od strane samih učenika. Pregled zakonskih dokumenata kojima se reguliše ocenjivanje u školama otkriva nam da se, pored informisanja učenika, eksplicitno ne ohrabruje niti zabranjuje učešće učenika u odlučivanju o ocenjivanju, što se može posmatrati i kao konstruktivan prostor. Ipak, da bi participacija u odlučivanju o ocenjivanju zaista ostvarila svoje pune formativne i emancipatorske potencijale neophodna je sistematska podrška učenicima.
PB  - Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju
C3  - Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga – Participacija u obrazovanju: pedagoški (p)ogledi
T1  - Participacija učenika u odlučivanju o ocenjivanju: zašto i kako
EP  - 63
EP  - M63
SP  - 55
UR  - https://hdl.handle.net/21.15107/rcub_reff_3801
ER  - 

@conference{
author = "Stančić, Milan",
year = "2020",
abstract = "U tekstu se razmatra kako se vidi participacija učenika u odlučivanju o ocenjivanju u različitim paradigmama, odnosno tipičnim praksama ocenjivanja, da bi se potom odredili i opisali različiti nivoi participacije učenika u ovom domenu, uz oslanjanje na Hartovu lestvicu participacije. Pored neparticipativnih oblika učešća učenika, koji podrazumevaju različite oblike manipulacije ili prividnog učešća, formulisano je nekoliko oblika/nivoa participacije učenika u odlučivanju u ocenjivanju: od informisanja učenika o ocenjivanju, preko konsultovanja učenika u procesu planiranja ocenjivanja, do zajedničkog odlučivanja o ocenjivanju koje je inicirano od strane odraslog ili pak od strane samih učenika. Pregled zakonskih dokumenata kojima se reguliše ocenjivanje u školama otkriva nam da se, pored informisanja učenika, eksplicitno ne ohrabruje niti zabranjuje učešće učenika u odlučivanju o ocenjivanju, što se može posmatrati i kao konstruktivan prostor. Ipak, da bi participacija u odlučivanju o ocenjivanju zaista ostvarila svoje pune formativne i emancipatorske potencijale neophodna je sistematska podrška učenicima.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga – Participacija u obrazovanju: pedagoški (p)ogledi",
title = "Participacija učenika u odlučivanju o ocenjivanju: zašto i kako",
pages = "63-M63-55",
url = "https://hdl.handle.net/21.15107/rcub_reff_3801"
}

Stančić, M.. (2020). Participacija učenika u odlučivanju o ocenjivanju: zašto i kako. in Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga – Participacija u obrazovanju: pedagoški (p)ogledi
Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju., 55-63.
https://hdl.handle.net/21.15107/rcub_reff_3801

Stančić M. Participacija učenika u odlučivanju o ocenjivanju: zašto i kako. in Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga – Participacija u obrazovanju: pedagoški (p)ogledi. 2020;:55-63.
https://hdl.handle.net/21.15107/rcub_reff_3801 .

Stančić, Milan, "Participacija učenika u odlučivanju o ocenjivanju: zašto i kako" in Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga – Participacija u obrazovanju: pedagoški (p)ogledi (2020):55-63,
https://hdl.handle.net/21.15107/rcub_reff_3801 .

TY  - BOOK
AU  - Stančić, Milan
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/3874
AB  - Ideja za pisanje knjige nastala je, slično kao i za neke od mojih prethodnih radova, iz zapitanosti nad značenjem koncepata koje danas često koristimo kada govorimo o obrazovanju, posebno kada želimo da damo neku vrstu procene aktuelne obrazovne politike i prakse, odnosno kada želimo da kažemo nešto o tome kakve su njihove temeljne vrednosti ili odlike. Jedan od takvih koncepata, koji je okupirao moju pažnju tokom prethodnih godina, jeste kvalitet u obrazovanju, tačnije kvalitet u radu nastavnika. Naime, o kvalitetu se često govori i piše, pri čemu nikada nije do kraja jasno šta se pod tim podrazumeva, osim da je reč o nečemu dobrom, poželjnom, ka čemu treba težiti. Stoga mi je bilo intrigantno da istražujem i promišljam, odnosno da na različite načine tragam za značenjima koja stoje iza koncepata kao što je koncept kvalitet. Motivaciju za istraživanje i pisanje o pravednosti pronašao sam u istim takvim pitanjima: O pravednosti u obrazovanju se danas puno govori, a da li je uvek jasno značenje ovog koncepta? Da li se pravednost razume na različite načine? Naposletku, da li dijalozi o pravednosti u kontekstu obrazovanja i promišljanje o načinima da obrazovanje bude pravednije često bivaju zajedničke situacije bez zajedničkog značenja?
Ipak, primetićete da je razmatranje pravednosti u knjizi ograničeno na domen ocenjivanja. O razlozima za takvu odluku, koji su zasnovani na različitim pedagoškim (iako ne isključivo pedagoškim) gledištima o mestu i ulozi ocenjivanja u obrazovanju i društvu, saznaćete u uvodnom poglavlju knjige. Na ovom mestu ću reći nešto i o drugačijim, pa čak i ličnijim, razlozima za odluku da se fokusiram na pitanja pravednosti u ocenjivanju. Najpre, u radu u nastavi sa studentima pedagogije i studentima koji se obrazuju za buduće nastavnike na Filozofskom fakultetu u Beogradu uočio sam da su im problemi koji se tiču ocenjivanja, među kojima je i pravednost u ocenjivanju, posebno zanimljivi i inspirativni za diskusiju. Pedagoge i nastavnike, uključujući i buduće pedagoge i nastavnike, uglavnom nema potrebe ubeđivati u to da je važno biti pravedan u ocenjivanju. Međutim, razmatranja u vezi sa tim na koji način to činiti često otvore nova pitanja i dileme koje ukazuju na različita tumačenja (lica) same pravednosti: Da li se pravednost sastoji u jednakom tretmanu svih učenika ili je takav tretman zapravo izvor nepravednosti? Da li uvažavanjem razlika između učenika prilikom ocenjivanja činimo ocenjivanje pravednijim za pojedine učenike, a istovremeno nepravednim za neke druge učenike? Drugim rečima – da li različita lica pravednosti nose sa sobom i određene negativne implikacije (odnosno naličja), naročito ukoliko ih posmatramo iz perspektive drugačijih razumevanja pravednosti? Između ostalog, dileme se tiču i pitanja odnosa pravednosti u ocenjivanju, pravednosti u obrazovanju i društvene pravde: Može li nastavnik da ocenjuje pravedno ako se od njega u sistemu očekuje da ocenjuje sve učenike na isti način? Može li se uopšte biti pravedan u ocenjivanju ukoliko je čitav kontekst, obrazovni ali i širi društveni takav da ne podržava pravednost? Sva ova pitanja „mučila” su i mene, najpre kao pedagoga, a potom i kao univerzitetskog nastavnika koji je i sam u pozicji da mora da ocenjuje studente i koji ujedno pokušava da te iste studente, buduće pedagoge i nastavnike, uči (pravednosti u) ocenjivanju. 
Pomenuta pitanja su svakako kompleksna. Da bi se odgovorilo na njih, važno je najpre razumeti šta pravednost u ocenjivanju podrazumeva, odnosno kakva značenja se pripisuju ovom konceptu u različitim pedagoškim teorijama i paradigmama. Potom, značajno je razmotriti različite činioce unutar vaspitnoobrazovnog sistema, kao i uticaje iz šireg društvenog miljea, kako bismo mogli da razumemo prepreke koje stoje na putu ka ostvarivanju pravednosti u ocenjivanju. Iz tih razloga, smatrao sam da je važno da se analizira i prosvetna legislativa kojom se reguliše ocenjivanje u školama. Pored toga, od neizmernog značaja za mene bilo je i da se u ovoj knjizi „čuje glas” nastavnika o problemima koji se odnose na pravednost u ocenjivanju u praksi, što je nužno podrazumevalo prikupljanje istraživačkih podataka od nastavnika i njihovu analizu i tumačenje, te dovođenje u vezu sa teorijskim konceptima. Opisani koraci ujedno su predstavljali i put kojim sam sâm prošao, tragajući za vlasitim odgovorima na ova pitanja. Nadam se da će pojedine staze koje sam na tom putu „utabao” i perspektive koje sam nastojao da otvaram koristiti onima koji se takođe interesuju za probleme pravednosti u obrazovanju i u ocenjivanju i onima koje ti problemi neposredno „pogađaju”.
PB  - Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju
T1  - Lica i naličja pravednosti u ocenjivanju
UR  - https://hdl.handle.net/21.15107/rcub_reff_3874
ER  - 

