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Odustajanje od školovanja - analiza studija slučaja iz ugla ekološkog pristupa

Leaving school: Analysis of a case study from the angle of the ecological approach

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2015
1919.pdf (130.1Kb)
Authors
Stepanović Ilić, Ivana
Videnović, Marina
Lazarević, Ljiljana
Article (Published version)
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Abstract
Osipanje učenika ima dalekosežne posledice za pojedinca i društvo. Ovim problemom bavimo se kroz analizu studija slučaja 12 dece (osnovna i srednja škola) koja su napustila školu ili su pod rizikom da to učine, iz ugla Bronfenbrenerove teorije. To je adekvatan referentni okvir za razumevanje uzroka osipanja jer razmatra razne nivoe razvoja i njihove veze. Sa decom su vođeni polustrukturisani intervjui, kao i sa četiri roditelja. Ostali podaci prikupljeni su intervjuima ili fokus grupama sa direktorima, stručnom službom, nastavnicima, članovima saveta roditelja, i učenicima. Kvalitativna analiza pokazuje narušenu strukturu i funkcionisanje već na nivou mikrosistema (porodica, škola, vršnjaci) koji se mogu povezati sa osipanjem. Veze mikrosistema su sporadične i neadekvatne (mezosistem) što dodatno doprinosi osipanju. Viši nivoi okruženja (egzosistem i makrosistem), u kojima deca ne participiraju, ali zavise od njihovog uticaja posredno doprinose problemu osipanja. Mnoga deca su se suoči...la sa nenormativnim životnim događajima (hronosistem: razvod ili smrt roditelja, maloletnička trudnoća, preseljenje) koji su se odrazili na odluku o napuštanju škole. Ovaj rad vidimo kao inicijalni korak koji će ocrtati probleme i ukazati na buduće pravce istraživanja koja bi na osnovu Bronfenbrenerovog pristupa sistemski ispitala razne nivoe okruženja i stvorila bazu za donošenje ekološki validnih mera za suzbijanje osipanja.

Leaving school has far reaching consequences both for the individual and the society. We tackled this problem by using Bronfenbrenner's ecological systems theory to analyse case studies of 12 children (elementary and secondary schools) who quit schooling or are under risk to do so. It is an adequate frame of reference for understanding the causes of school-leaving since it considers different levels of development and their relations. The children and four parents took part in semi-structured interviews. Other data were gathered by interviewing the focus groups of school principals, school pedagogues and psychologists, teachers, Parent Councils, and pupils. The qualitative analysis shows a disturbed structure and functioning even at the level of microsystem (family, school, peers) which may be linked with school-leaving. The relations between microsystems are sporadic and inadequate (mesosystem) which additionally stimulates school-leaving. Higher levels of environment (exo and macro s...ystems) in which children do not participate, yet depend upon their indirect influence, stimulate school leaving, too. Many children were faced with nonnormative life events (chrono-system: divorce or death of parent/s, underage pregnancy, family moving). We view this research as the initial step which will identify the problems and lead to future directions of research which would, based on Bronfenbrenner's approach, systematically examine different levels of environment and form the basis for creating ecologically valid measures for prevention of school-leaving.

Keywords:
studije slučaja / odustajanje od školovanja / ekološki pristup / ecological approach / dropout / case studies
Source:
Nastava i vaspitanje, 2015, 64, 3, 453-468
Publisher:
  • Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Funding / projects:
  • Identification, measurement and development of the cognitive and emotional competences important for a Europe-oriented society (RS-179018)

