Since the outbreak of the COVID-19 pandemic in early 2020, distance learning has become one of the main educational issues globally. With the transition of all instruction to the online environment, teachers in Serbia have faced a number of challenges and barriers that have affected the quality of their work. In this paper, we wanted to analyse the barriers that teachers faced during the first months of distance learning. The research was conducted combining quantitative and qualitative analysis of data collected on a sample of 122 high school teachers from the Southeast Serbia (Nis, Leskovac). The results show that teachers recognise evaluation barriers as the predominant ones, followed by organisational-administrative ones, while the least represented were material-technical barriers to distance learning. The findings also confirm that material and technical barriers are most common among teachers with the longest work experience, as well as that organisational-administrative and socio-emotional barriers are the least common among teachers of vocational subjects. Although the focus of the paper was on the barriers in the implementation of distance learning, it can be concluded that teachers recognise certain benefits of this type of instruction and indicate that it can be used as a supplement to regular instruction. The main pedagogical implications of the paper refer to the empowerment of teachers through professional development in the field of distance learning, but also to the need to create new professional development programmes in this field which will enable the development of functional knowledge and relevant competencies for the immediate situational context of modern instruction.
{"title":"Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective","authors":"Marija Jovanović, D. Dimitrijević","doi":"10.2298/ZIPI2101007J","DOIUrl":"https://doi.org/10.2298/ZIPI2101007J","url":null,"abstract":"Since the outbreak of the COVID-19 pandemic in early 2020, distance learning has become one of the main educational issues globally. With the transition of all instruction to the online environment, teachers in Serbia have faced a number of challenges and barriers that have affected the quality of their work. In this paper, we wanted to analyse the barriers that teachers faced during the first months of distance learning. The research was conducted combining quantitative and qualitative analysis of data collected on a sample of 122 high school teachers from the Southeast Serbia (Nis, Leskovac). The results show that teachers recognise evaluation barriers as the predominant ones, followed by organisational-administrative ones, while the least represented were material-technical barriers to distance learning. The findings also confirm that material and technical barriers are most common among teachers with the longest work experience, as well as that organisational-administrative and socio-emotional barriers are the least common among teachers of vocational subjects. Although the focus of the paper was on the barriers in the implementation of distance learning, it can be concluded that teachers recognise certain benefits of this type of instruction and indicate that it can be used as a supplement to regular instruction. The main pedagogical implications of the paper refer to the empowerment of teachers through professional development in the field of distance learning, but also to the need to create new professional development programmes in this field which will enable the development of functional knowledge and relevant competencies for the immediate situational context of modern instruction.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78175258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the COVID-19 pandemic made online classes a necessity throughout the world, Serbia included, the music education system has gone through an extensive transformation, and the teachers faced a number of difficulties and challenges in their work. With this paper, we wanted to provide a clear insight into the teaching practices that were established after the pandemic was declared. The goal was to identify the obstacles that appeared in online classes for musical instruments, but also the advantages that, according to the teachers, may be integrated into traditional classes once the pandemic is over. The research was based on a sample of 220 teachers of elementary music schools, combining a qualitative and quantitative analysis of the obtained data. The results have shown that teachers, younger ones in particular, overcome the obstacles of online teaching without major difficulties. As to the particular difficulties they encountered, the teachers most often mentioned those of a technical nature, and the inability to properly work on the techniques of playing an instrument due to the lack of a direct contact with the students. Almost all of the teachers feel that the students cannot improve their skills through online classes as effectively as in a regular class. However, in their future work, the teachers would continue to make audio and video recordings of themselves and their students playing, and practice online teaching when the students are sick or otherwise unable to attend regular classes. The pedagogical implications of this research are that it is necessary to implement technological solutions that would support all aspects of instrument instruction, but also to intensify technical support for teachers, particularly older ones, regarding competences needed for online classes.