@book{
author = "Stančić, Milan",
year = "2020",
abstract = "Ideja za pisanje knjige nastala je, slično kao i za neke od mojih prethodnih radova, iz zapitanosti nad značenjem koncepata koje danas često koristimo kada govorimo o obrazovanju, posebno kada želimo da damo neku vrstu procene aktuelne obrazovne politike i prakse, odnosno kada želimo da kažemo nešto o tome kakve su njihove temeljne vrednosti ili odlike. Jedan od takvih koncepata, koji je okupirao moju pažnju tokom prethodnih godina, jeste kvalitet u obrazovanju, tačnije kvalitet u radu nastavnika. Naime, o kvalitetu se često govori i piše, pri čemu nikada nije do kraja jasno šta se pod tim podrazumeva, osim da je reč o nečemu dobrom, poželjnom, ka čemu treba težiti. Stoga mi je bilo intrigantno da istražujem i promišljam, odnosno da na različite načine tragam za značenjima koja stoje iza koncepata kao što je koncept kvalitet. Motivaciju za istraživanje i pisanje o pravednosti pronašao sam u istim takvim pitanjima: O pravednosti u obrazovanju se danas puno govori, a da li je uvek jasno značenje ovog koncepta? Da li se pravednost razume na različite načine? Naposletku, da li dijalozi o pravednosti u kontekstu obrazovanja i promišljanje o načinima da obrazovanje bude pravednije često bivaju zajedničke situacije bez zajedničkog značenja?
Ipak, primetićete da je razmatranje pravednosti u knjizi ograničeno na domen ocenjivanja. O razlozima za takvu odluku, koji su zasnovani na različitim pedagoškim (iako ne isključivo pedagoškim) gledištima o mestu i ulozi ocenjivanja u obrazovanju i društvu, saznaćete u uvodnom poglavlju knjige. Na ovom mestu ću reći nešto i o drugačijim, pa čak i ličnijim, razlozima za odluku da se fokusiram na pitanja pravednosti u ocenjivanju. Najpre, u radu u nastavi sa studentima pedagogije i studentima koji se obrazuju za buduće nastavnike na Filozofskom fakultetu u Beogradu uočio sam da su im problemi koji se tiču ocenjivanja, među kojima je i pravednost u ocenjivanju, posebno zanimljivi i inspirativni za diskusiju. Pedagoge i nastavnike, uključujući i buduće pedagoge i nastavnike, uglavnom nema potrebe ubeđivati u to da je važno biti pravedan u ocenjivanju. Međutim, razmatranja u vezi sa tim na koji način to činiti često otvore nova pitanja i dileme koje ukazuju na različita tumačenja (lica) same pravednosti: Da li se pravednost sastoji u jednakom tretmanu svih učenika ili je takav tretman zapravo izvor nepravednosti? Da li uvažavanjem razlika između učenika prilikom ocenjivanja činimo ocenjivanje pravednijim za pojedine učenike, a istovremeno nepravednim za neke druge učenike? Drugim rečima – da li različita lica pravednosti nose sa sobom i određene negativne implikacije (odnosno naličja), naročito ukoliko ih posmatramo iz perspektive drugačijih razumevanja pravednosti? Između ostalog, dileme se tiču i pitanja odnosa pravednosti u ocenjivanju, pravednosti u obrazovanju i društvene pravde: Može li nastavnik da ocenjuje pravedno ako se od njega u sistemu očekuje da ocenjuje sve učenike na isti način? Može li se uopšte biti pravedan u ocenjivanju ukoliko je čitav kontekst, obrazovni ali i širi društveni takav da ne podržava pravednost? Sva ova pitanja „mučila” su i mene, najpre kao pedagoga, a potom i kao univerzitetskog nastavnika koji je i sam u pozicji da mora da ocenjuje studente i koji ujedno pokušava da te iste studente, buduće pedagoge i nastavnike, uči (pravednosti u) ocenjivanju. 
Pomenuta pitanja su svakako kompleksna. Da bi se odgovorilo na njih, važno je najpre razumeti šta pravednost u ocenjivanju podrazumeva, odnosno kakva značenja se pripisuju ovom konceptu u različitim pedagoškim teorijama i paradigmama. Potom, značajno je razmotriti različite činioce unutar vaspitnoobrazovnog sistema, kao i uticaje iz šireg društvenog miljea, kako bismo mogli da razumemo prepreke koje stoje na putu ka ostvarivanju pravednosti u ocenjivanju. Iz tih razloga, smatrao sam da je važno da se analizira i prosvetna legislativa kojom se reguliše ocenjivanje u školama. Pored toga, od neizmernog značaja za mene bilo je i da se u ovoj knjizi „čuje glas” nastavnika o problemima koji se odnose na pravednost u ocenjivanju u praksi, što je nužno podrazumevalo prikupljanje istraživačkih podataka od nastavnika i njihovu analizu i tumačenje, te dovođenje u vezu sa teorijskim konceptima. Opisani koraci ujedno su predstavljali i put kojim sam sâm prošao, tragajući za vlasitim odgovorima na ova pitanja. Nadam se da će pojedine staze koje sam na tom putu „utabao” i perspektive koje sam nastojao da otvaram koristiti onima koji se takođe interesuju za probleme pravednosti u obrazovanju i u ocenjivanju i onima koje ti problemi neposredno „pogađaju”.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju",
title = "Lica i naličja pravednosti u ocenjivanju",
url = "https://hdl.handle.net/21.15107/rcub_reff_3874"
}

Stančić, M.. (2020). Lica i naličja pravednosti u ocenjivanju. 
Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju..
https://hdl.handle.net/21.15107/rcub_reff_3874

Stančić M. Lica i naličja pravednosti u ocenjivanju. 2020;.
https://hdl.handle.net/21.15107/rcub_reff_3874 .

Stančić, Milan, "Lica i naličja pravednosti u ocenjivanju" (2020),
https://hdl.handle.net/21.15107/rcub_reff_3874 .

TY  - CHAP
AU  - Milin, Vladeta
AU  - Stančić, Milan
AU  - Radulović, Lidija R.
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/3574
AB  - Article presents an analysis of the didactic aspects of the professional development pro-
gram created for university teachers from faculties in healthcare field. The program was
created and implemented in 2018 as an integral part of the Erasmus+ project ReFEEHS. In
this article we provide an evaluative review from the perspective of its creators and imple-
menters, whereas classroom-level factors developed within the Dynamic model of educa-
tional effectivenes were used as a framework for the analysis. The aims of this analysis was
to identify characteristics of the program for university teachers according to this model,
to offer insights that could be used for development of similar educational programs, and
to understand the scope and limitations of this approach to program evaluations. Results
of our analisis showed that various qualities and didactical aspects of our program could
be identified using Dynamic model, that numerous activities we conducted are in line
with this model’s recommendations while certain aspects of program could be improved,
and that this approach to evaluation has strong points, but also some important limita-
tions. Finally, implications of our findings are presented regarding teacher professional
development and its importance for improvement the quality of education.
PB  - Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia
PB  - Institute for pedagogy and andragogy Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium
T2  - Quality of education: global development goals and local strategies
T1  - Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies
EP  - 133
SP  - 117
UR  - https://hdl.handle.net/21.15107/rcub_reff_3574
ER  - 

@inbook{
author = "Milin, Vladeta and Stančić, Milan and Radulović, Lidija R.",
year = "2019",
abstract = "Article presents an analysis of the didactic aspects of the professional development pro-
gram created for university teachers from faculties in healthcare field. The program was
created and implemented in 2018 as an integral part of the Erasmus+ project ReFEEHS. In
this article we provide an evaluative review from the perspective of its creators and imple-
menters, whereas classroom-level factors developed within the Dynamic model of educa-
tional effectivenes were used as a framework for the analysis. The aims of this analysis was
to identify characteristics of the program for university teachers according to this model,
to offer insights that could be used for development of similar educational programs, and
to understand the scope and limitations of this approach to program evaluations. Results
of our analisis showed that various qualities and didactical aspects of our program could
be identified using Dynamic model, that numerous activities we conducted are in line
with this model’s recommendations while certain aspects of program could be improved,
and that this approach to evaluation has strong points, but also some important limita-
tions. Finally, implications of our findings are presented regarding teacher professional
development and its importance for improvement the quality of education.",
publisher = "Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia, Institute for pedagogy and andragogy Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium",
journal = "Quality of education: global development goals and local strategies",
booktitle = "Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies",
pages = "133-117",
url = "https://hdl.handle.net/21.15107/rcub_reff_3574"
}

Milin, V., Stančić, M.,& Radulović, L. R.. (2019). Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies. in Quality of education: global development goals and local strategies
Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia., 117-133.
https://hdl.handle.net/21.15107/rcub_reff_3574

Milin V, Stančić M, Radulović LR. Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies. in Quality of education: global development goals and local strategies. 2019;:117-133.
https://hdl.handle.net/21.15107/rcub_reff_3574 .

Milin, Vladeta, Stančić, Milan, Radulović, Lidija R., "Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies" in Quality of education: global development goals and local strategies (2019):117-133,
https://hdl.handle.net/21.15107/rcub_reff_3574 .

