1,577 research outputs found
The Paradigm of Positive Development: the Possibility of Innovative Practices in Inclusive Education
No full textIn the introductory paper, The Paradigm of Positive Development: the
Possibility of Innovative Practices in Inclusive Education, the author Nada Polovina presents the key points of reference for the paradigm of the positive development
of young people as a new approach to research, developmental stimulation and
improvement of potential of children and young people. The first part of the paper
considers those points which refer to: the nature of the development process and
developing goals (the ‘plasticity’ of developmental possibilities; the development
of functional behaviour); the constructive elements of positive development (the
interaction of the internal/child’s powers and the external developmental powers
– the characteristics of the socialisation system); the nature of the process of
developmental changes (the process of developing progress as a result of the mutual
efforts of the child and the contribution of the environment). The second part of the
paper analyzes the general points of reference for the incorporation of the values
and principles of the presented paradigm in the practice of the inclusion of children
with developmental disabilities in regular schools, and then their incorporation in
real school practice in Norway whose law on education is based on the principle of
the positive development of pupils.Naziv zbirke: Biblioteka "Pedagoška teorija i praksa" 4
Applied research of attachment theory
No full textThe paper aims to throw light in what manner the theory of attachment can be applied in practice. The following applied studies act as intermediaries connecting theory and practice: (a) studies concerning the place and the role of attachment in partnership, parental and family functioning; (b) those concerning attachment and dysfunctional forms of behavior and (c) those concerning counseling and therapeutic applications of the attachment theory. In the paper these are illustrated by concrete research subjects and approaches. Main findings have been put in relation with the field of practical application. In the final part of the work, the author deals with the nature, the dynamics and the phases of relation between knowledge gained through theoretical research and its application in practical work. The author draws the conclusion that the relation between theory and practice, in the field of the attachment theory, is in the phase of early development characterized by asymmetric developmental levels and unidirectional influence. Highly developed theory enriches the practice by providing the basis for understanding the development and close relations; practice validates theory and its usability. However, the level of mutual influence where the practice of direct work with individuals would shape the theory has not been reached
General beliefs of teachers and students about working and living environment: Implications for mutual cooperation
No full textThe paper empirically tests the assumption that parents' perspective and teachers' perspective in the situation of cooperation are generated from the guiding action of general beliefs of both about their role and the conditions of its fulfillment in the existing everyday working and living conditions. The research sample consists of 270 respondents who were divided into three subsamples (170 teachers, 60 parents/teachers, 40 parents) by the research draft. For the purposes of the research, three varieties (with respect to the three aspects of respondent's role) of the same questionnaire (isomorphic open-ended questions, narrative answers) were created. The questions were thematised around the way teachers and parents observe difficulties in functioning, each from their own role, the way they determine their causes and consequences, and the kinds of support resources they use in the endeavors to cope with difficulties. The results indicate that the difficulty reported by parents to be conditioned by systemic factors (the lack of time for children due to providing work and money) gains the status of external/systemic causes of degradation of educational values in teachers' beliefs (delegating responsibility to parents for systemic difficulties), which can pose a significant obstacle to relational understanding. The finding points out to the importance of developing the skill of change of perspective in teachers in order to achieve coordination of differences in beliefs and develop an internal framework of mutual understanding
Attachment theory: A review of research
No full textResearch of attachment is numerous and versatile. They differ according to problems addressed, methodology applied (longitudinal studies, studies with horizontal designs, different instruments used, different methods of data analysis), and characteristics of samples involved (concerning age socio/economic status, family ecology). The research is commonly relied on the core assumptions of the theory itself, and the shared characteristic is orientation to explore complex phenomena of human experience and functioning. From the vast variety of research only those who most directly test the basic assumptions of the attachment theory are focused and addressed in the paper: representation of patterns of attachment in the childhood and adulthood, stability and change of attachment security from infancy to early adulthood, transgenerational transmission of attachment characteristics, the place and the role of attachment behavioral system in the personality development. The aim of the paper is to highlight the basic research and theory issues and directions, and illustrate them with concrete research date
Education of parents and attitude towards school of their daughters and sons
