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Стандарди квалитета квалитативних истраживања (с освртом на истраживања у образовању у Србији
Full text linkУ посљедњим деценијама двадесетог вијека ква-
литативна истраживања у друштвеним и хуманистичким нау-
кама налазе се у фокусу интересовања већег броја методолога.
Стандарди вредновања квалитета квалитативних истражи-
вања спадају у још увијек недовољно теоријски осмишљене и ме-
тодолошки разрађене проблеме. Од већег броја релевантих про-
блема у овом раду презентујемо новија схватања о иманентим
карактеристикама квалитативних истраживања, плурализму
приступа и метода, функцијама и развоју квалитета вредно-
вања, те квалитету квалитативних истраживања у образовању
у Србији
Student motivation in a cooperative learning context
Full text linkThe aim of this paper is to point out the role and potential of cooperative
learning, as an instructional strategy in developing students’ motivation to learn.
First, in the context of numerous studies that confirm the importance of peer
relationships for the overall development of children and youth, we analyse
the mechanisms through which social competence and social relationships
contribute to motivation and achieving academic goals. Different instructional
strategies based on students’ social relations and group support in the
classroom are briefly presented, and key differences between group work,
collaborative and cooperative learning are highlighted. Also, we analyse how
the basic structural elements of cooperative approach, such as group goals,
positive interdependence, individual responsibility, autonomy in work, learning
social skills, discussion and group problem solving, contribute to student
motivation. Finally, a review of research on the effects of cooperative learning
on different motivational variables (for example, student engagement, situational
interests, self-competence, goal orientation), in different school subjects and
levels of schooling is made.Book: [https://www.ipisr.org.rs/images/publikacije/motivation-in-education.pdf
Kulturni kapital i obrazovne prakse: Od saznanja do otvorenih pitanja
Full text linkPitanje društvenih nejednakosti u procesu obrazovanja preokupiralo je moju sociološku pažnju još od vremena osnovnih studija. Ovo pitanje me je zanimalo jer mi se činilo da se unutar obrazovne sfere može kreirati promena, koja bi vodila većoj pravednosti celokupnog društva. Danas sam znatno skeptičniji kada je u pitanju mogućnost takve promene, ali i dalje mislim da je vredno truda do detalja ispitati mogućnosti, potencijale i ograničenja transformacije društva koja bi započela iz obrazovne sfere. Za Burdijeovu teoriju društvenih praksi zainteresovao sam se upravo zato što mi se činilo da nudi oruđe za razumevanje mehanizama koji funkcionišu unutar obrazovnog polja i koji od obrazovnog polja čine sistem za reprodukciju društvenih nejednakosti. Nakon izrade master rada i doktorske disertacije, u kojima sam istraživao uticaj kulturnog kapitala na obrazovne prakse učenika osnovnih i srednjih škola u Srbiji, javila mi se ideja o pisanju ove knjige. Želja mi je bila da na jedan sistematičniji način istražim uticaj kulturnog kapitala, kao i mogućnosti za umanjivanje njegovog značaja. Na ličnom planu želeo sam da zaokružim temu kojom sam se bavio prethodnih desetak godina, odnosno da se od nje, objedinivši znanja koja imam na jednom mestu, makar na neko vreme rastanem. Ideja da u knjizi akcentujem oblasti za koje smatram da nisu u dovoljnoj meri istražene javila se tokom pisanja i nadam se da će ona doprineti tome da knjiga bude korisnija istraživačima koji će se u budućnosti baviti značajem kulturnog kapitala, ili nekim drugim vidom strukturalnih nejednakosti u obrazovanju.
Budući da je knjiga na izvestan način proizvod rada započetog još tokom
studija, imam potrebu da iskažem zahvalnost mojoj mentorki dr Isidori Jarić na
svim savetima i vođstvu prilikom izrade master i doktorske teze. Takođe, veoma
sam zahvalan dr Ivani Spasić, koja me je prva zainteresovala za Burdijeove ideje
i u meni podstakla želju da ih detaljnije istražim. Duboku zahvalnost dugujem i
recenzentima ove knjige na pažljivom čitanju rukopisa.