TY  - JOUR
AU  - Radulović, Lidija R.
AU  - Stančić, Milan
AU  - Bulatović, Marija M.
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2733
AB  - Rad predstavlja istraživanje rezultata obrazovnog programa namenjenog podsticanju razvoja učeničke samoregulacije u učenju. Program je koncipiran kao učenje učenika da koriste Blumovu taksonomiju u učenju, uz demistifikaciju procesa ocenjivanja, nove uloge i aktivnosti učenika i promenu međusobnih odnosa u nastavi, a realizovan je u jednom odeljenju srednje stručne škole. Cilj istraživanja bio je da se sagleda doprinos programa učeničkim strategijama učenja i postignuću učenika. Podaci o učeničkim strategijama učenja dobijeni su korišćenjem MSLQ upitnika (eng. Motivated Strategies for Learning Questionnaire), dok je kao mera postignuća učenika korišćen rezultat na testovima znanja. U analizi je korišćena deskriptivna statistika, t-test i korelaciona analiza. Rezultati pokazuju da je program doprineo, kako učeničkim strategijama učenja, tako i postignućima. Nije utvrđena statistički značajna povezanost između korišćenja svih pojedinačnih strategija učenja i postignuća, što se iz perspektive sociokonstruktivističkih razumevanja nastave/učenja može tumačiti umreženim odnosom strategija, postignuća i konteksta u kojem se učenje dešava, te neadekvatnošću istraživanja njihovog uticaja kao pojedinačnih varijabli. Pedagoška implikacija sprovedenog istraživanja je da za promenu kvaliteta obrazovanja u nastavi nije dovoljna promena pojedinačnih segmenata učenja/nastave, već je važna promena celovitog konteksta.
AB  - This article presents research on the results of one educational programme aimed at fostering self-regulation in learning among students. The programme is designed as enabling students to use Bloom's taxonomy in their learning, which is accompanied by demystifying the assessment process, students' new roles and activities, and changes in interpersonal relations in the teaching process. The programme was implemented in one student group in a vocational school from Belgrade. The research aimed to examine the programme's contributions to students' learning strategies and their achievement. Data on students' learning strategies were gathered using the MSLQ questionnaire, while the results of knowledge tests were used as a measure of students' achievement. For data analysis, we used descriptive statistics, t-test and Pearson correlation coefficient. The results show that the programme has contributed both to students' learning strategies and achievement. However, the statistically significant relationship between students' use of different learning strategies and their achievement has not been found. From socioconstructivistic viewpoints on teaching and learning, this could be interpreted by a complex interrelation between learning strategies, achievement and the context in which learning is occurring. Thus, it is inadequate to research them as separate variables. The pedagogical implication of the research is that for a change in the quality of education it is not sufficient to change individual segments of teaching/learning, but it is important to change the complete context.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi
T1  - Strategije učenja i postignuće učenika - iskustvo jednog obrazovnog programa
T1  - Learning strategies and student achievement: Experience from implementation of an educational programme
EP  - 15
IS  - 1
SP  - 1
VL  - 32
DO  - 10.5937/inovacije1901001R
ER  - 

@article{
author = "Radulović, Lidija R. and Stančić, Milan and Bulatović, Marija M.",
year = "2019",
abstract = "Rad predstavlja istraživanje rezultata obrazovnog programa namenjenog podsticanju razvoja učeničke samoregulacije u učenju. Program je koncipiran kao učenje učenika da koriste Blumovu taksonomiju u učenju, uz demistifikaciju procesa ocenjivanja, nove uloge i aktivnosti učenika i promenu međusobnih odnosa u nastavi, a realizovan je u jednom odeljenju srednje stručne škole. Cilj istraživanja bio je da se sagleda doprinos programa učeničkim strategijama učenja i postignuću učenika. Podaci o učeničkim strategijama učenja dobijeni su korišćenjem MSLQ upitnika (eng. Motivated Strategies for Learning Questionnaire), dok je kao mera postignuća učenika korišćen rezultat na testovima znanja. U analizi je korišćena deskriptivna statistika, t-test i korelaciona analiza. Rezultati pokazuju da je program doprineo, kako učeničkim strategijama učenja, tako i postignućima. Nije utvrđena statistički značajna povezanost između korišćenja svih pojedinačnih strategija učenja i postignuća, što se iz perspektive sociokonstruktivističkih razumevanja nastave/učenja može tumačiti umreženim odnosom strategija, postignuća i konteksta u kojem se učenje dešava, te neadekvatnošću istraživanja njihovog uticaja kao pojedinačnih varijabli. Pedagoška implikacija sprovedenog istraživanja je da za promenu kvaliteta obrazovanja u nastavi nije dovoljna promena pojedinačnih segmenata učenja/nastave, već je važna promena celovitog konteksta., This article presents research on the results of one educational programme aimed at fostering self-regulation in learning among students. The programme is designed as enabling students to use Bloom's taxonomy in their learning, which is accompanied by demystifying the assessment process, students' new roles and activities, and changes in interpersonal relations in the teaching process. The programme was implemented in one student group in a vocational school from Belgrade. The research aimed to examine the programme's contributions to students' learning strategies and their achievement. Data on students' learning strategies were gathered using the MSLQ questionnaire, while the results of knowledge tests were used as a measure of students' achievement. For data analysis, we used descriptive statistics, t-test and Pearson correlation coefficient. The results show that the programme has contributed both to students' learning strategies and achievement. However, the statistically significant relationship between students' use of different learning strategies and their achievement has not been found. From socioconstructivistic viewpoints on teaching and learning, this could be interpreted by a complex interrelation between learning strategies, achievement and the context in which learning is occurring. Thus, it is inadequate to research them as separate variables. The pedagogical implication of the research is that for a change in the quality of education it is not sufficient to change individual segments of teaching/learning, but it is important to change the complete context.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi",
title = "Strategije učenja i postignuće učenika - iskustvo jednog obrazovnog programa, Learning strategies and student achievement: Experience from implementation of an educational programme",
pages = "15-1",
number = "1",
volume = "32",
doi = "10.5937/inovacije1901001R"
}

Radulović, L. R., Stančić, M.,& Bulatović, M. M.. (2019). Strategije učenja i postignuće učenika - iskustvo jednog obrazovnog programa. in Inovacije u nastavi
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 32(1), 1-15.
https://doi.org/10.5937/inovacije1901001R

Radulović LR, Stančić M, Bulatović MM. Strategije učenja i postignuće učenika - iskustvo jednog obrazovnog programa. in Inovacije u nastavi. 2019;32(1):1-15.
doi:10.5937/inovacije1901001R .

Radulović, Lidija R., Stančić, Milan, Bulatović, Marija M., "Strategije učenja i postignuće učenika - iskustvo jednog obrazovnog programa" in Inovacije u nastavi, 32, no. 1 (2019):1-15,
https://doi.org/10.5937/inovacije1901001R . .

TY  - JOUR
AU  - Simić, Nataša
AU  - Vranješević, Jelena
AU  - Stančić, Milan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2734
AB  - S obzirom na nisku zastupljenost studenata romske nacionalnosti u oblasti višeg/visokog obrazovanja i na Mali broj studija koje su istraživale lične i društvene resurse mladih odraslih Roma, naš cilj je bio da ispitamo psihološki i društveni kapital Roma koji pohađaju institucije višeg/visokog obrazovanja i da utvrdimo da li postoje razlike u odnosu na studente koji nisu romske nacionalnosti. Upitnik je ispunilo ukupno 89 studenata romske nacionalnosti i 105 studenata koji nisu romske nacionalnosti. Utvrđene su značajne razlike između ove dve grupe u pogledu svih komponenti psihološkog kapitala, sa izuzetkom samoefikasnosti. Finansijski i obrazovni status porodica studenata romske nacionalnosti znatno je nepovoljniji nego kod studenata koji nisu romske nacionalnosti. Oni dobijaju podršku za sticanje višeg/visokog obrazovanja od manjeg broja osoba, ali su građanski angažovaniji i uživaju veću podršku predstavnika nevladinih organizacija. Možemo da zaključimo da su uprkos nepovoljnom kapitalu porodične strukture studenti romske nacionalnosti razvili visok nivo psihološkog kapitala. Praktične implikacije su dodatno razmotrene u radu.
AB  - Given that Roma students are underrepresented in higher education, and that few studies investigated personal and social resources of young Roma adults, our aim was to explore the psychological and social capital of Roma attending college and determine if there are differences compared to non-Roma students. In total, 89 Roma and 105 non-Roma college students filled in the questionnaire. Significant differences between the two groups were obtained for all components of psychological capital, except for self-efficacy. Roma students' family financial and educational status was significantly more unfavorable than that of the non-Roma students. They received support from fewer persons to pursue higher education but have been more civically engaged and received more support from NGO representatives. We can conclude that, despite unfavorable family structure capital, Roma college students have developed a high level of psychological capital. Practical implications are furthered elaborated.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha
T1  - Roma in higher education: Psychological and social capital as factors of academic success
EP  - 148
IS  - 2
SP  - 127
DO  - 10.5937/AndStud1902127S
ER  - 

@article{
author = "Simić, Nataša and Vranješević, Jelena and Stančić, Milan",
year = "2019",
abstract = "S obzirom na nisku zastupljenost studenata romske nacionalnosti u oblasti višeg/visokog obrazovanja i na Mali broj studija koje su istraživale lične i društvene resurse mladih odraslih Roma, naš cilj je bio da ispitamo psihološki i društveni kapital Roma koji pohađaju institucije višeg/visokog obrazovanja i da utvrdimo da li postoje razlike u odnosu na studente koji nisu romske nacionalnosti. Upitnik je ispunilo ukupno 89 studenata romske nacionalnosti i 105 studenata koji nisu romske nacionalnosti. Utvrđene su značajne razlike između ove dve grupe u pogledu svih komponenti psihološkog kapitala, sa izuzetkom samoefikasnosti. Finansijski i obrazovni status porodica studenata romske nacionalnosti znatno je nepovoljniji nego kod studenata koji nisu romske nacionalnosti. Oni dobijaju podršku za sticanje višeg/visokog obrazovanja od manjeg broja osoba, ali su građanski angažovaniji i uživaju veću podršku predstavnika nevladinih organizacija. Možemo da zaključimo da su uprkos nepovoljnom kapitalu porodične strukture studenti romske nacionalnosti razvili visok nivo psihološkog kapitala. Praktične implikacije su dodatno razmotrene u radu., Given that Roma students are underrepresented in higher education, and that few studies investigated personal and social resources of young Roma adults, our aim was to explore the psychological and social capital of Roma attending college and determine if there are differences compared to non-Roma students. In total, 89 Roma and 105 non-Roma college students filled in the questionnaire. Significant differences between the two groups were obtained for all components of psychological capital, except for self-efficacy. Roma students' family financial and educational status was significantly more unfavorable than that of the non-Roma students. They received support from fewer persons to pursue higher education but have been more civically engaged and received more support from NGO representatives. We can conclude that, despite unfavorable family structure capital, Roma college students have developed a high level of psychological capital. Practical implications are furthered elaborated.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha, Roma in higher education: Psychological and social capital as factors of academic success",
pages = "148-127",
number = "2",
doi = "10.5937/AndStud1902127S"
}

Simić, N., Vranješević, J.,& Stančić, M.. (2019). Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(2), 127-148.
https://doi.org/10.5937/AndStud1902127S

Simić N, Vranješević J, Stančić M. Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha. in Andragoške studije. 2019;(2):127-148.
doi:10.5937/AndStud1902127S .

