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Instrument for assessing fostering diversity at the level of organizational culture, climate and staff competences: the “diversity revolution” checklist
No full textAppreciation of diversity is set as a high priority for all institutions/organizations
that are focused on working with children and youth, regardless of the sector
in which they operate. Three constructs stand out as particularly relevant and
interconnected when it comes to fostering diversity at the organizational level,
which largely determine how end users will experience diversity appreciation in
practice. These are the context (organizational culture), the relationship level
(organizational climate) and the individual level (staff competencies). A large
number of diverse instruments are available in the literature that assess some
of the segments of the organizational functioning of institutions/organizations,
but there is a lack of instruments that holistically approach the assessment
of respect for diversity at the organizational level. Additionally, available
instruments are, as a rule, created specifically for one context only (for example,
education) and have low applicability outside the sector for which they were
constructed. With the aim of enabling managers and staff of various types of
institutions/organizations that focus on direct work with children and young
people to carry out a screening of diversity fostering at the organizational level,
and to assess their organizational culture, climate and competences of their
staff in the field of respect for diversity, a Checklist “Diversity Revolution” was
created. The paper shows the process of constructing the checklist and makes
recommendations for its practical application.ЗБОРНИК РАДОВА: НАЦИОНАЛНИ НАУЧНИ СКУП
„СПЕЦИЈАЛНА ЕДУКАЦИЈА И РЕХАБИЛИТАЦИЈА И ИНКЛУЗИВНО ДРУШТВО”
Београд, 23. децембар 2024. годин
Secondary school students’ perspective on teaching and learning during the COVID-19 pandemic
No full textEducation systems worldwide attempted to organize different forms
of teaching and learning in a virtual environment in order to ensure schooling continuity
during the pandemic. Early studies showed that teachers organized teaching
activities in an online environment with varying success, depending on their digital
competences, technical resources, and the support of students’ parents, schools, and
education authorities. In this paper, we present a part of qualitative research on how
social circumstances shaped teaching and learning as the key components of the
educational process as viewed from the perspective of secondary school students.
Two research questions were formulated: Which teaching strategies and practices
did teachers use during the COVID-19 pandemic? and What were students’ attitudes
towards teaching and learning under these extraordinary circumstances? We
organized four focus groups with 27 students aged 16 and 17 and employed a group
interview guide comprising questions on class organization, learning resources,
grading, and teacher behavior. Discussions were audio-recorded and transcribed,
and an inductive thematic analysis was conducted on the gathered data. The analysis
yielded 11 response categories, grouped into three themes: Supportive vs. Unsupportive
Teacher; Pandemic Learning Style; and Pandemic Grading Style. The resultswere discussed in the context of self-determination theory. Teaching and learning
in an online context were demanding for all actors in terms of class organization,
maintaining students’ learning motivation, and monitoring and evaluating their
efforts. A minority of teachers proved successful in supporting student autonomy,
adequately structuring the learning environment, and relating to students under
the altered/pandemic schooling conditions. Good teachers managed to find their
footing and autonomously support students’ learning efforts. The results indicate
that teachers are irreplaceable figures in the encouragement of students’ cognitive,
social, and emotional engagement in online teaching and learning.[Vol. 1, Pedagogical, didactic and methodological aspects
Green English - Environmental Topics in the ELT Classrom
No full textIn recent years, there has been a growing recognition of the need to integrate 21st-century interdisciplinary themes into the core subjects of modern education. Incorporating Environmental Education in English Language Teaching is one of them. Topics such as climate change, sustainable development, renewable energy, and environmental conservation have been for some time an integral part of not only Science but also the English curriculum. This paper aims to explore the content of the English language resources (coursebooks) for secondary schools in Serbia in terms of environmental issues. The primary objective is to meticulously analyse these resources, examining the presence of environmental topics, identifying key vocabulary, evaluating the types of activities provided, and assessing whether they offer substantial support in developing critical thinking skills. The overarching aim is to identify areas for improvement in the existing teaching materials and provide insightful recommendations for incorporating green activities into the instructional framework, thereby enhancing the overall effectiveness of environmental education within the English language curriculum.Konferencija: SAVREMENA FILOLOŠKA ISTRAŽIVANJA (2), 2–3. mart 2024., Univerzitet u Beogradu – Filološki fakultetSesija broj 12. Humanizam, obrazovanje, nove tehnologij
The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging
