Nataša Lalić-Vučetić, Jelena Stevanovic, D. Gundogan
the demands of the modern society have led to changes in the concept of education and to the approach to learning based on active construction of knowledge, the development of divergent thinking, initiative and cooperative behaviour through encouraging reflective practice in all participants in the process of education. this paper reports on the results of a research referring to the implementation, monitoring and reflection of practice, i.e. the analysis of teacher experiences from experimental classes. the aim of the research was to determine the way in which teachers perceive the use of research work, critical dialogue and play in class teaching. research participants were 12 third- and fourth-grade primary school teachers from belgrade. Qualitative methodology was used to analyse the data obtained by encouraging reflective practice in teachers. a significant finding is that the change in the approach to learning has created the conditions for motivation, autonomy and self-organisation of students at the group level, in which the teacher plays the role of a mentor and co-ordinator of activities. teaching that is organised and conceptualised in this way cre-ates the conditions for students to develop awareness on their own learning through different phases of work, as well as to monitor and manage it. a recommendation for further implementation of the researched approaches and methods refers to provid-ing support to teachers to continuously use these methods of work in teaching and to exchange the ideas and experiences from classes through reflective practice.
{"title":"Play, research work and critical dialogue in teaching: Class teacher experiences","authors":"Nataša Lalić-Vučetić, Jelena Stevanovic, D. Gundogan","doi":"10.2298/ZIPI1801025L","DOIUrl":"https://doi.org/10.2298/ZIPI1801025L","url":null,"abstract":"the demands of the modern society have led to changes in the concept of education and to the approach to learning based on active construction of knowledge, the development of divergent thinking, initiative and cooperative behaviour through encouraging reflective practice in all participants in the process of education. this paper reports on the results of a research referring to the implementation, monitoring and reflection of practice, i.e. the analysis of teacher experiences from experimental classes. the aim of the research was to determine the way in which teachers perceive the use of research work, critical dialogue and play in class teaching. research participants were 12 third- and fourth-grade primary school teachers from belgrade. Qualitative methodology was used to analyse the data obtained by encouraging reflective practice in teachers. a significant finding is that the change in the approach to learning has created the conditions for motivation, autonomy and self-organisation of students at the group level, in which the teacher plays the role of a mentor and co-ordinator of activities. teaching that is organised and conceptualised in this way cre-ates the conditions for students to develop awareness on their own learning through different phases of work, as well as to monitor and manage it. a recommendation for further implementation of the researched approaches and methods refers to provid-ing support to teachers to continuously use these methods of work in teaching and to exchange the ideas and experiences from classes through reflective practice.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90846445","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 authors’ starting point in this paper is analysing the changes in the perception of teaching profession, as well as the need for professional engagement of art teachers in school work and pro-active role in the society, while emphasizing the issues of professionalisation of their work, identity and key competencies. The aim of the research was to determine what competencies of art teachers are needed for school work and professional and proactive role in the society and what the possibilities of their professional development are. The research sample included 220 art teachers working in primary and secondary school. Results indicate that initial teacher education to large extent determines their teaching preferences, as well as that many respondents recognise art teachers’ competencies as essential for their work at school and social community. It is noted that a small number of art teachers participate in school projects, experimental programmes, teachers’ associations, and that they are largely involved only in the work of school teams. It can be concluded that their professional development needs to be focused towards the development of sensitivity for the identification and understanding of different professional and social patterns and roles, towards social interaction and involvement in various school ∗ Notes. The paper originated from the project The Quality of Education System in Serbia from European Perspective (No. 179010) financed by the Ministry of Education, Science and Technological Development of the Republic of Serbia (2011–2017). Reviewers of this paper was Milica Aleksić, MA, Cambridge English Teacher, Private International Hight School and Miroslava Ružić, Zavod za udžbenike Beograd. ∗∗ E-mail: oisidora@gmail.com Isidora Korać and Olivera Gajić 298 teams and teachers’ associations, through which they can provide themselves with a source of support and resources for their work.