Simić, Nataša, Vranješević, Jelena, Stančić, Milan, "Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha" in Andragoške studije, no. 2 (2019):127-148,
https://doi.org/10.5937/AndStud1902127S . .

TY  - JOUR
AU  - Veinović, Zorica P.
AU  - Jaranović, Jelena S.
AU  - Stančić, Milan
AU  - Jovanović, Olja
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2477
AB  - U okviru TIMSS studije analiza usklađenosti zadataka i nastavnih programa zemalja učesnica predstavlja jedan od postupaka kojim se obezbeđuje uporedivost rezultata. Budući da kriterijumi za utvrđivanje ove usklađenosti nisu eksplicirani, otvara se pitanje da li različite zemlje na isti način pristupaju ovom procesu, te da li njegovi rezultati zaista omogućavaju upoređivanje postignuća učenika između zemalja i sagledavanje uspešnosti učenika u odnosu na nastavne programe. Stoga je cilj rada definisanje kriterijuma koji bi omogućili pouzdanu klasifikaciju TIMSS zadataka iz oblasti prirodnih nauka na programske i vanprogramske. Na osnovu analize aktuelnih programa i obrazovnih standarda nastave prirode i društva u prvom ciklusu osnovnog obrazovanja, definisali smo dva kriterijuma za klasifikaciju zadataka: obuhvaćenost sadržaja zadatka programskim sadržajima i/ili obrazovnim standardima i usklađenost sadržaja zadatka sa principom zavičajnosti. Valjanost i pouzdanost korišćenja ovih kriterijuma ispitali smo kroz klasifikovanje objavljenih zadataka iz TIMSS 2011 studije. Saglasnost između procena autora rada i spoljnjeg eksperta na uzorku zadataka bila je zadovoljavajuća. U radu su problematizovane mogućnosti definisanja opštevažećih kriterijuma kojima bi se rukovodile sve zemlje učesnice u studiji, te mogućnost da TIMSS studija bude osetljivija na nacionalne specifičnosti u pogledu nastavnih programa.
AB  - Analysis of compatibility of tasks and syllabi of the participating countries represents one of the procedures, which provide comparison of results within the TIMSS study. Due to the fact that criteria for determination of this compatibility are not explicit, there is a question posed regarding the procedures, whether all the different countries approach this process in the same way and whether their results surely enable comparison of aspects of students between the countries and observing achievements of students in comparison to syllabi. This is why the aim of this paper is defining criteria that would enable accurate classification of TIMSS tasks from the field of natural sciences concerning the syllabi issues and those, which do not belong to syllabi. Based on the analysis of the current syllabi and educational standards of teaching natural and social sciences in the first cycle of primary education, we defined two kinds of criteria for tasks classification: incorporating the contents of the tasks into the syllabi contents and/or educational standards and compatibility of the contents of the tasks with the principle of homeland. Validity and quality of using these criteria were examined by classification of the published tasks from the TIMSS 2011 study. Compatibility between estimations of the authors of the paper and external expert concerning the sample of tasks was satisfactory. In the paper, we gave possibilities of defining general criteria that all the countries participants in the study would follow, and possibilities of the TIMSS study to be more prone to national particularities concerning the syllabi.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi
T1  - Kriterijumi za procenu usklađenosti TIMSS zadataka iz oblasti prirodnih nauka sa programima i obrazovnim standardima za nastavu prirode i društva
T1  - Criteria for estimation of the compatibility of TIMSS natural sciences tasks with the syllabi and educational standards for teaching natural and social sciences
EP  - 89
IS  - 1
SP  - 75
VL  - 31
DO  - 10.5937/inovacije1801075V
ER  - 

@article{
author = "Veinović, Zorica P. and Jaranović, Jelena S. and Stančić, Milan and Jovanović, Olja",
year = "2018",
abstract = "U okviru TIMSS studije analiza usklađenosti zadataka i nastavnih programa zemalja učesnica predstavlja jedan od postupaka kojim se obezbeđuje uporedivost rezultata. Budući da kriterijumi za utvrđivanje ove usklađenosti nisu eksplicirani, otvara se pitanje da li različite zemlje na isti način pristupaju ovom procesu, te da li njegovi rezultati zaista omogućavaju upoređivanje postignuća učenika između zemalja i sagledavanje uspešnosti učenika u odnosu na nastavne programe. Stoga je cilj rada definisanje kriterijuma koji bi omogućili pouzdanu klasifikaciju TIMSS zadataka iz oblasti prirodnih nauka na programske i vanprogramske. Na osnovu analize aktuelnih programa i obrazovnih standarda nastave prirode i društva u prvom ciklusu osnovnog obrazovanja, definisali smo dva kriterijuma za klasifikaciju zadataka: obuhvaćenost sadržaja zadatka programskim sadržajima i/ili obrazovnim standardima i usklađenost sadržaja zadatka sa principom zavičajnosti. Valjanost i pouzdanost korišćenja ovih kriterijuma ispitali smo kroz klasifikovanje objavljenih zadataka iz TIMSS 2011 studije. Saglasnost između procena autora rada i spoljnjeg eksperta na uzorku zadataka bila je zadovoljavajuća. U radu su problematizovane mogućnosti definisanja opštevažećih kriterijuma kojima bi se rukovodile sve zemlje učesnice u studiji, te mogućnost da TIMSS studija bude osetljivija na nacionalne specifičnosti u pogledu nastavnih programa., Analysis of compatibility of tasks and syllabi of the participating countries represents one of the procedures, which provide comparison of results within the TIMSS study. Due to the fact that criteria for determination of this compatibility are not explicit, there is a question posed regarding the procedures, whether all the different countries approach this process in the same way and whether their results surely enable comparison of aspects of students between the countries and observing achievements of students in comparison to syllabi. This is why the aim of this paper is defining criteria that would enable accurate classification of TIMSS tasks from the field of natural sciences concerning the syllabi issues and those, which do not belong to syllabi. Based on the analysis of the current syllabi and educational standards of teaching natural and social sciences in the first cycle of primary education, we defined two kinds of criteria for tasks classification: incorporating the contents of the tasks into the syllabi contents and/or educational standards and compatibility of the contents of the tasks with the principle of homeland. Validity and quality of using these criteria were examined by classification of the published tasks from the TIMSS 2011 study. Compatibility between estimations of the authors of the paper and external expert concerning the sample of tasks was satisfactory. In the paper, we gave possibilities of defining general criteria that all the countries participants in the study would follow, and possibilities of the TIMSS study to be more prone to national particularities concerning the syllabi.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi",
title = "Kriterijumi za procenu usklađenosti TIMSS zadataka iz oblasti prirodnih nauka sa programima i obrazovnim standardima za nastavu prirode i društva, Criteria for estimation of the compatibility of TIMSS natural sciences tasks with the syllabi and educational standards for teaching natural and social sciences",
pages = "89-75",
number = "1",
volume = "31",
doi = "10.5937/inovacije1801075V"
}

Veinović, Z. P., Jaranović, J. S., Stančić, M.,& Jovanović, O.. (2018). Kriterijumi za procenu usklađenosti TIMSS zadataka iz oblasti prirodnih nauka sa programima i obrazovnim standardima za nastavu prirode i društva. in Inovacije u nastavi
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 31(1), 75-89.
https://doi.org/10.5937/inovacije1801075V

Veinović ZP, Jaranović JS, Stančić M, Jovanović O. Kriterijumi za procenu usklađenosti TIMSS zadataka iz oblasti prirodnih nauka sa programima i obrazovnim standardima za nastavu prirode i društva. in Inovacije u nastavi. 2018;31(1):75-89.
doi:10.5937/inovacije1801075V .

Veinović, Zorica P., Jaranović, Jelena S., Stančić, Milan, Jovanović, Olja, "Kriterijumi za procenu usklađenosti TIMSS zadataka iz oblasti prirodnih nauka sa programima i obrazovnim standardima za nastavu prirode i društva" in Inovacije u nastavi, 31, no. 1 (2018):75-89,
https://doi.org/10.5937/inovacije1801075V . .