{"title":"Realisation of online musical instrument instruction during the COVID-19 pandemic: Perspectives of music school teachers","authors":"Ana Ristivojevic","doi":"10.2298/zipi2102309r","DOIUrl":"https://doi.org/10.2298/zipi2102309r","url":null,"abstract":"Since the COVID-19 pandemic made online classes a necessity throughout the world, Serbia included, the music education system has gone through an extensive transformation, and the teachers faced a number of difficulties and challenges in their work. With this paper, we wanted to provide a clear insight into the teaching practices that were established after the pandemic was declared. The goal was to identify the obstacles that appeared in online classes for musical instruments, but also the advantages that, according to the teachers, may be integrated into traditional classes once the pandemic is over. The research was based on a sample of 220 teachers of elementary music schools, combining a qualitative and quantitative analysis of the obtained data. The results have shown that teachers, younger ones in particular, overcome the obstacles of online teaching without major difficulties. As to the particular difficulties they encountered, the teachers most often mentioned those of a technical nature, and the inability to properly work on the techniques of playing an instrument due to the lack of a direct contact with the students. Almost all of the teachers feel that the students cannot improve their skills through online classes as effectively as in a regular class. However, in their future work, the teachers would continue to make audio and video recordings of themselves and their students playing, and practice online teaching when the students are sick or otherwise unable to attend regular classes. The pedagogical implications of this research are that it is necessary to implement technological solutions that would support all aspects of instrument instruction, but also to intensify technical support for teachers, particularly older ones, regarding competences needed for online classes.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90585087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the biggest problems related to the application of analogies in teaching and learning relates to the possibility of misunderstanding the content of learn?ing, which in such cases is caused by unjustified analogical transfer. The paper presents the results of research on unjustified analogical transfer in the application of analogies in situations that are typical for learning in an academic context. The aim of the research was to examine the extent to which the tendency towards unjustified analogical transfer was expressed in the learning with the application of analogy. A quasi-experimental research with elements of a field experiment was realised on a sample of 140 students. Respondents read two texts. In one, a fictional animal was compared to a known animal, and in the other, a fictional game was compared to a known game. The experimental factor was an explicit indication of the differences between the compared objects. Knowledge tests measured how much the respondents remembered about the characteristics by which the compared objects were similar, i.e. not similar. By analysing the responses from the tests, we registered the presence of unjustified analogue transfer. The results show that the propensity for unjustified analogical transfer is present to a significant extent. This tendency can be reduced if, in addition to the similarities on which the analogy is based, there are also differences between the objects that are compared in the analogy, but even then it will not be completely eliminated. The basic pedagogical implications that follow from the obtained results are the need to strengthen the awareness of teachers and textbook authors about the potential danger of unjustified analogical transfer and the recommendation to point out to students the differences between the base and target domain. This significantly reduces this danger.
{"title":"Propensity for unjustified analogical transfer","authors":"Ž. Pavlović","doi":"10.2298/zipi2101151p","DOIUrl":"https://doi.org/10.2298/zipi2101151p","url":null,"abstract":"One of the biggest problems related to the application of analogies in teaching and learning relates to the possibility of misunderstanding the content of learn?ing, which in such cases is caused by unjustified analogical transfer. The paper presents the results of research on unjustified analogical transfer in the application of analogies in situations that are typical for learning in an academic context. The aim of the research was to examine the extent to which the tendency towards unjustified analogical transfer was expressed in the learning with the application of analogy. A quasi-experimental research with elements of a field experiment was realised on a sample of 140 students. Respondents read two texts. In one, a fictional animal was compared to a known animal, and in the other, a fictional game was compared to a known game. The experimental factor was an explicit indication of the differences between the compared objects. Knowledge tests measured how much the respondents remembered