Osim formalnim recenzentima, zahvalan sam i neformalnoj recenzentkinji,
mojoj majci, koja je tekst više puta pažljivo pročitala i iz pedagoške perspektive
ostavila, čini mi se, više komentara nego što je osnovnog teksta. Na kraju, veliko
hvala mojoj porodici, koja me trpi i pruža mi podršku da se posvetim pisanju.Naziv zbirke: Biblioteka „Istraživački radovi“ 10
„It’s like the king and his kingdom“: Mapping constellations via the Мodel of the Аgonistic Self methodology (MAS–M)
No full textBuilding on the Dialogical Self Theory (DST) and the Model of Agonistic Self (MAS), this paper introduces the Model of Agonistic Self Methodology (MAS-M). This methodological approach employs constellations as the interpretative framework for the qualitative analysis of data on the self-in-context. Constellations are defined as wider patterns of interactions between voices of the self-in-context, which follow specific and repetitive scenarios. In order to develop MAS-M, reflexive thematic analysis was performed on individual reports written after interviewing nine elementary school teachers. The data gathering procedure involved a two-stage interview process employing the previously developed Agonistic Self Interview (ASI), which was introduced into the standard MAS-M procedure. We identified six constellations, whose structure and dynamics we described at the formal level: the King and His Kingdom constellation, Crisis Intervention, Defense of Purpose, Value Conflict, Temporary Inclusion of Sidelined Perspectives, and Reflection. In this paper, we discuss the psychological function of each of the identified constellations, along with the possibility of their application as a practical, diagnostic, and research framework.This is the accepted version of the paper:Grbić, Sanja, Vladimir Džinović, и Dragan Vesić. 2023. „“It is like the king and his kingdom”: mapping constellations via the model of the agonistic self methodology (MAS-M)“. Qualitative Research in Psychology 20(2):289–335. doi: [10.1080/14780887.2023.2201199.]Published version: [https://ipir.ipisr.org.rs/handle/123456789/1158
Qualitative study of the dynamics of adolescents’ sense of academic futility
No full textA culture of academic futility is shared among low-track students leading to their belief that they lack control over their educational outcomes and the expectations that their investment in education will not pay off. The Model of Agonistic Self (MAS) offers an understanding of the processes behind anti-school attitudes in terms of opposing tendencies towards dominance and pluralism in the multivoiced self. The aim of this exploratory case study was to analyze whether students with anti-school attitudes and those with pro-school attitudes differ in the contents of the voices of their multiple selves as well as in the relationships between those voices. Fifteen vocational school students interviewed about the voices that shape their thoughts about school and the relationships between those voices. The transcribed materials were analyzed applying theoretical and methodological categories of voice functions, types of their relations and broad patterns of their interactions that make up the six-constellation model. First individual and then cross-case analysis revealed key features of stable and transitory constellations of voices that are common to students with a strong sense of futility and distinguish them from the other group. The main similarity is that the stable constellation of all participants is dominated by voices that personify the beliefs that it is important to be successful, by having high earnings, and providing a quality life for the family. The main difference concerns the position in the stable constellation of voices that personify the purpose of education. For those with anti-school attitudes, such voices are suppressed by the dominant, and this results in withdrawal from an effort of school learning. In adolescents with pro-school attitudes, voices that affirm education are the main voices’ role models or collaborators, who ensure that the values of personal success are realized through education. Also, an important difference concerns the transitory constellation Value Conflict. It is more common among advocates of education meaning that there are frequent conflicts between the voices of the futility of education and those who personify pro-educational values. The absence of conflict between pro-school and anti-school values in the agonistic self of adolescents with anti-school attitudes indicates the process of self-radicalization which makes it even more difficult to appreciate perspectives that affirm education.Knjiga rezimea: XXIX naučni skup Empirijska istraživanja u psihologiji 31. mart – 2. april 2023., Filozofski fakultet, Univerzitet u Beograd
Parents’ perspective in the evaluation of a parental report inventory for the assessment of child communication development