TY  - CHAP
AU  - Radulović, Lidija R.
AU  - Stančić, Milan
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/3441
AB  - Inspired by the fact that teacher education is often seen as the cause of low quality of
teaching, but also as a potential solution to this problem, in the paper we look for recommendations on how to educate teachers in Serbia. Starting from an analysis of research
data on teacher education, professional development and teaching in Serbia, as well as
from contemporary theoretical understandings of teaching, we derived implications for
teacher education on two levels – systemic and curricular. As important system measures to be taken we point out: finishing establishment of the initial teacher education
system; providing support to the programs of teacher education and induction; changing
system of teachers’ professional development and taking special care for the status of
teacher profession on the state level. The suggestions for the curriculum development
and methodical aspects of teacher education are: focusing the curriculum on the teacher competence, basing teaching on dialogue, reflection, interdisciplinary approach and
teamwork of teacers and providing context where students feel safe.
PB  - Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia
PB  - Institut für Erziehungswissenschaft Justus-Liebig-Universität Gießen, Germany
T2  - Strategies to Improve Quality of Education
T1  - How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?
EP  - 172
SP  - 157
UR  - https://hdl.handle.net/21.15107/rcub_reff_3441
ER  - 

@inbook{
author = "Radulović, Lidija R. and Stančić, Milan",
year = "2018",
abstract = "Inspired by the fact that teacher education is often seen as the cause of low quality of
teaching, but also as a potential solution to this problem, in the paper we look for recommendations on how to educate teachers in Serbia. Starting from an analysis of research
data on teacher education, professional development and teaching in Serbia, as well as
from contemporary theoretical understandings of teaching, we derived implications for
teacher education on two levels – systemic and curricular. As important system measures to be taken we point out: finishing establishment of the initial teacher education
system; providing support to the programs of teacher education and induction; changing
system of teachers’ professional development and taking special care for the status of
teacher profession on the state level. The suggestions for the curriculum development
and methodical aspects of teacher education are: focusing the curriculum on the teacher competence, basing teaching on dialogue, reflection, interdisciplinary approach and
teamwork of teacers and providing context where students feel safe.",
publisher = "Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia, Institut für Erziehungswissenschaft Justus-Liebig-Universität Gießen, Germany",
journal = "Strategies to Improve Quality of Education",
booktitle = "How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?",
pages = "172-157",
url = "https://hdl.handle.net/21.15107/rcub_reff_3441"
}

Radulović, L. R.,& Stančić, M.. (2018). How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?. in Strategies to Improve Quality of Education
Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia., 157-172.
https://hdl.handle.net/21.15107/rcub_reff_3441

Radulović LR, Stančić M. How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?. in Strategies to Improve Quality of Education. 2018;:157-172.
https://hdl.handle.net/21.15107/rcub_reff_3441 .

Radulović, Lidija R., Stančić, Milan, "How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?" in Strategies to Improve Quality of Education (2018):157-172,
https://hdl.handle.net/21.15107/rcub_reff_3441 .

TY  - JOUR
AU  - Simić, Nataša
AU  - Purić, Danka
AU  - Stančić, Milan
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2591
AB  - Prethodna istraživanja koja su koristila Upitnik orijentacije ka podučavanju (eng. Orientation for Teaching Survey - OTS), a u kojima je procenjivana motivacija za nastavničku profesiju, dala su nekonzistentne rezultate u vezi sa faktorskom strukturom OTS-a. Kako su ova istraživanja bila fokusirana na studente nastavničkih fakulteta, osobe sa skromnim iskustvom u nastavi, naš glavi cilj bio je da procenimo psihometrijska svojstva i faktorsku validnost OTS-a na nastavnicima. Dodatni cilj bio je da se uporede motivacije nastavnika i nastavnica, kao i nastavnika koji rade u osnovnim i onih koji rade u srednjim školama. OTS je zadat uzorku od 384 nastavnika iz Srbije. Nakon što je konfirmatorna faktorska analiza pokazala da šestofaktorski model koji su predložili autori OTS-a ne odgovara dobro podacima, sprovedena je eksplorativna faktorska analiza i prihvaćeno je dvofaktorsko rešenje (ekstrinzički-intrinzički model). Žene i nastavnici srednjih škola postizali su više skorove na intrinzičkoj motivaciji. Rezultati ukazuju na potrebu za dodatnim istraživanjima razlika u motivaciji između studenata nastavničkih fakulteta i nastavnika, kao i promena u motivaciji nastavnika s vremenom.
AB  - Previous studies that used the Orientation for Teaching Survey (OTS), assessing motivation for the teaching profession, yielded inconsistent results regarding the OTS's factorial structure. Since these studies focused on pre-service teachers with limited teaching experience, our main goal was to assess the psychometric properties and factorial validity of the OTS on in-service teachers. An additional goal was to compare the motivation of male and female teachers, and teachers working in primary and secondary schools. The OTS was administered to 384 teachers in Serbia. After confirmatory factor analysis demonstrated that the six-factor model proposed by the authors of the OTS did not fit the data well, an exploratory factor analysis was conducted, and a two-factor solution was accepted (Extrinsic-Intrinsic model). Women and primary school teachers scored higher on Intrinsic motivation. Results point to the need for further exploration of differences in the motivation of pre- and in-service teachers and changes in teacher motivation over time.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Motivacija za nastavničku profesiju - procena psihometrijskih svojstava i faktorske validnosti Upitnika orijentacije ka podučavanju na uzorku nastavnika
T1  - Motivation for the teaching profession: Assessing psychometric properties and factorial validity of the Orientation for Teaching Survey on in-service teachers
EP  - 331
IS  - 3
SP  - 309
VL  - 51
DO  - 10.2298/PSI170327012S
ER  - 

@article{
author = "Simić, Nataša and Purić, Danka and Stančić, Milan",
year = "2018",
abstract = "Prethodna istraživanja koja su koristila Upitnik orijentacije ka podučavanju (eng. Orientation for Teaching Survey - OTS), a u kojima je procenjivana motivacija za nastavničku profesiju, dala su nekonzistentne rezultate u vezi sa faktorskom strukturom OTS-a. Kako su ova istraživanja bila fokusirana na studente nastavničkih fakulteta, osobe sa skromnim iskustvom u nastavi, naš glavi cilj bio je da procenimo psihometrijska svojstva i faktorsku validnost OTS-a na nastavnicima. Dodatni cilj bio je da se uporede motivacije nastavnika i nastavnica, kao i nastavnika koji rade u osnovnim i onih koji rade u srednjim školama. OTS je zadat uzorku od 384 nastavnika iz Srbije. Nakon što je konfirmatorna faktorska analiza pokazala da šestofaktorski model koji su predložili autori OTS-a ne odgovara dobro podacima, sprovedena je eksplorativna faktorska analiza i prihvaćeno je dvofaktorsko rešenje (ekstrinzički-intrinzički model). Žene i nastavnici srednjih škola postizali su više skorove na intrinzičkoj motivaciji. Rezultati ukazuju na potrebu za dodatnim istraživanjima razlika u motivaciji između studenata nastavničkih fakulteta i nastavnika, kao i promena u motivaciji nastavnika s vremenom., Previous studies that used the Orientation for Teaching Survey (OTS), assessing motivation for the teaching profession, yielded inconsistent results regarding the OTS's factorial structure. Since these studies focused on pre-service teachers with limited teaching experience, our main goal was to assess the psychometric properties and factorial validity of the OTS on in-service teachers. An additional goal was to compare the motivation of male and female teachers, and teachers working in primary and secondary schools. The OTS was administered to 384 teachers in Serbia. After confirmatory factor analysis demonstrated that the six-factor model proposed by the authors of the OTS did not fit the data well, an exploratory factor analysis was conducted, and a two-factor solution was accepted (Extrinsic-Intrinsic model). Women and primary school teachers scored higher on Intrinsic motivation. Results point to the need for further exploration of differences in the motivation of pre- and in-service teachers and changes in teacher motivation over time.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Motivacija za nastavničku profesiju - procena psihometrijskih svojstava i faktorske validnosti Upitnika orijentacije ka podučavanju na uzorku nastavnika, Motivation for the teaching profession: Assessing psychometric properties and factorial validity of the Orientation for Teaching Survey on in-service teachers",
pages = "331-309",
number = "3",
volume = "51",
doi = "10.2298/PSI170327012S"
}

Simić, N., Purić, D.,& Stančić, M.. (2018). Motivacija za nastavničku profesiju - procena psihometrijskih svojstava i faktorske validnosti Upitnika orijentacije ka podučavanju na uzorku nastavnika. in Psihologija
Društvo psihologa Srbije, Beograd., 51(3), 309-331.
https://doi.org/10.2298/PSI170327012S

Simić N, Purić D, Stančić M. Motivacija za nastavničku profesiju - procena psihometrijskih svojstava i faktorske validnosti Upitnika orijentacije ka podučavanju na uzorku nastavnika. in Psihologija. 2018;51(3):309-331.
doi:10.2298/PSI170327012S .

Simić, Nataša, Purić, Danka, Stančić, Milan, "Motivacija za nastavničku profesiju - procena psihometrijskih svojstava i faktorske validnosti Upitnika orijentacije ka podučavanju na uzorku nastavnika" in Psihologija, 51, no. 3 (2018):309-331,
https://doi.org/10.2298/PSI170327012S . .