about the characteristics by which the compared objects were similar, i.e. not similar. By analysing the responses from the tests, we registered the presence of unjustified analogue transfer. The results show that the propensity for unjustified analogical transfer is present to a significant extent. This tendency can be reduced if, in addition to the similarities on which the analogy is based, there are also differences between the objects that are compared in the analogy, but even then it will not be completely eliminated. The basic pedagogical implications that follow from the obtained results are the need to strengthen the awareness of teachers and textbook authors about the potential danger of unjustified analogical transfer and the recommendation to point out to students the differences between the base and target domain. This significantly reduces this danger.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79303614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Teodorović, Slavica Ševkušić, Vladimir Džinović, Dušica M. Malinić
Educational leadership has an impact on school climate, teachers? practices and student outcomes. Having in mind its importance, in this paper we wanted to examine the barriers that school principals in Serbia face in their everyday work, solutions that they propose, leadership tasks that they deem important, as well as those competencies which they feel they need to improve. To those ends we conducted a mixed-method study in which 107 principals, teachers, school counsellors, and representatives of school authorities participated in focus groups and interviews, and 200 elementary and high school principals responded to a questionnaire about leadership. Our findings indicate a myriad of barriers, predominantly related to ineffective education policies, imprecise legislation, unprofessional behaviour of teachers and principals and problematic relationship with parents. We also found that the principals felt that they needed to greatly improve their competencies from all six areas of the Standards of the competencies of principals of educational institutions. The paper offers recommendations to policy makers about the needed improvements.
{"title":"Needs, problems and competencies of school principals in Serbia","authors":"J. Teodorović, Slavica Ševkušić, Vladimir Džinović, Dušica M. Malinić","doi":"10.2298/ZIPI2002275T","DOIUrl":"https://doi.org/10.2298/ZIPI2002275T","url":null,"abstract":"Educational leadership has an impact on school climate, teachers? practices and student outcomes. Having in mind its importance, in this paper we wanted to examine the barriers that school principals in Serbia face in their everyday work, solutions that they propose, leadership tasks that they deem important, as well as those competencies which they feel they need to improve. To those ends we conducted a mixed-method study in which 107 principals, teachers, school counsellors, and representatives of school authorities participated in focus groups and interviews, and 200 elementary and high school principals responded to a questionnaire about leadership. Our findings indicate a myriad of barriers, predominantly related to ineffective education policies, imprecise legislation, unprofessional behaviour of teachers and principals and problematic relationship with parents. We also found that the principals felt that they needed to greatly improve their competencies from all six areas of the Standards of the competencies of principals of educational institutions. The paper offers recommendations to policy makers about the needed improvements.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85947221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The possibility of improving parenting practice in raising children became a very popular topic in the scientific literature during the last few decades. The focus is on raising children at an early age and the problem is thematised primarily from the psy discourse point of view. Within this framework, a modern parenting culture is established, which reduces family upbringing to dyadic parent-child interactions outside the context of social structures and values. The aim of this paper is a critical analysis of the pedagogical implications of contemporary parenting culture, considering two key characteristics. The first refers to the conceptualisation of parenting as a depersonalised individual competence. Raising children is understood as an individual competence of achieving predefined outcomes of child development, which neglects the complexity of education both as an intergenerational and as a personal relationship. Another characteristic is the scientification of parenting in the sense of referring to the evidence of empirical scientific research and relying on the so-called parental determinism model. Raising children is becoming a scientific endeavour, and parenting is the most important ?profession? that shapes the future of the child and society. Neglecting the socio-historical dimension of education in terms of structural and ethical frameworks, articulated by the context and the goal of upbringing, makes the pedagogical voice irrelevant in the contemporary culture of parenting.