DOI: 10.5937/nasvas1503453S

ISSN: 0547-3330

[ Google Scholar ]
URI
http://reff.f.bg.ac.rs/handle/123456789/1922
Collections
  • Radovi istraživača / Researcher's publications - Institut za psihologiju
  • Radovi istraživača / Researcher's publications - Odeljenje za psihologiju
Institution/Community
Psihologija / Psychology
TY  - JOUR
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Lazarević, Ljiljana
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1922
AB  - Osipanje učenika ima dalekosežne posledice za pojedinca i društvo. Ovim problemom bavimo se kroz analizu studija slučaja 12 dece (osnovna i srednja škola) koja su napustila školu ili su pod rizikom da to učine, iz ugla Bronfenbrenerove teorije. To je adekvatan referentni okvir za razumevanje uzroka osipanja jer razmatra razne nivoe razvoja i njihove veze. Sa decom su vođeni polustrukturisani intervjui, kao i sa četiri roditelja. Ostali podaci prikupljeni su intervjuima ili fokus grupama sa direktorima, stručnom službom, nastavnicima, članovima saveta roditelja, i učenicima. Kvalitativna analiza pokazuje narušenu strukturu i funkcionisanje već na nivou mikrosistema (porodica, škola, vršnjaci) koji se mogu povezati sa osipanjem. Veze mikrosistema su sporadične i neadekvatne (mezosistem) što dodatno doprinosi osipanju. Viši nivoi okruženja (egzosistem i makrosistem), u kojima deca ne participiraju, ali zavise od njihovog uticaja posredno doprinose problemu osipanja. Mnoga deca su se suočila sa nenormativnim životnim događajima (hronosistem: razvod ili smrt roditelja, maloletnička trudnoća, preseljenje) koji su se odrazili na odluku o napuštanju škole. Ovaj rad vidimo kao inicijalni korak koji će ocrtati probleme i ukazati na buduće pravce istraživanja koja bi na osnovu Bronfenbrenerovog pristupa sistemski ispitala razne nivoe okruženja i stvorila bazu za donošenje ekološki validnih mera za suzbijanje osipanja.
AB  - Leaving school has far reaching consequences both for the individual and the society. We tackled this problem by using Bronfenbrenner's ecological systems theory to analyse case studies of 12 children (elementary and secondary schools) who quit schooling or are under risk to do so. It is an adequate frame of reference for understanding the causes of school-leaving since it considers different levels of development and their relations. The children and four parents took part in semi-structured interviews. Other data were gathered by interviewing the focus groups of school principals, school pedagogues and psychologists, teachers, Parent Councils, and pupils. The qualitative analysis shows a disturbed structure and functioning even at the level of microsystem (family, school, peers) which may be linked with school-leaving. The relations between microsystems are sporadic and inadequate (mesosystem) which additionally stimulates school-leaving. Higher levels of environment (exo and macro systems) in which children do not participate, yet depend upon their indirect influence, stimulate school leaving, too. Many children were faced with nonnormative life events (chrono-system: divorce or death of parent/s, underage pregnancy, family moving). We view this research as the initial step which will identify the problems and lead to future directions of research which would, based on Bronfenbrenner's approach, systematically examine different levels of environment and form the basis for creating ecologically valid measures for prevention of school-leaving.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Odustajanje od školovanja - analiza studija slučaja iz ugla ekološkog pristupa
T1  - Leaving school: Analysis of a case study from the angle of the ecological approach
EP  - 468
IS  - 3
SP  - 453
VL  - 64
DO  - 10.5937/nasvas1503453S
ER  - 
@article{
author = "Stepanović Ilić, Ivana and Videnović, Marina and Lazarević, Ljiljana",
year = "2015",
abstract = "Osipanje učenika ima dalekosežne posledice za pojedinca i društvo. Ovim problemom bavimo se kroz analizu studija slučaja 12 dece (osnovna i srednja škola) koja su napustila školu ili su pod rizikom da to učine, iz ugla Bronfenbrenerove teorije. To je adekvatan referentni okvir za razumevanje uzroka osipanja jer razmatra razne nivoe razvoja i njihove veze. Sa decom su vođeni polustrukturisani intervjui, kao i sa četiri roditelja. Ostali podaci prikupljeni su intervjuima ili fokus grupama sa direktorima, stručnom službom, nastavnicima, članovima saveta roditelja, i učenicima. Kvalitativna analiza pokazuje narušenu strukturu i funkcionisanje već na nivou mikrosistema (porodica, škola, vršnjaci) koji se mogu povezati sa osipanjem. Veze mikrosistema su sporadične i neadekvatne (mezosistem) što dodatno doprinosi osipanju. Viši nivoi okruženja (egzosistem i makrosistem), u kojima deca ne participiraju, ali zavise od njihovog uticaja posredno doprinose problemu osipanja. Mnoga deca su se suočila sa nenormativnim životnim događajima (hronosistem: razvod ili smrt roditelja, maloletnička trudnoća, preseljenje) koji su se odrazili na odluku o napuštanju škole. Ovaj rad vidimo kao inicijalni korak koji će ocrtati probleme i ukazati na buduće pravce istraživanja koja bi na osnovu Bronfenbrenerovog pristupa sistemski ispitala razne nivoe okruženja i stvorila bazu za donošenje ekološki validnih mera za suzbijanje osipanja., Leaving school has far reaching consequences both for the individual and the society. We tackled this problem by using Bronfenbrenner's ecological systems theory to analyse case studies of 12 children (elementary and secondary schools) who quit schooling or are under risk to do so. It is an adequate frame of reference for understanding the causes of school-leaving since it considers different levels of development and their relations. The children and four parents took part in semi-structured interviews. Other data were gathered by interviewing the focus groups of school principals, school pedagogues and psychologists, teachers, Parent Councils, and pupils. The qualitative analysis shows a disturbed structure and functioning even at the level of microsystem (family, school, peers) which may be linked with school-leaving. The relations between microsystems are sporadic and inadequate (mesosystem) which additionally stimulates school-leaving. Higher levels of environment (exo and macro systems) in which children do not participate, yet depend upon their indirect influence, stimulate school leaving, too. Many children were faced with nonnormative life events (chrono-system: divorce or death of parent/s, underage pregnancy, family moving). We view this research as the initial step which will identify the problems and lead to future directions of research which would, based on Bronfenbrenner's approach, systematically examine different levels of environment and form the basis for creating ecologically valid measures for prevention of school-leaving.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Odustajanje od školovanja - analiza studija slučaja iz ugla ekološkog pristupa, Leaving school: Analysis of a case study from the angle of the ecological approach",
pages = "468-453",
number = "3",
volume = "64",
doi = "10.5937/nasvas1503453S"
}
Stepanović Ilić, I., Videnović, M.,& Lazarević, L.. (2015). Odustajanje od školovanja - analiza studija slučaja iz ugla ekološkog pristupa. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 64(3), 453-468.
https://doi.org/10.5937/nasvas1503453S
Stepanović Ilić I, Videnović M, Lazarević L. Odustajanje od školovanja - analiza studija slučaja iz ugla ekološkog pristupa. in Nastava i vaspitanje. 2015;64(3):453-468.
doi:10.5937/nasvas1503453S .
Stepanović Ilić, Ivana, Videnović, Marina, Lazarević, Ljiljana, "Odustajanje od školovanja - analiza studija slučaja iz ugla ekološkog pristupa" in Nastava i vaspitanje, 64, no. 3 (2015):453-468,
https://doi.org/10.5937/nasvas1503453S . .

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