TY  - JOUR
AU  - Radulović, Lidija R.
AU  - Stančić, Milan
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2440
AB  - Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the predominant approach to education for critical thinking through the implementation of special programs and methods, and (2) an attempt to establish different approaches to education for critical thinking. The overview and analysis of understanding education for developing critical thinking as the implementation of special programs reveal that it is perceived as a decontextualised activity, reduced to practicing individual intellectual skills. Foundations for a different approach, which could be characterised as the ‘education for critical competencies’, are found in ideas of critical pedagogy and open curriculum theory. This approach differs from the predominant approach in terms of how the nature and purpose of critical thinking and education for critical thinking are understood. In the approach of education for critical competencies, it is not sufficient to introduce special programs and methods for the development of critical thinking to the existing educational system. This approach emphasises the need to question and reconstruct the status, role, and power of pupils and teachers in the teaching process, but also in the process of curriculum development.
PB  - University of Ljubljana
T2  - Center for Educational Policy Studies Journal
T1  - Kaj je potrebno za razvoj kritičnega mišljenja v šoli?
T1  - What is needed to develop critical thinking in schools?
EP  - 25
EP  - 
IS  - 3
SP  - 9
VL  - 7
UR  - https://hdl.handle.net/21.15107/rcub_reff_2440
ER  - 

@article{
author = "Radulović, Lidija R. and Stančić, Milan",
year = "2017",
abstract = "Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the predominant approach to education for critical thinking through the implementation of special programs and methods, and (2) an attempt to establish different approaches to education for critical thinking. The overview and analysis of understanding education for developing critical thinking as the implementation of special programs reveal that it is perceived as a decontextualised activity, reduced to practicing individual intellectual skills. Foundations for a different approach, which could be characterised as the ‘education for critical competencies’, are found in ideas of critical pedagogy and open curriculum theory. This approach differs from the predominant approach in terms of how the nature and purpose of critical thinking and education for critical thinking are understood. In the approach of education for critical competencies, it is not sufficient to introduce special programs and methods for the development of critical thinking to the existing educational system. This approach emphasises the need to question and reconstruct the status, role, and power of pupils and teachers in the teaching process, but also in the process of curriculum development.",
publisher = "University of Ljubljana",
journal = "Center for Educational Policy Studies Journal",
title = "Kaj je potrebno za razvoj kritičnega mišljenja v šoli?, What is needed to develop critical thinking in schools?",
pages = "25--9",
number = "3",
volume = "7",
url = "https://hdl.handle.net/21.15107/rcub_reff_2440"
}

Radulović, L. R.,& Stančić, M.. (2017). Kaj je potrebno za razvoj kritičnega mišljenja v šoli?. in Center for Educational Policy Studies Journal
University of Ljubljana., 7(3), 9-25.
https://hdl.handle.net/21.15107/rcub_reff_2440

Radulović LR, Stančić M. Kaj je potrebno za razvoj kritičnega mišljenja v šoli?. in Center for Educational Policy Studies Journal. 2017;7(3):9-25.
https://hdl.handle.net/21.15107/rcub_reff_2440 .

Radulović, Lidija R., Stančić, Milan, "Kaj je potrebno za razvoj kritičnega mišljenja v šoli?" in Center for Educational Policy Studies Journal, 7, no. 3 (2017):9-25,
https://hdl.handle.net/21.15107/rcub_reff_2440 .

TY  - JOUR
AU  - Stančić, Milan
AU  - Bulatović, Marija
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2346
AB  - Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing collaborative activities and relations in the classroom. The programme was realised in a secondary school class, and research goals were to explore the contribution of the programme to the change in students' approach to learning - regarding the learning motivation and strategies - and to obtain an insight into students' perspective of the benefits of the programme. The changes in learning strategies and students' motivation were investigated using the MSLQ before and after programme attendance. The data on the programme benefits were obtained via focus groups with students and analysed by the thematic content analysis. It has been established that the students achieved a significant improvement when it comes to the mastering of the learning strategies that refer to self-regulation, critical thinking, peer learning and help seeking. In addition, the students pointed out as benefits a different method of work and pleasant atmosphere, the feeling of autonomy in classes, as well as the development of a different understanding of the nature of knowledge, the learning process and instruction. The results indicate that the use of Bloom's taxonomy as the tool for co-regulated learning and self-evaluation of students can contribute to the change in students' learning approaches. This finding is relevant for further considering of the possibility for this method to grow from a special programme into everyday teaching practice.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - How to develop students' approaches to learning: experiences from a programme based on co-regulated learning
EP  - 190
IS  - 2
SP  - 170
VL  - 49
DO  - 10.2298/ZIPI1702170S
ER  - 

@article{
author = "Stančić, Milan and Bulatović, Marija",
year = "2017",
abstract = "Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing collaborative activities and relations in the classroom. The programme was realised in a secondary school class, and research goals were to explore the contribution of the programme to the change in students' approach to learning - regarding the learning motivation and strategies - and to obtain an insight into students' perspective of the benefits of the programme. The changes in learning strategies and students' motivation were investigated using the MSLQ before and after programme attendance. The data on the programme benefits were obtained via focus groups with students and analysed by the thematic content analysis. It has been established that the students achieved a significant improvement when it comes to the mastering of the learning strategies that refer to self-regulation, critical thinking, peer learning and help seeking. In addition, the students pointed out as benefits a different method of work and pleasant atmosphere, the feeling of autonomy in classes, as well as the development of a different understanding of the nature of knowledge, the learning process and instruction. The results indicate that the use of Bloom's taxonomy as the tool for co-regulated learning and self-evaluation of students can contribute to the change in students' learning approaches. This finding is relevant for further considering of the possibility for this method to grow from a special programme into everyday teaching practice.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "How to develop students' approaches to learning: experiences from a programme based on co-regulated learning",
pages = "190-170",
number = "2",
volume = "49",
doi = "10.2298/ZIPI1702170S"
}

Stančić, M.,& Bulatović, M.. (2017). How to develop students' approaches to learning: experiences from a programme based on co-regulated learning. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 49(2), 170-190.
https://doi.org/10.2298/ZIPI1702170S

Stančić M, Bulatović M. How to develop students' approaches to learning: experiences from a programme based on co-regulated learning. in Zbornik Instituta za pedagoška istraživanja. 2017;49(2):170-190.
doi:10.2298/ZIPI1702170S .

Stančić, Milan, Bulatović, Marija, "How to develop students' approaches to learning: experiences from a programme based on co-regulated learning" in Zbornik Instituta za pedagoška istraživanja, 49, no. 2 (2017):170-190,
https://doi.org/10.2298/ZIPI1702170S . .

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  - THES
AU  - Stančić, Milan
PY  - 2015
UR  - http://nardus.mpn.gov.rs/handle/123456789/9182
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=5594
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=525416855
UR  - http://reff.f.bg.ac.rs/handle/123456789/52
AB  - Mnoge zemlje su danas u potrazi za načinima da unaprede svoj sistem obrazovanja, a u tim nastojanjima se sve veća očekivanja postavljaju pred nastavnike. Savremeni momenat politike i prakse regulisanja pitanja kvaliteta (rada) nastavnika odlikuju nastojanja da se standardizuju liste kompetencija nastavnika i da se obezbede načini da se rad nastavnika stavi pod kontrolu. U takvom pristupu kontrole kvaliteta postoji opasnost da se kvalitet rada nastavnika ograniči na uniformne kategorije o kojima sami nastavnici nemaju prilike da odlučuju, a osnovna svrha evaluacije na osiguravanje poslušnosti nastavnika prema spoljašnje postavljenim zahtevima. Ovo ukazuje na potrebu traganja za drugačijim pristupom kvalitetu rada nastavnika. U savremenim pedagoškim pristupima postmoderne orijentacije se sve više nailazi na ideje da je kvalitet lični konstrukt nastavnika, a da evaluacija nema smisla ukoliko nije u funkciji razvijanja prakse. U tom kontekstu, ključno polazište u ovom radu predstavlja uviđanje potrebe da se ekspliciraju značenja kvaliteta rada nastavnika kroz obezbeđivanje prilika da se o ovom problemu diskutuje i da se značenja preispituju. U tome se perspektiva samih nastavnika o pitanjima koja su važna za kvalitet rada...
AB  - Many countries today are seeking for ways to improve their education system and in these endeavors expectations from teachers are growing. The current state of policy and practice in regulating the issue of the quality of teachers’ work is characterized by efforts to standardize teacher competencies and to put measures in place to ensure teachers’ work is controlled. In utilizing such a quality control approach there is a risk to narrow down quality of teachers’ work to uniform categories, about which teachers themselves do not have the opportunity to decide, and to limit the purpose of evaluation to simply ensuring teachers comply with these requirements. This indicates the need to search for a different approach to quality of teachers’ work. Contemporary pedagogical approaches of postmodern orientation raise the idea of quality as a personal construct of teachers and point out that evaluation is meaningless, if its purpose is not in developing practice. Having this in mind, the key starting point in this work is the recognition of the need to the meanings of teachers’ work quality by providing the opportunities to discuss about this issue and to question those meanings. In this process, the perspective of teachers themselves is seen as a core source of information, but also as a way to acknowledge teachers as professionals...
PB  - Univerzitet u Beogradu, Filozofski fakultet
T1  - Načini evaluacije i građenje značenja kvaliteta rada nastavnika
T1  - Evaluation and meaning making of teachers' work quality
UR  - https://hdl.handle.net/21.15107/rcub_nardus_9182
ER  - 

@phdthesis{
author = "Stančić, Milan",
year = "2015",
abstract = "Mnoge zemlje su danas u potrazi za načinima da unaprede svoj sistem obrazovanja, a u tim nastojanjima se sve veća očekivanja postavljaju pred nastavnike. Savremeni momenat politike i prakse regulisanja pitanja kvaliteta (rada) nastavnika odlikuju nastojanja da se standardizuju liste kompetencija nastavnika i da se obezbede načini da se rad nastavnika stavi pod kontrolu. U takvom pristupu kontrole kvaliteta postoji opasnost da se kvalitet rada nastavnika ograniči na uniformne kategorije o kojima sami nastavnici nemaju prilike da odlučuju, a osnovna svrha evaluacije na osiguravanje poslušnosti nastavnika prema spoljašnje postavljenim zahtevima. Ovo ukazuje na potrebu traganja za drugačijim pristupom kvalitetu rada nastavnika. U savremenim pedagoškim pristupima postmoderne orijentacije se sve više nailazi na ideje da je kvalitet lični konstrukt nastavnika, a da evaluacija nema smisla ukoliko nije u funkciji razvijanja prakse. U tom kontekstu, ključno polazište u ovom radu predstavlja uviđanje potrebe da se ekspliciraju značenja kvaliteta rada nastavnika kroz obezbeđivanje prilika da se o ovom problemu diskutuje i da se značenja preispituju. U tome se perspektiva samih nastavnika o pitanjima koja su važna za kvalitet rada..., Many countries today are seeking for ways to improve their education system and in these endeavors expectations from teachers are growing. The current state of policy and practice in regulating the issue of the quality of teachers’ work is characterized by efforts to standardize teacher competencies and to put measures in place to ensure teachers’ work is controlled. In utilizing such a quality control approach there is a risk to narrow down quality of teachers’ work to uniform categories, about which teachers themselves do not have the opportunity to decide, and to limit the purpose of evaluation to simply ensuring teachers comply with these requirements. This indicates the need to search for a different approach to quality of teachers’ work. Contemporary pedagogical approaches of postmodern orientation raise the idea of quality as a personal construct of teachers and point out that evaluation is meaningless, if its purpose is not in developing practice. Having this in mind, the key starting point in this work is the recognition of the need to the meanings of teachers’ work quality by providing the opportunities to discuss about this issue and to question those meanings. In this process, the perspective of teachers themselves is seen as a core source of information, but also as a way to acknowledge teachers as professionals...",
publisher = "Univerzitet u Beogradu, Filozofski fakultet",
title = "Načini evaluacije i građenje značenja kvaliteta rada nastavnika, Evaluation and meaning making of teachers' work quality",
url = "https://hdl.handle.net/21.15107/rcub_nardus_9182"
}