{"title":"Contemporary culture of parenting: Pedagogical implications","authors":"Biljana Bodroski-Spariosu, M. Senić-Ružić","doi":"10.2298/zipi2001007b","DOIUrl":"https://doi.org/10.2298/zipi2001007b","url":null,"abstract":"The possibility of improving parenting practice in raising children became a very popular topic in the scientific literature during the last few decades. The focus is on raising children at an early age and the problem is thematised primarily from the psy discourse point of view. Within this framework, a modern parenting culture is established, which reduces family upbringing to dyadic parent-child interactions outside the context of social structures and values. The aim of this paper is a critical analysis of the pedagogical implications of contemporary parenting culture, considering two key characteristics. The first refers to the conceptualisation of parenting as a depersonalised individual competence. Raising children is understood as an individual competence of achieving predefined outcomes of child development, which neglects the complexity of education both as an intergenerational and as a personal relationship. Another characteristic is the scientification of parenting in the sense of referring to the evidence of empirical scientific research and relying on the so-called parental determinism model. Raising children is becoming a scientific endeavour, and parenting is the most important ?profession? that shapes the future of the child and society. Neglecting the socio-historical dimension of education in terms of structural and ethical frameworks, articulated by the context and the goal of upbringing, makes the pedagogical voice irrelevant in the contemporary culture of parenting.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89501458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Value added (VA) is one of the measures to assess the quality of school work; when calculating this value, the individual characteristics of students are statistically equalised in order to focus on the factors that are under the jurisdiction of the educational system. The basic value of VA is seen in providing as fair information as possible about the contribution of teachers and / or schools to student achievement. In this paper, we investigate the value added of schools in Serbia. We have set the following research goals: (1) examining the contribution of students? individual characteristics on student achievement in seven subjects, (2) establishing the connection between the student achievement and the expected VA, (3) examining the representation of school groups selected by the expected student achievement and VA and (4) determining the variability of VA of subjects in a particular school. The study was conducted on the sample of 125 elementary schools, with participation of 5065 8th grade students and 5021 parents of these students. Data on student variables were collected through a questionnaire, and from student achievement from the 2011 TIMSS and 2015 final exam databases. Hierarchical modelling was used for the analyses. The results, among other things, show that the expected student achievement and VA are unrelated for most schools, that most schools have both negative VA and below-average expected achievement, and that VA varies between school subjects. The limitations of this study are also given, as well as the implications that the obtained data have on educational policy in Serbia.
{"title":"Value added of schools in Serbia","authors":"J. Teodorović, I. Jaksić, Vladeta Milin","doi":"10.2298/zipi2001081t","DOIUrl":"https://doi.org/10.2298/zipi2001081t","url":null,"abstract":"Value added (VA) is one of the measures to assess the quality of school work; when calculating this value, the individual characteristics of students are statistically equalised in order to focus on the factors that are under the jurisdiction of the educational system. The basic value of VA is seen in providing as fair information as possible about the contribution of teachers and / or schools to student achievement. In this paper, we investigate the value added of schools in Serbia. We have set the following research goals: (1) examining the contribution of students? individual characteristics on student achievement in seven subjects, (2) establishing the connection between the student achievement and the expected VA, (3) examining the representation of school groups selected by the expected student achievement and VA and (4) determining the variability of VA of subjects in a particular school. The study was conducted on the sample of 125 elementary schools, with participation of 5065 8th grade students and 5021 parents of these students. Data on student variables were collected through a questionnaire, and from student achievement from the 2011 TIMSS and 2015 final exam databases. Hierarchical modelling was used for the analyses. The results, among other things, show that the expected student achievement and VA are unrelated for most schools, that most schools have both negative VA and below-average expected achievement, and that VA varies between school subjects. The limitations of this study are also given, as well as the implications that the obtained data have on educational policy in Serbia.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89084738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Belsky?s theory of differential susceptibility to environmental influences assumes that the very individuals who seem most susceptible to environmental adversity may also benefit most from developmentally supportive rearing. The aim of this study was to examine whether supportive parenting (with parental care) in contrast to unsupportive parenting (without parental care), has greater beneficial effects in adolescents with intellectual disability (ID) than in typically developing (TD) adolescents. The sample included two groups of adolescents aged 12-18: the group of 210 adolescents without parental care (PC), 80 with ID (Mage = 15.59 years; SDage = 1.97; 54% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys) and the parallel group of 206 adolescents with PC, 76 with ID (Mage = 15.57 years; SDage = 1.93; 53% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys). Social competence was assessed using the Social Skills Rating System. Our assumption was confirmed with respect to self-control, cooperation and responsibility, adolescents with ID are more susceptible to influences of parenting status compared with TD adolescents. With respect to externalising problems, our assumption was not confirmed, possibly due to the less supportive parenting environment characterised by more parenting risk factors in families of adolescents with ID. The implications for prevention of externalising problems were discussed in relation to school and family context.