No full textAn authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers’ disciplinary practices and bullying in school and students’ satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers’ disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers’ disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers’ negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers’ disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices
Kvalitet nastave i postignuće učenika u domenu čitalačke pismenosti
No full textPored praćenja napredovanja učenika ka postavljenim ishodima i standardima
postignuća, razumevanje kvaliteta u obrazovanju uključuje i kvalitet rada nastavnika
koji realizuju obrazovno-vaspitni proces. Uloga nastavnika prepoznata je u Strategiji
razvoja obrazovanja i vaspitanja u Republici Srbiji do 2030. godine u okviru posebnog
cilja 1.5. koji predviđa unapređivanje kvaliteta inicijalnog obrazovanja nastavnika i vaspitača kroz unapređivanje studijskih programa za inicijalno obrazovanje i
koncepcije pripravništva i uvođenja u posao nastavnika i vaspitača. Strategijom se
predviđa i unapređivanje kvaliteta sistema stalnog stručnog usavršavanja nastavnika,
vaspitača i stručnih saradnika (SROVRS, 2021). Nalazi brojnih istraživanja ukazuju na
to da su nastavnici ključni faktor koji utiče na kvalitet obrazovanja i postignuća učenika
(Hattie, 2005; Radulović, 2016; OECD, 2009, UNESCO, 2019). Podaci međunarodnih
istraživanja PISA 2018 i TIMSS 2019 pokazuju da se nastavnici u Srbiji „u velikoj
meri oslanjaju na tradicionalnu pedagogiju, poput držanja predavanja i podsticanja
učenika da zapamte informacije predviđene nastavnim planom i programom”
(OECD, 2020). Rezultati istraživanja o kompetencijama nastavnika i njihovom uticaju
na postignuća učenika u čitanju upućuju na snažan uticaj nastavnika na čitalačku
pismenost učenika (Johanssoon & Myrberg, 2019; Johansson, Myrberg, & Rosén,
2015). Podaci iz Istraživanje TIMSS 2015 o uticaju nastavne prakse učitelja i njihovih
profesionalnih karakteristika na postignuća učenika pokazuju da profesionalne
karakteristike učitelja iz Srbije, izuzev formalnog obrazovanja, ne predviđaju u
statistički značajnoj meri postignuća učenika (Đerić, Stančić i Đević, 2017)
Learning mathematics using Chatbots
No full textAI-based applications named Chatbots could be used in education to arrange personalized
learning activities and provide time-saving teaching supports (e.g., [ 1]). Their users interact with them
in the following way: the user asks a Chatbot questions and clarifications and receives from it humanlike answers and suggestions. Focusing on specific aspects of mathematical, statistical, and computational
thinking [ 2, 3, 4], this contribution examined how Chatbots could be used to support the learning of
mathematics. It was found that when prompted with clear and specific instructions, the applied Chatbot
could solve a variety of tasks (e.g., analyze given graphs in statistical terms, solve a geometry task that
connects the elements of an isosceles triangle, explain how to calculate the square root of a number
using approximations). The examination showed that, in general, Chatbots can solve problems in steps
(demonstrate decomposition & algorithmization), derive a common pattern from concrete examples (act as
if abstracting & generalizing), or explain how to outsource certain computations to computer programs (give
algorithmization & automation). However, some solutions may be too general, just partial, or even wrong,
requiring the submission of carefully crafted additional prompts – a challenging task for most students.
It is thus important to examine the influence of this novel kind of learning on students’ achievement in
mathematics and their self-confidence in learning it (e.g., [ 5]).Књига абстракта: XV Српски математички конгрес, 19–22. juna 2024. Beograd,
Srbija = Book of abstracts: XV Serbian Mathematical Congress , june, 19–22, 202
Creativity of individual development: how bad can be good
No full textPandemija COVID-19 donela je značajne promene u obrazovanju koje su predstavljale veliki
izazov za učenike i nastavnike. Urađena je kvalitativna studija o tome kako su ove izazove doživeli daroviti učenici,
imajući u vidu njihove visoke sposobnosti i potrebu za ovladavanjem znanjem u oblasti njihovog talenta. Ispitivanjem
su obuhvaćeni srednjoškolci talentovani za IT (N=8; uzrast 16–17 godina) koji su učestvovali u grupnoj diskusiji, a
prikupljeni materijal je obrađen tematskom analizom. Učesnici su bili svesni da je onlajn nastava umanjila kvalitet
njihovog učenja i druženja sa školskim drugovima, ali su koristili dodatno oslobođeno vreme za razvoj svojih
interesovanja i samostalno učenje. Diskutovana su svojstva darovitih adolescenata i njihovog okruženja koja su
pomogla donošenje zrelih odluka i konstruktivna ponašanja radi prevazilaženja prepreka. Zaključeno je da vanredne
okolnosti podstiču pojavu talenta za preživljavanje koji vodi pojedinca ka ostvarenju željene budućnosti.The COVID-19 pandemic has brought significant changes in education that have posed a
great challenge for students and teachers. A qualitative study was conducted on how these challenges were
experienced by gifted students, considering their high abilities and the need to master knowledge in the field of their
talent. The research included high school students talented in IT (N=8; age 16-17 years) who participated in a group
discussion, and the collected material was processed by thematic analysis. The participants were aware that online
teaching reduced the quality of their learning and socializing with schoolmates, but they used the additional freed time
to develop their interests and self-study. The characteristics of gifted adolescents and their environment that helped