Stančić, M.. (2015). Načini evaluacije i građenje značenja kvaliteta rada nastavnika. 
Univerzitet u Beogradu, Filozofski fakultet..
https://hdl.handle.net/21.15107/rcub_nardus_9182

Stančić M. Načini evaluacije i građenje značenja kvaliteta rada nastavnika. 2015;.
https://hdl.handle.net/21.15107/rcub_nardus_9182 .

Stančić, Milan, "Načini evaluacije i građenje značenja kvaliteta rada nastavnika" (2015),
https://hdl.handle.net/21.15107/rcub_nardus_9182 .

TY  - CHAP
AU  - Stančić, Milan
AU  - Mitrović, Milica
AU  - Radulović, Lidija R.
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/3579
AB  - This paper deals with the changes in the way of conceptualizing method in the
context of teaching and learning and their meaning for the study of quality in education. We have used two sources of information: didactic terminology relevant for understanding the methods and the way of conceptualizing the method. Overview and analysis of the relation of method with the related didactic terms (teaching approach, strategy, technique and organizational forms) have shown that the process of conceptualizing method is still open. The paper discusses four ways of conceptualizing the method: teaching method, teaching/learning methods, post-method and
methods taken as the expression of the mutual understanding of the participants in teaching/learning process. Both sources of information suggest that: (1) the current didactic moment can be considered as a period of re-defining comprehension of methods and position to the methods; (2) didactic literature includes modern, post-modern and critical concept of methods; (3) there are no uniform responses on what is quality of teaching/learning in respect to the methods; and (4) different tendencies in considering methods are linked to the different criteria for understanding the quality of teaching/learning. We have reached the conclusion that there
are two opposed tendencies in conceptualizing the methods: (1) glorification of
  “quality” method(s) and (2) abandonment of the method concept in the in the favour of teachers’ search for a “good” relation to the methods in teaching/learning context.
PB  - Faculty of Philosophy, University of Belgrade, Serbia Institute for Pedagogy and Andragogy
PB  - Faculty of Adult Education and HRD, University of Pécs, Hungary
T2  - Contemporary issues of education quality
T1  - From glorifying method toward post-method stance: Searching for quality of teaching/learning
EP  - 55
SP  - 41
UR  - https://hdl.handle.net/21.15107/rcub_reff_3579
ER  - 

@inbook{
author = "Stančić, Milan and Mitrović, Milica and Radulović, Lidija R.",
year = "2013",
abstract = "This paper deals with the changes in the way of conceptualizing method in the
context of teaching and learning and their meaning for the study of quality in education. We have used two sources of information: didactic terminology relevant for understanding the methods and the way of conceptualizing the method. Overview and analysis of the relation of method with the related didactic terms (teaching approach, strategy, technique and organizational forms) have shown that the process of conceptualizing method is still open. The paper discusses four ways of conceptualizing the method: teaching method, teaching/learning methods, post-method and
methods taken as the expression of the mutual understanding of the participants in teaching/learning process. Both sources of information suggest that: (1) the current didactic moment can be considered as a period of re-defining comprehension of methods and position to the methods; (2) didactic literature includes modern, post-modern and critical concept of methods; (3) there are no uniform responses on what is quality of teaching/learning in respect to the methods; and (4) different tendencies in considering methods are linked to the different criteria for understanding the quality of teaching/learning. We have reached the conclusion that there
are two opposed tendencies in conceptualizing the methods: (1) glorification of
  “quality” method(s) and (2) abandonment of the method concept in the in the favour of teachers’ search for a “good” relation to the methods in teaching/learning context.",
publisher = "Faculty of Philosophy, University of Belgrade, Serbia Institute for Pedagogy and Andragogy, Faculty of Adult Education and HRD, University of Pécs, Hungary",
journal = "Contemporary issues of education quality",
booktitle = "From glorifying method toward post-method stance: Searching for quality of teaching/learning",
pages = "55-41",
url = "https://hdl.handle.net/21.15107/rcub_reff_3579"
}

Stančić, M., Mitrović, M.,& Radulović, L. R.. (2013). From glorifying method toward post-method stance: Searching for quality of teaching/learning. in Contemporary issues of education quality
Faculty of Philosophy, University of Belgrade, Serbia Institute for Pedagogy and Andragogy., 41-55.
https://hdl.handle.net/21.15107/rcub_reff_3579

Stančić M, Mitrović M, Radulović LR. From glorifying method toward post-method stance: Searching for quality of teaching/learning. in Contemporary issues of education quality. 2013;:41-55.
https://hdl.handle.net/21.15107/rcub_reff_3579 .

Stančić, Milan, Mitrović, Milica, Radulović, Lidija R., "From glorifying method toward post-method stance: Searching for quality of teaching/learning" in Contemporary issues of education quality (2013):41-55,
https://hdl.handle.net/21.15107/rcub_reff_3579 .

TY  - JOUR
AU  - Stančić, Milan
AU  - Jovanović, Olja
AU  - Simić, Nataša
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1669
AB  - Rad se bavi perspektivama o nastavi i učenju studenata - budućih nastavnika. Nastojalo se utvrditi u kojoj meri se perspektive ispitanika o nastavi razlikuju na nivou uverenja, namera i akcija, kao i da li broj pohađanih psihološko-pedagoških predmeta utiče na preferenciju određenih perspektiva o nastavi. Uzorak je činilo 162 studenta 3. i 4. godine Filozofskog fakulteta u Beogradu koji tokom inicijalnog obrazovanja pohađaju psihološko-pedagoške predmete. Rezultati pokazuju da 31,5% ispitanika nema definisanu nijednu dominantnu perspektivu o nastavi, jednu dominantnu perspektivu ima 64,2% ispitanika, a dve 4,3%. Od ispitanika koji imaju dominantne perspektive o nastavi, najučestalija je perspektiva o nastavi kao uvođenju u praksu, dok je najmanje prisutna perspektiva o nastavi kao društvenoj reformi. Pokazalo se i da broj pedagoško-psiholoških predmeta koje su studenti pohađali utiče na zastupljenost perspektiva o nastavi kao transmisiji i nastavi kao društvenoj reformi. Rezultati ukazuju na potrebu da se perspektive budućih nastavnika o nastavi kontinuirano istražuju i prate, u čemu Inventar perspektiva o nastavi (Teaching Perspectives Inventory - TPI) može imati značajnu ulogu.
AB  - The paper deals with perspectives on teaching and learning of students - future teachers. There was an attempt to determine the extent to which perspectives on teaching differ at the level of beliefs, intentions, actions, as well as how psychological-pedagogical courses affect the preferences towards certain teaching perspectives. The sample consisted of 162 students in the third and forth year of their studies at the Faculty of Philosophy in Belgrade who attended psychology and pedagogy courses. The results show that 31.5% of respondents do not have a defined single dominant perspective on teaching, one dominant perspective have 64.2% of respondents, and two 4.3%. Of those who have a dominant perspective on teaching, the most common is teaching as an introduction to practice, while the least present perspective is teaching as a social reform. The results have shown that the number of pedagogy and psychology courses that students attend influence the representation of perspectives on teaching as a transmission and teaching as a social reform. The results indicate that the perspectives of future teachers about teaching should be continuously explored and tracked, and the Teaching Perspectives Inventory (TPI) can play an important role.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Perspektive o nastavi budućih nastavnika - u šta veruju, čemu bi težili i šta bi radili u nastavi
T1  - The perspectives on education for future teachers: What they believe in, what do they aspire for and what they would like to work on in teaching
EP  - 146
IS  - 1
SP  - 131
UR  - https://hdl.handle.net/21.15107/rcub_reff_1669
ER  - 