{"title":"Parenting influence on social competence in adolescents with and without intellectual disability","authors":"M. Jelić, I. Stojković","doi":"10.2298/ZIPI2002331J","DOIUrl":"https://doi.org/10.2298/ZIPI2002331J","url":null,"abstract":"Belsky?s theory of differential susceptibility to environmental influences assumes that the very individuals who seem most susceptible to environmental adversity may also benefit most from developmentally supportive rearing. The aim of this study was to examine whether supportive parenting (with parental care) in contrast to unsupportive parenting (without parental care), has greater beneficial effects in adolescents with intellectual disability (ID) than in typically developing (TD) adolescents. The sample included two groups of adolescents aged 12-18: the group of 210 adolescents without parental care (PC), 80 with ID (Mage = 15.59 years; SDage = 1.97; 54% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys) and the parallel group of 206 adolescents with PC, 76 with ID (Mage = 15.57 years; SDage = 1.93; 53% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys). Social competence was assessed using the Social Skills Rating System. Our assumption was confirmed with respect to self-control, cooperation and responsibility, adolescents with ID are more susceptible to influences of parenting status compared with TD adolescents. With respect to externalising problems, our assumption was not confirmed, possibly due to the less supportive parenting environment characterised by more parenting risk factors in families of adolescents with ID. The implications for prevention of externalising problems were discussed in relation to school and family context.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84822050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The first part of the paper analyses the relation between family pedagogy and related non-pedagogical disciplines in the Croatian and foreign scientific space, as well as the position of family pedagogy within systematic pedagogy. The analysis is followed by the central part of the paper which is dedicated to a problematisation of the question based on what family pedagogy can consider itself part of pedagogy, i.e. what family pedagogy bases its pedagogical distinctiveness on. From the conclusion of the central part of the paper an overview of the possible application fields family pedagogy deals with is derived, which forms the final part of the paper.
{"title":"What does family pedagogy deal with? Position of family pedagogy in Croatian and foreign scientific space","authors":"Barbara Kušević","doi":"10.2298/zipi2001040k","DOIUrl":"https://doi.org/10.2298/zipi2001040k","url":null,"abstract":"The first part of the paper analyses the relation between family pedagogy and related non-pedagogical disciplines in the Croatian and foreign scientific space, as well as the position of family pedagogy within systematic pedagogy. The analysis is followed by the central part of the paper which is dedicated to a problematisation of the question based on what family pedagogy can consider itself part of pedagogy, i.e. what family pedagogy bases its pedagogical distinctiveness on. From the conclusion of the central part of the paper an overview of the possible application fields family pedagogy deals with is derived, which forms the final part of the paper.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77719047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The school climate is a construct that can adequately represent the quality of school life. School climate is the sum of perceptions of teachers, parents, students and administration about different aspects of school functioning and has an impact on their lives. The aim of the research was to determine the relationship between the school climate and student engagement. The sample consists of 332 high school students from Sombor and Novi Sad. The Delaware School Climate Scale was used, namely the School Climate and Student Engagement subscales. Prior to data processing, a confirmatory factor analysis was performed to confirm the latent dimensionality of the used instruments. Then, descriptive indicators were presented. According to descriptive indicators students assess the school climate moderately, and on average they are more cognitively/behaviourally engaged than emotionally. The intercorrelation table indicates low to moderate correlations between variables. In order to respond to the aim of the study, two multiple regression analyses were performed. Regression analysis shows that teacher student relations are statistically sig?nificant predictor of all three types of student engagement, while fairness of school rules appears as a statistically significant predictor of cognitive/behavioural student engagement, and the factor respect for diversity of students? emotional engagement. Similar results are found in other studies conducted around the world.