them make mature decisions and constructive behavior to overcome obstacles were discussed. It is concluded that
extraordinary circumstances encourage the emergence of a talent for survival that guides the individual toward the
realization of the desired future
Virtual identity and authenticity of youth
No full textВиртуальная идентичность представляет собой сложное явление, отражающее взаимодействие между реальными и желаемыми версиями самих себя. Цифровое пространство предоставляет молодежи возможность экспериментирования, но в то же время оно сопряжено с проблемами аутентичности и ответственности. Благодаря поддержке родителей и качественному образованию молодые люди могут развить здоровое и сбалансированное отношение к своей виртуальной идентичности, интегрируя ее в процесс своего личного развития.Virtual identity represents a complex phenomenon that reflects the interaction between reality and desired versions of oneself. For youth, this digital manifestation provides a space for experimentation, but at the same time, it carries challenges of authenticity and responsibility. Through parental support and education, young people can develop a healthy and balanced relationship with their virtual identity, integrating it into their personal development process.Международной научно-практической конференции, посвящённой 85-летию доктора психологических наук, профессора, заслуженного работника высшей школы РФ, заслуженного профессора РУДН им. Патриса Лумумбы Александра Ивановича Крупнова, Личность в современном обществе: исследование, образование, развити
Родна подела неплаћеног кућног рада и бриге о деци код родитеља деце раног узраста
No full textАпстракт. Иако се деценијама уназад мушкарци све више укључују у неплаћени кућни рад и бригу
о деци, подела ових активности још увек није родно егалитарна. Циљ истраживања био је да утврди у
којој мери мајке и очеви деце раног узраста (0-3) деле неплаћени кућни рад и бригу о деци, као и да
се испита повезаност између родне поделе ових активности и задовољства родитељском улогом.
Истраживање је спроведено применом електронског упитника на пригодном узорку од 680 мајки и
164 очева, који су регрутовани методом снежне лопте. Родна подела неплаћених кућних послова и
бриге о деци испитана је помоћу скале Родитељских задужења (Roskam, Valdes, & Mikolajczak, 2018),
која је проширена сетом задужења која се тичу кућних послова и менталног терета бриге о
домаћинству. Примењена је и скала за мерење задовољства родитељском улогом (PSOC; Gibaud-
Wallston & Wandersman, 1978). Утврђено је да ни у једном сегменту неплаћеног кућног рада и бриге о
деци не постоји родни паритет, а да мајке подносе већи терет бриге о домаћинству и деци. Родни јаз
је најизраженији у обављању кућних послова (М = .65, SD = .50, d = 1.30) и менталном терету бриге о
домаћинству (М = .63, SD = .48, d = 1.31), а нешто је мањи када је у питању брига о деци (М = .38, SD
= .37, d = 1.03). Интензитет родног јаза у подели задужења у домаћинству у вези је са мером
задовољства родитељском улогом. Што мајке подносе већи терет бриге око деце (r = -.19, p < .01),
што су више оптерећене ментално бригом око домаћинства (r = -.17, p < .01) и кућним пословима (r =
-.11, p < .01), то осећају и нешто мање задовољство у родитељској улози. Искљученост из истих
обавеза, односно чињеница да њихове партнерке преузимају терет, још снажније је повезана са
мањим родитељским задовољством међу очевима. На незадовољство очева највише утиче што су
искључени из менталне бриге око домаћинства (r = -.23, p < .01) и бриге око деце (r = -.22, p < .01),
док је веза са теретом кућних послова је слабија и тек маргинално статистички значајна, иако у истом
смеру (r = -.15, p = .06). Резултати показују да родно егалитарна подела неплаћеног кућног рада и
бриге о деци у хетеросексуалним партнерским односима доприноси квалитету живота не само жена,
већ и њихових партнера.Књига резимеа: Различитости и кризе – психологија пред изазовима савременог доба, 72. Конгрес психолога Србије Сокобања, хотел „Моравица“, 29. мај – 1. јун 2024
Digital competence of ESP teachers in higher education research: A systematic literature review
No full textIn the past few years, a substantial body of literature has emerged focusing on the topic
of digital education within higher education institutions. The significance of this issue has
heightened due to the COVID-19 pandemic, wherein educators had to adapt to swiftly
evolving demands. Nevertheless, there is still a question remaining about the impact of this
sudden shift on the level and development of teachers' digital competencies. This paper
therefore aims to present findings from international research on the digital competencies of
university teachers teaching English for Special Purposes and their use of technology in the
teaching process. The study employed a systematic literature review using the Web of Science
(WOS) and SCOPUS electronic databases. The purpose of this review is to provide the scholar
community with a current overview of digital competence research from 2019 to 2024 (fiveyear
period) in the context of higher education regarding the definition of digital competence,
dimensions used to evaluate digital competence, research purposes, methodologies, and results
and limitations. It also focused on the areas of digital competence as given in the European
Framework for the Digital Competence of Educators (DigCompEdu): Professional
engagement, Digital resources, Teaching and learning, Assessment, Empowering learners,
Facilitating Learners' Digital Competence.Book of abstract: VI International LSP Conference
Language For Specific Purposes: Approaches and Strategies, Belgrade, 26–27 September 202