@article{
author = "Stančić, Milan and Jovanović, Olja and Simić, Nataša",
year = "2013",
abstract = "Rad se bavi perspektivama o nastavi i učenju studenata - budućih nastavnika. Nastojalo se utvrditi u kojoj meri se perspektive ispitanika o nastavi razlikuju na nivou uverenja, namera i akcija, kao i da li broj pohađanih psihološko-pedagoških predmeta utiče na preferenciju određenih perspektiva o nastavi. Uzorak je činilo 162 studenta 3. i 4. godine Filozofskog fakulteta u Beogradu koji tokom inicijalnog obrazovanja pohađaju psihološko-pedagoške predmete. Rezultati pokazuju da 31,5% ispitanika nema definisanu nijednu dominantnu perspektivu o nastavi, jednu dominantnu perspektivu ima 64,2% ispitanika, a dve 4,3%. Od ispitanika koji imaju dominantne perspektive o nastavi, najučestalija je perspektiva o nastavi kao uvođenju u praksu, dok je najmanje prisutna perspektiva o nastavi kao društvenoj reformi. Pokazalo se i da broj pedagoško-psiholoških predmeta koje su studenti pohađali utiče na zastupljenost perspektiva o nastavi kao transmisiji i nastavi kao društvenoj reformi. Rezultati ukazuju na potrebu da se perspektive budućih nastavnika o nastavi kontinuirano istražuju i prate, u čemu Inventar perspektiva o nastavi (Teaching Perspectives Inventory - TPI) može imati značajnu ulogu., The paper deals with perspectives on teaching and learning of students - future teachers. There was an attempt to determine the extent to which perspectives on teaching differ at the level of beliefs, intentions, actions, as well as how psychological-pedagogical courses affect the preferences towards certain teaching perspectives. The sample consisted of 162 students in the third and forth year of their studies at the Faculty of Philosophy in Belgrade who attended psychology and pedagogy courses. The results show that 31.5% of respondents do not have a defined single dominant perspective on teaching, one dominant perspective have 64.2% of respondents, and two 4.3%. Of those who have a dominant perspective on teaching, the most common is teaching as an introduction to practice, while the least present perspective is teaching as a social reform. The results have shown that the number of pedagogy and psychology courses that students attend influence the representation of perspectives on teaching as a transmission and teaching as a social reform. The results indicate that the perspectives of future teachers about teaching should be continuously explored and tracked, and the Teaching Perspectives Inventory (TPI) can play an important role.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Perspektive o nastavi budućih nastavnika - u šta veruju, čemu bi težili i šta bi radili u nastavi, The perspectives on education for future teachers: What they believe in, what do they aspire for and what they would like to work on in teaching",
pages = "146-131",
number = "1",
url = "https://hdl.handle.net/21.15107/rcub_reff_1669"
}

Stančić, M., Jovanović, O.,& Simić, N.. (2013). Perspektive o nastavi budućih nastavnika - u šta veruju, čemu bi težili i šta bi radili u nastavi. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(1), 131-146.
https://hdl.handle.net/21.15107/rcub_reff_1669

Stančić M, Jovanović O, Simić N. Perspektive o nastavi budućih nastavnika - u šta veruju, čemu bi težili i šta bi radili u nastavi. in Andragoške studije. 2013;(1):131-146.
https://hdl.handle.net/21.15107/rcub_reff_1669 .

Stančić, Milan, Jovanović, Olja, Simić, Nataša, "Perspektive o nastavi budućih nastavnika - u šta veruju, čemu bi težili i šta bi radili u nastavi" in Andragoške studije, no. 1 (2013):131-146,
https://hdl.handle.net/21.15107/rcub_reff_1669 .

TY  - JOUR
AU  - Stančić, Milan
AU  - Stanisavljević-Petrović, Zorica
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1615
AB  - Kako bi ideja inkluzije zaista zaživela u vrtićima, uz sve blagodeti koje nosi, neophodno je osigurati brojne uslove. Cilj istraživanja bio je da se ispita mišljenje vaspitača o svrsi i načinu ostvarivanja inkluzivnog vaspitanja i obrazovanja, odnosno gledište vaspitača o dobitima od inkluzije, faktorima koji utiču na uspešnost uključivanja dece sa posebnim potrebama u redovne grupe vrtića, kao i promenama potrebnim kako bi inkluzivno vaspitanje i obrazovanje bilo uspešno. Istraživanjem je obuhvaćeno 135 vaspitača iz Niša, koji su davali svoje odgovore u sklopu upitnika konstruisanog za svrhe ovog rada. Za obradu podataka korišćeni su postupci deskriptivne statistike i Hi-kvadrat test. Rezultati istraživanja ukazuju da većina vaspitača, uprkos i dalje značajnom broju onih koji se protive inkluziji i ne žele da se angažuju u njenom ostvarivanju, prepoznaje koristi od inkluzije i ističe brojne činioce kao važne za ostvarivanje inkluzivnog vaspitanja i obrazovanja, te i smatra da je potrebno dosta promeniti kako bi se inkluzija ostvarila. Može se zaključiti da je neophodno brižljivo planiranje procesa inkluzije, pre svega u smislu osiguravanja organizacionih uslova i dodatne obuke vaspitača, ali i obezbeđivanja mehanizama pomoći i podrške vaspitačima pri izradi indvidualnih obrazovnih planova i pri neposrednom radu sa decom sa posebnim potrebama.
AB  - It is necessary to fulfill numerous conditions so that the idea of inclusion, with all its benefits, would be implemented in nursery schools. The aim of this research was to examine nursery school teaches' attitude on the purpose and ways of implementing inclusive education, i.e. their attitude on the benefits of inclusion, determining factors for successful inclusion of children with special needs into regular nursery school groups, as well as the changes necessary for successful inclusive education. The research included 135 nursery school teachers from Nis, who completed a questionnaire designed for the purpose of this study. Descriptive statistics and Chi-square test were used for data analysis. The results indicate that despite many who do not wish to be engaged in inclusive education, most nursery school teachers see the benefits of inclusion and point out numerous factors as important in implementing inclusive education, and thus believe that many changes need to be done for that purpose. It can be concluded that it is necessary to conduct a detailed plan of the inclusion process, first of all in fulfilling organizational conditions and additional training of teaching staff, and also in providing support mechanisms for teachers in developing individual education plans and working with children with special needs.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Mišljenje vaspitača o koristima od inkluzije i načinima njenog ostvarivanja
T1  - Nursery school teachers' attitude on the implementation and benefits of inclusion
EP  - 369
IS  - 3
SP  - 353
VL  - 12
DO  - 10.5937/specedreh12-2719
ER  - 

@article{
author = "Stančić, Milan and Stanisavljević-Petrović, Zorica",
year = "2013",
abstract = "Kako bi ideja inkluzije zaista zaživela u vrtićima, uz sve blagodeti koje nosi, neophodno je osigurati brojne uslove. Cilj istraživanja bio je da se ispita mišljenje vaspitača o svrsi i načinu ostvarivanja inkluzivnog vaspitanja i obrazovanja, odnosno gledište vaspitača o dobitima od inkluzije, faktorima koji utiču na uspešnost uključivanja dece sa posebnim potrebama u redovne grupe vrtića, kao i promenama potrebnim kako bi inkluzivno vaspitanje i obrazovanje bilo uspešno. Istraživanjem je obuhvaćeno 135 vaspitača iz Niša, koji su davali svoje odgovore u sklopu upitnika konstruisanog za svrhe ovog rada. Za obradu podataka korišćeni su postupci deskriptivne statistike i Hi-kvadrat test. Rezultati istraživanja ukazuju da većina vaspitača, uprkos i dalje značajnom broju onih koji se protive inkluziji i ne žele da se angažuju u njenom ostvarivanju, prepoznaje koristi od inkluzije i ističe brojne činioce kao važne za ostvarivanje inkluzivnog vaspitanja i obrazovanja, te i smatra da je potrebno dosta promeniti kako bi se inkluzija ostvarila. Može se zaključiti da je neophodno brižljivo planiranje procesa inkluzije, pre svega u smislu osiguravanja organizacionih uslova i dodatne obuke vaspitača, ali i obezbeđivanja mehanizama pomoći i podrške vaspitačima pri izradi indvidualnih obrazovnih planova i pri neposrednom radu sa decom sa posebnim potrebama., It is necessary to fulfill numerous conditions so that the idea of inclusion, with all its benefits, would be implemented in nursery schools. The aim of this research was to examine nursery school teaches' attitude on the purpose and ways of implementing inclusive education, i.e. their attitude on the benefits of inclusion, determining factors for successful inclusion of children with special needs into regular nursery school groups, as well as the changes necessary for successful inclusive education. The research included 135 nursery school teachers from Nis, who completed a questionnaire designed for the purpose of this study. Descriptive statistics and Chi-square test were used for data analysis. The results indicate that despite many who do not wish to be engaged in inclusive education, most nursery school teachers see the benefits of inclusion and point out numerous factors as important in implementing inclusive education, and thus believe that many changes need to be done for that purpose. It can be concluded that it is necessary to conduct a detailed plan of the inclusion process, first of all in fulfilling organizational conditions and additional training of teaching staff, and also in providing support mechanisms for teachers in developing individual education plans and working with children with special needs.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Mišljenje vaspitača o koristima od inkluzije i načinima njenog ostvarivanja, Nursery school teachers' attitude on the implementation and benefits of inclusion",
pages = "369-353",
number = "3",
volume = "12",
doi = "10.5937/specedreh12-2719"
}

Stančić, M.,& Stanisavljević-Petrović, Z.. (2013). Mišljenje vaspitača o koristima od inkluzije i načinima njenog ostvarivanja. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 12(3), 353-369.
https://doi.org/10.5937/specedreh12-2719

Stančić M, Stanisavljević-Petrović Z. Mišljenje vaspitača o koristima od inkluzije i načinima njenog ostvarivanja. in Specijalna edukacija i rehabilitacija. 2013;12(3):353-369.
doi:10.5937/specedreh12-2719 .

Stančić, Milan, Stanisavljević-Petrović, Zorica, "Mišljenje vaspitača o koristima od inkluzije i načinima njenog ostvarivanja" in Specijalna edukacija i rehabilitacija, 12, no. 3 (2013):353-369,
https://doi.org/10.5937/specedreh12-2719 . .