{"title":"The relationship between school climate and students’ engagement at school","authors":"Dejan Djordjic","doi":"10.2298/ZIPI2002233D","DOIUrl":"https://doi.org/10.2298/ZIPI2002233D","url":null,"abstract":"The school climate is a construct that can adequately represent the quality of school life. School climate is the sum of perceptions of teachers, parents, students and administration about different aspects of school functioning and has an impact on their lives. The aim of the research was to determine the relationship between the school climate and student engagement. The sample consists of 332 high school students from Sombor and Novi Sad. The Delaware School Climate Scale was used, namely the School Climate and Student Engagement subscales. Prior to data processing, a confirmatory factor analysis was performed to confirm the latent dimensionality of the used instruments. Then, descriptive indicators were presented. According to descriptive indicators students assess the school climate moderately, and on average they are more cognitively/behaviourally engaged than emotionally. The intercorrelation table indicates low to moderate correlations between variables. In order to respond to the aim of the study, two multiple regression analyses were performed. Regression analysis shows that teacher student relations are statistically sig?nificant predictor of all three types of student engagement, while fairness of school rules appears as a statistically significant predictor of cognitive/behavioural student engagement, and the factor respect for diversity of students? emotional engagement. Similar results are found in other studies conducted around the world.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73454917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jelena Stevanovic, B. Randjelovic, Emilija Lazarević
Reading habits are an essential aspect for creating a functionally literate society and for its positioning at the global level. In this regard, the aim of this paper is to examine quantities and contents that high school students read, including compulsory reading and other books that do not belong to this corpus. We also tried to examine students? opinions about ways that could contribute to their motivation to read books, to consider their reading habits keeping in mind the family context and the use of library services, as well as to determine whether reading books is related to gender, academic achievement, the type of school that the students attend, the class and the education of their parents. Students (N=1378) from high schools and secondary vocational schools from several cities in Serbia participated in the research. A questionnaire was used, constructed for the purposes of this study. The results show that adolescents are reluctant to read reading materials contained in the curriculum. The majority of students read books outside of this corpus, and they most often read comics, science fiction, crime and romance novels. More than one fifth of students do not recognise any way that would motivate them to read books. Since there has been no visible improvement in this area in teaching practice over the last decade, it would be desirable to introduce and affirm optional subjects that would contribute to improving the reading habits of high school students (especially in secondary vocational schools).
{"title":"Reading habits of secondary school students in Serbia","authors":"Jelena Stevanovic, B. Randjelovic, Emilija Lazarević","doi":"10.2298/zipi2001136s","DOIUrl":"https://doi.org/10.2298/zipi2001136s","url":null,"abstract":"Reading habits are an essential aspect for creating a functionally literate society and for its positioning at the global level. In this regard, the aim of this paper is to examine quantities and contents that high school students read, including compulsory reading and other books that do not belong to this corpus. We also tried to examine students? opinions about ways that could contribute to their motivation to read books, to consider their reading habits keeping in mind the family context and the use of library services, as well as to determine whether reading books is related to gender, academic achievement, the type of school that the students attend, the class and the education of their parents. Students (N=1378) from high schools and secondary vocational schools from several cities in Serbia participated in the research. A questionnaire was used, constructed for the purposes of this study. The results show that adolescents are reluctant to read reading materials contained in the curriculum. The majority of students read books outside of this corpus, and they most often read comics, science fiction, crime and romance novels. More than one fifth of students do not recognise any way that would motivate them to read books. Since there has been no visible improvement in this area in teaching practice over the last decade, it would be desirable to introduce and affirm optional subjects that would contribute to improving the reading habits of high school students (especially in secondary vocational schools).","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88169503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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