作者在本文中的出发点是分析教师职业观念的变化，以及艺术教师在学校工作中的专业参与和在社会中的积极作用的需求，同时强调他们的工作，身份和关键能力的专业化问题。本研究的目的是确定美术教师在学校工作和在社会中扮演专业和积极的角色所需要的能力，以及他们的专业发展的可能性。研究对象为220名中小学美术教师。结果表明，最初的教师教育在很大程度上决定了他们的教学偏好，而且许多受访者认识到艺术教师的能力对他们在学校和社会社区的工作至关重要。委员会注意到，少数艺术教师参加学校项目、实验方案、教师协会，他们大多只参与学校小组的工作。可以得出的结论是，他们的专业发展需要集中于发展敏感性，以便查明和了解不同的专业和社会模式和作用，以及社会交往和参与各种学校*注。本文源于塞尔维亚共和国教育、科学和技术发展部(2011-2017)资助的“欧洲视角下塞尔维亚教育体系质量”项目(No. 179010)。本文的审稿人是Milica aleksiki, MA, Cambridge English Teacher, Private International high School and Miroslava Ružić， Zavod za udžbenike Beograd。* *电子邮件:oisidora@gmail.com伊西多拉·科拉奇和奥利维拉·加基奇298个小组和教师协会，通过这些小组和教师协会，他们可以为自己的工作提供支持和资源。
{"title":"Art teachers’ competencies in the context of their involvement in school work and proactive role in the society","authors":"Isidora Korać, O. Gajić","doi":"10.2298/ZIPI1702297K","DOIUrl":"https://doi.org/10.2298/ZIPI1702297K","url":null,"abstract":"The authors’ starting point in this paper is analysing the changes in the perception of teaching profession, as well as the need for professional engagement of art teachers in school work and pro-active role in the society, while emphasizing the issues of professionalisation of their work, identity and key competencies. The aim of the research was to determine what competencies of art teachers are needed for school work and professional and proactive role in the society and what the possibilities of their professional development are. The research sample included 220 art teachers working in primary and secondary school. Results indicate that initial teacher education to large extent determines their teaching preferences, as well as that many respondents recognise art teachers’ competencies as essential for their work at school and social community. It is noted that a small number of art teachers participate in school projects, experimental programmes, teachers’ associations, and that they are largely involved only in the work of school teams. It can be concluded that their professional development needs to be focused towards the development of sensitivity for the identification and understanding of different professional and social patterns and roles, towards social interaction and involvement in various school ∗ Notes. The paper originated from the project The Quality of Education System in Serbia from European Perspective (No. 179010) financed by the Ministry of Education, Science and Technological Development of the Republic of Serbia (2011–2017). Reviewers of this paper was Milica Aleksić, MA, Cambridge English Teacher, Private International Hight School and Miroslava Ružić, Zavod za udžbenike Beograd. ∗∗ E-mail: oisidora@gmail.com Isidora Korać and Olivera Gajić 298 teams and teachers’ associations, through which they can provide themselves with a source of support and resources for their work.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80886970","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}
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 ena-bling 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.
{"title":"How to develop students’ approaches to learning: Experiences from a programme based on co-regulated learning","authors":"Milan Stančić, Marija M. Bulatović","doi":"10.2298/zipi1702170s","DOIUrl":"https://doi.org/10.2298/zipi1702170s","url":null,"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 ena-bling 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.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90934362","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}
V. M. Gridunova, A. Novikova, M. Radojev, A. D. Shlyakhta
{"title":"The relation between intercultural competence, personality features and students’ intellectual development","authors":"V. M. Gridunova, A. Novikova, M. Radojev, A. D. Shlyakhta","doi":"10.2298/ZIPI1701077G","DOIUrl":"https://doi.org/10.2298/ZIPI1701077G","url":null,"abstract":"","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74170817","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}
Darinka Andjelkovic, N. Seva, M. Savić, Slavica Tutnjević
. The study is aimed at providing empirical basis for the adaptation of the MacArthur-Bates’ Communicative Development Inventories (CDIs) for Serbian language, a parent report instrument for the language development assessment. Two sources of data were used in order to provide the basis for selection of items and evaluation of their linguistic, cultural and developmental validity: a. Serbian Corpus of Early Child Language (SCECL), and b. focus groups with experts and parents/car-egivers. Exploration of the frequency of words/forms in Serbian child language and the qualitative analysis of focus groups discussions provided criteria for selection/ad-justment of items in the course of inventory adaptation. The results also revealed that parents are naturally more focused on semantic and communicational aspects of utterances, and insufficiently aware of formal properties of their children’s production. The paper presents significant changes and modifications of the instrument in the course of its adaptation for Serbian, which is a step closer to the final aim – providing a standardized instrument for the assessment of language development in Serbian.