Full text linkИзвештај родитеља је прихваћен у истраживањима и пракси као валидан и поуздан извор података о комуникацијском развоју детета и евентуалном кашњењу у развоју. Ипак
се морају имати у виду значајна ограничења као што су пристрасност родитеља, ограничења у разумевању дечије језичке продукције, образовање родитеља и мањкавости у
лингвистичком знању родитеља. Имајући у виду да су управо родитељи највише заинтересовани за адекватну процену дететовог развоја, важно је од њих добити поуздане информације. У овом раду анализирамо како родитељи виде родитељски извештај као методу за прикупљање података синтетизујући њихова искуства са адаптираном верзијом
МекАртур-Бејтс инвентара комуникацијског развоја (CDI-I и CDI-II). У том циљу
урађена је тематска анализа дискусија у фокус групама са родитељима, као и одговора на
отворена валидациона питања на крају инвентара. На основу квалитативне индуктивне тематске анализе дискусије идентификовано је шест тема и њихових подтема које су
у овом раду приказане уз цитирање илустративних примера. Резултати су показали да адаптација оригиналног CDI за језике са битно различитом морфосинтаксичком структуром може стварати тешкоће у разумевању упитничких ставки ван контекста. У раду
приказујемо тешкоће и предности извештавања родитеља и критичко преиспитивање
ове методе за процену језичког развоја. Дискутујемо о потенцијалним решењима која
могу помоћи да се превазиђу тешкоће у вези са извештавањем родитеља о комуникацији
њиховог детета, као и дилеме истраживача и практичара у вези са валидношћу и поузданошћу родитељског извештавања.Parents’ reports are accepted in practice and can be a valid and reliable source of information in research on children’s communicative development and any delays in this. Nevertheless, parents’ reports may have important limitations that need to be considered: parental positive bias; parents’ understanding of the child language comprehension; and parents’ education and limited linguistic knowledge. In this paper, we take the stance that parents are most interested in an adequate assessment, and obtaining reliable input from them is certainly important. We amplify the voice of parents by synthesizing their experiences with a parental report inventory as a method based on the usage of the adapted version of the MacArthur-Bates Communicative Development Inventory. With that aim, we conducted a qualitative inductive thematic analysis of focus group discussions and additional open-ended validation questions. Six emerging themes and sub-themes were identified and presented with illustrative quotations. Results revealed that the adaptation of original CDIs to languages with radically different morpho-syntactic structures may produce items that are hard to recognize and understand without a context. We bring to light parent-specific difficulties in performing this task and provide a critical understanding of parents’ reports as a method of language development assessment. We discuss potential solutions to parents’ dilemmas that inevitably arise when reporting on their child’s communication, as well as answers to researchers’/practitioners’ dilemmas regarding the validity and reliability of parental reporting
Modeling the relationships between transformational leadership, teacher academic optimism, and teacher engagement: Evidence from the Serbian school context
Full text linkИако је конструкт ангажовања наставника препознат као важан за позитивне исходе ученика и наставника, још увек је мало налаза о његовим детерминантама. Главни циљ ове
студије био је да се испитају односи између трансформационог лидерства, димензија академског оптимизма наставника (тј., самоефикасност, поверење наставника у родитеље
и ученике и потенцирање образовања) и ангажовања наставника. Подаци прикупљени
од 420 наставника из основних школа у Србији анализирани су применом моделовања
латентних варијабли структуралним једначинама. Резултати су показали да трансформационо лидерство има позитивне ефекте на све димензије академског оптимизма наставника. Трансформационо лидерство било је директно повезано са ангажовањем наставника, иако ова релација није била снажна. Такође, трансформационо лидерство било
је индиректно повезано са ангажовањем наставника, посредством поверења наставника
у родитеље и ученике и посредством потенцирања образовања. Ова студија упућује на то
да трансформационо лидерство има важну улогу у унапређивању ангажовања наставника. С тим у вези, јачање трансформационог лидерства у школи вероватно ће довести до