{"title":"Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development","authors":"Darinka Andjelkovic, N. Seva, M. Savić, Slavica Tutnjević","doi":"10.2298/zipi1702147a","DOIUrl":"https://doi.org/10.2298/zipi1702147a","url":null,"abstract":". The study is aimed at providing empirical basis for the adaptation of the MacArthur-Bates’ Communicative Development Inventories (CDIs) for Serbian language, a parent report instrument for the language development assessment. Two sources of data were used in order to provide the basis for selection of items and evaluation of their linguistic, cultural and developmental validity: a. Serbian Corpus of Early Child Language (SCECL), and b. focus groups with experts and parents/car-egivers. Exploration of the frequency of words/forms in Serbian child language and the qualitative analysis of focus groups discussions provided criteria for selection/ad-justment of items in the course of inventory adaptation. The results also revealed that parents are naturally more focused on semantic and communicational aspects of utterances, and insufficiently aware of formal properties of their children’s production. The paper presents significant changes and modifications of the instrument in the course of its adaptation for Serbian, which is a step closer to the final aim – providing a standardized instrument for the assessment of language development in Serbian.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86609949","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}
In this paper, we explore high school students’ intrapersonal experiences regarding their leisure activities, and whether it is justified, on the basis of their perception, to make a distinction between active and passive leisure. The data were collected by 24-hour time diary method (description of experiences regarding the stated activities) and the thematic content analysis method was applied. The comments embed-ded in students’ descriptions (unit of analysis) were classified into four categories: aims/importance of activities, mental effort, motivational value and experience of engagement. The sample of 922 high school students was structured by the region, age (I-IV grade) and type of school (grammar and vocational schools). As expected, extracurricular activities and hobbies are significantly more often described as men-tally demanding and important for the development of competencies and identity, compared to passive leisure activities – watching entertainment shows and movies, reading for pleasure, listening to music and playing computer games. For these lat-ter activities, there are significantly more positive comments on their motivational value. There is no significant difference regarding the experience of engagement, partly because of the unexpectedly large number of positive comments on watching entertainment shows and movies. The implications of these findings are discussed from the perspective of positive youth development.
{"title":"Leisure from the youth perspective: A qualitative analysis of high school students’ time diary","authors":"Jelena Pešić, Marina Videnović","doi":"10.2298/ZIPI1702314P","DOIUrl":"https://doi.org/10.2298/ZIPI1702314P","url":null,"abstract":"In this paper, we explore high school students’ intrapersonal experiences regarding their leisure activities, and whether it is justified, on the basis of their perception, to make a distinction between active and passive leisure. The data were collected by 24-hour time diary method (description of experiences regarding the stated activities) and the thematic content analysis method was applied. The comments embed-ded in students’ descriptions (unit of analysis) were classified into four categories: aims/importance of activities, mental effort, motivational value and experience of engagement. The sample of 922 high school students was structured by the region, age (I-IV grade) and type of school (grammar and vocational schools). As expected, extracurricular activities and hobbies are significantly more often described as men-tally demanding and important for the development of competencies and identity, compared to passive leisure activities – watching entertainment shows and movies, reading for pleasure, listening to music and playing computer games. For these lat-ter activities, there are significantly more positive comments on their motivational value. There is no significant difference regarding the experience of engagement, partly because of the unexpectedly large number of positive comments on watching entertainment shows and movies. The implications of these findings are discussed from the perspective of positive youth development.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72565022","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}
{"title":"Teachers’ implicit beliefs about the students of the Roma and the Hungarian cultural group","authors":"M. Dimitrijevic, S. Petrović, Bruno Leutwyler","doi":"10.2298/ZIPI1701055D","DOIUrl":"https://doi.org/10.2298/ZIPI1701055D","url":null,"abstract":"","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72644163","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}
{"title":"The need for cognition within the academic motivation space","authors":"A. Vasić","doi":"10.2298/zipi1701007v","DOIUrl":"https://doi.org/10.2298/zipi1701007v","url":null,"abstract":"","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76386667","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}
Adolescence is a period that bears a particular risk for the occurrence of difficulties in psychosocial adaptation. This research was aimed at investigating the predictive power of father’s and mother’s rearing styles for the level of internalised (more spe-cifically, anxiety as a trait) and externalised problems on the sample of adolescents (212), aged 12 to 18. The following instruments were used in data collection: the Parental Rearing Style Scale, the Strengths and Difficulties Questionnaire (SDQ) and the State-Trait Anxiety Inventory (STAI–Y). The obtained results indicate that an emotionally cold father’s style of rearing and the restricting style of rearing of both parents are significant predictors of the level of general anxiety. When it comes to externalisation, it is shown that cold father’s style of rearing is the only significant predictor. The results may contribute to a better understanding of the adaptive capacities of a child and the family in coping with the critical phases in the development of children and youth.
{"title":"Parental rearing styles as the predictors of internalised and externalised problems of adolescents","authors":"M. Spasic-Snele, Vesna Andjelkovic","doi":"10.2298/zipi1702279s","DOIUrl":"https://doi.org/10.2298/zipi1702279s","url":null,"abstract":"Adolescence is a period that bears a particular risk for the occurrence of difficulties in psychosocial adaptation. This research was aimed at investigating the predictive power of father’s and mother’s rearing styles for the level of internalised (more spe-cifically, anxiety as a trait) and externalised problems on the sample of adolescents (212), aged 12 to 18. The following instruments were used in data collection: the Parental Rearing Style Scale, the Strengths and Difficulties Questionnaire (SDQ) and the State-Trait Anxiety Inventory (STAI–Y). The obtained results indicate that an emotionally cold father’s style of rearing and the restricting style of rearing of both parents are significant predictors of the level of general anxiety. When it comes to externalisation, it is shown that cold father’s style of rearing is the only significant predictor. The results may contribute to a better understanding of the adaptive capacities of a child and the family in coping with the critical phases in the development of children and youth.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86419783","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}
Despite the fact that the integration model of education was introduced in Slovenia 17 years ago, the inclusion of persons with special needs into education and community remains a major challenge. In order to improve their opportunities, the largest special school in Ljubljana has for ten years organised an international festival Play with me, with the main aim of supporting inclusion of people with special needs with the rest of the population. The organisers aim to create opportunities for all to take part together in various play, sport and artistic activities. The paper presents the findings of a study in which the inclusive practices of the festival were researched and evaluated. The study was aimed at gaining a deeper understanding of the role a special school can play in the creation of a more inclusive society. Data were gathered using an online questionnaire targeting the mentors and volunteers who accompanied participants at the festival. 132 mentors and 64 volunteers responded. The quantitative non-experimental empirical analysis of the data has indicated that the respondents recognised the inclusive nature of the festival. The festival proves that inclusion is a multifaceted phenomenon which can be supported by various activities and endeavours.
{"title":"The contribution of a special educational institution to a more inclusive society","authors":"Katja Jeznik, Jasna Mažgon, Klara Skubic-Ermenc","doi":"10.2298/ZIPI1701117J","DOIUrl":"https://doi.org/10.2298/ZIPI1701117J","url":null,"abstract":"Despite the fact that the integration model of education was introduced in Slovenia 17 years ago, the inclusion of persons with special needs into education and community remains a major challenge. In order to improve their opportunities, the largest special school in Ljubljana has for ten years organised an international festival Play with me, with the main aim of supporting inclusion of people with special needs with the rest of the population. The organisers aim to create opportunities for all to take part together in various play, sport and artistic activities. The paper presents the findings of a study in which the inclusive practices of the festival were researched and evaluated. The study was aimed at gaining a deeper understanding of the role a special school can play in the creation of a more inclusive society. Data were gathered using an online questionnaire targeting the mentors and volunteers who accompanied participants at the festival. 132 mentors and 64 volunteers responded. The quantitative non-experimental empirical analysis of the data has indicated that the respondents recognised the inclusive nature of the festival. The festival proves that inclusion is a multifaceted phenomenon which can be supported by various activities and endeavours.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77520568","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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