побољшања ангажовања наставника.Although the construct of teacher engagement is acknowledged as important for positive student and teacher outcomes, evidence about its determinants is still scarce. The main aim of this study was to investigate the relationships between transformational leadership, dimensions of teacher academic optimism (i.e., self-efficacy, teacher trust in parents and students, and academic emphasis), and teacher engagement. Data obtained from 420 primary and lower secondary school Serbian teachers were analyzed by utilizing structural equation modeling with latent variables. The results revealed that transformational leadership has positive effects on all dimensions of teacher academic optimism. Transformational leadership was directly associated with teacher engagement, although this relationship was not strong. Also, transformational leadership was linked to teacher engagement indirectly, via teachers’ trust in parents and students and academic emphasis. The present study suggests that transformational leadership plays an important role in enhancing teacher engagement. Therefore, by strengthening transformational leadership in the school, the engagement of teachers is likely to be improved
Sensory processing features in children with cochlear implants
Full text linkSensory processing represents a neurological process that involves sensory perception, organisation,
and reaction to sensory stimuli. It is a broad mechanism that refers to how our
central and peripheral nervous systems regulate sensory information from our seven (peripheral)
sensory systems. The aim of this paper was to examine the sensory processing features
in children with cochlear implants and to determine the correlation between the processing
of sensory information with emotional and social responses, as well as behavioural
outcomes. Parents of 24 children with cochlear implants, ranging in age from 1 to 10 years old,
completed the Sensory Profile questionnaire. The results show that children with cochlear
implants had lower sensory processing performance in several domains of the Sensory Profile.
Pearson’s r correlation revealed that there were significant relationships between social/
emotional responses and behavioural outcomes with almost all sensory inputs, except the
vestibular. Based on these results, it can be concluded that the respondents from this convenient
sample had significant difficulties in adjusting their levels of activity to the requirements
of everyday life and daily tasks. These research findings can contribute to improving
the effective implementation of sensory integration therapy, as well as highlighting the need
to adjust a child’s environment based on their profile of sensory needs.10th International Conference: Research in Education and Rehabilitation Sciences: ERFCON 2023
May 5 - 7, 2023
Zagreb, Croati
Učenje in poučevanje matematike
No full textTechnological advances are increasingly influencing changes in educational practices and, consequently, changes in the development of didactics. If in the past, educational institutions were one of the main ‘sources of knowledge,’ this is no longer the case, as information is available to the individual at virtually every step. Approaches to learning and teaching mathematics are also changing. Modern approaches to learning and teaching mathematics are based on the active involvement of the learner in the learning process. The purpose of teaching mathematics is not only to impart mathematical knowledge, but also to make students discover, think and build mathematics
Foreword
Full text linkThe papers collected in the book Motivation in education: Challenges and different
perspectives in research, all written in the past two years, constitute an attempt
to emphasize the significance of researching motivation in different educational
contexts. The selection of these thirteen chapters was based on the desire to
present a more comprehensive framework that would allow for the understanding
of different individual perspectives in research on motivation in education. In
spite of a certain degree of thematic dispersion, primarily stemming from authors’
personal choices and professional preferences, the papers aim to encourage
the resurgence of and reflection on critical issues in research on motivation and
education (education philosophy – the dominant perspective on the nature of
motivation in pedagogy; the conceptualization of motivation in higher education,
motivation in mathematics and science in different countries; the motivational
constructs of PISA and STEM education; the link between motivation and emotion
and strategies for connecting these areas; parents’ beliefs and student motivation;
the learning environment and parental support; the contextualization of teacher
motivation; teacher motivation and the development of the teaching profession;
on motivation and boredom in class; different school practices and motivation;
analyzing and reviewing published papers on motivation in journals; and more).
Sharing their research results and thoughts on motivation and offering different
insights and analyses, the authors showed immense dedication to this endeavor.
They demonstrated their professional work in action and showcased it to actors
in education as proof that it can be likened to a case study process aimed to
encourage collaboration and active reflection.Book: [https://www.ipisr.org.rs/images/publikacije/motivation-in-education.pdf