No full textThis paper presents the results of the research the goal of which was to gain insight into the linkage between the attitude towards school and educational aspirations of female and male pupils and the aspects of their family environment which are gender marked (educational status of mothers and educational status of fathers as gender-role indicators). The approach to research topic was developed by relying on ecological systems theory of development (Bronfenbrenner) and social-cognitive theory of gender-role development (Bussey and Bandura). Research comprised a representative sample of 2447 female and male pupils of eighth grade from 36 schools in Serbia, and data were obtained by using answers to the questionnaires referring to some aspects of family and school environment. This is an in-depth analysis of data collected as part of the international study TIMSS 2007. Research findings can be expressed on two levels. The first - female eighth grade pupils, compared to their male peers, have considerably higher educational aspirations, a more positive attitude towards school as learning environment, and in extracurricular everyday life they prefer activities which are encouraged by school contents. The second - educational aspirations of male and female pupils are highly positively correlated with the accomplished educational level of the same gender parent, while attitude towards school and the type of extracurricular activities, both in boys/male pupils and girls/female pupils, stand in higher correlation with the accomplished level of education of the mother
Contribution of school to building up the partnership with parents
No full textThis paper studies the way in which headmasters and class masters perceive and estimate the factors, obstacles and incentives to building up a partnership between school and parents. The sample consists of 60 headmasters and 305 class masters from 60 schools (37 urban and 23 rural) in Serbia. Headmasters and teachers filled in separate, but parallel questionnaires (modified only in the segment of different roles) that were created for the purposes of research. Questionnaire items inquire about the factors contributing to the inclusion of parents, the obstacles in developing the cooperation between parents and school and the peculiarities of school environment that can contribute to the development of that cooperation, as well as about the peculiarities of the communication with parents. Research findings indicate that headmasters and teachers assess the importance of different components in the field of cooperation with parents in a similar, but not identical way. Most similarities are found in the perception of obstacles for establishing cooperation (the problems of coordinating time periods for meetings, previous bad experiences of parents regarding cooperation). The majority of differences lie in perceiving the importance of cooperation factors (headmasters emphasise the "parent factor", while teachers do so both for the "parent factor" and "child factor"), as well as in perceiving the necessary incentives for the improvement of cooperation between school and parents (headmasters emphasise the spatial-temporal organization components, and teachers do so for spatial components and personal initiatives). In the assessments of both the headmasters and teachers we obtained differences marked by gender, the longitude of years of service, size of the settlement where the school is located (town-village). The general conclusion indicates that the topic of cooperation between school and parents is highly and in many ways context sensitive, and that the building of cooperation program must be preceded by the process of systemic and systematic dialogue shaping of the topic on the level of every individual school, in order to purify the existing multiverse meanings and thus provide foundation for clear, locally meaningful and sustainable cooperation programs
Attachment theory: Old and new approach
No full textThe article is an attempt to present holistically the key concepts of attachment theory rediscovered for its potentials. The presented concepts include: narrow definition of attachment, behavioral control system of attachment, attachment working model and patterns of attachment. The concepts are presented in the context of child attachment theory and adult attachment theory, in addition to description of the development of attachment. Concepts, as well as developmental processes are presented from the stand point of pioneers in this field (John Bowlby and Mary Ainsworth) as well as from the standpoint of their successors (Everett Waters and Malcolm West). Compacted ness of the theory, possibilities for operationalization of its key concepts and its application to empirical studies of complex psychological issues that have never been scientifically explored, makes it a very prospective theory in view of possible integration of existing research findings and initiating new research and new practices in psychotherapy, social work and work in schools. The goal of this integral presentation of attachment theory is to highlight its benefits and possibilities for understanding and research complex field of human's psychosocial functioning
Demographic increase in the context of divorce and extramarital partnership
No full textThe basic goal of this paper is to point to the scope and significance of the share of divorce and extramarital partnership in the issues related to demographic increase. The paper consists of three parts. The first part discusses the relevant demographic data which - through the increase of the divorce rates and the rates of children born extramaritally, as well as through the specification of general indicators within these categories of population (age, marriage length, education, job) - indirectly point to the reduction and impoverishment of the reproductive potentials in this subpopulation. The second part of the paper presents contemporary theoretical-research argumentation which tends to explain the dynamics of the functioning of the pattern of family and heterosexual partnership (postulates of evolution psychology, psychology of sex roles, psychology of reproductive behaviour and sociology of family). The third part presents the concluding remarks and the standpoints of the author herself about the need to construct a new thinking area and discourse which would follow the created changes and processes, as well as to preserve in them the idea of longstanding co-operative relations in which man and woman, in new life conditions and realities, contribute to the benefit of the descendents.</jats:p
Porodične vrednosti u tranziciji – Srbija u komparativnoj perspektivi
No full textU radu se razmatraju dominantne vrednosne tendencije u Srbiji na početku milenijuma u
vezi sa sindromom stavova prema porodici, vaspitanju i odgajanju dece, seksualnom ţivotu,
braku, odnosu muškarca i ţene i ulozi zaposlene, tj. ţene domaćice u tom odnosu. Na osnovu
empirijskih podataka iz trećeg i četvrog talasa Svetske studije vrednosti identifikuje se struktura
vrednosti koja karakteriše instituciju porodice u tranzitivnoj Srbiji kao i njihove determinante;
registruju se promene koje su se u Srbiji desile u periodu 1996-2001. godine u kontekstu
preovlaĎujućih socio-ekonomsko-kulturnih faktora uz naglasak na komparativnom pristupu, tj.
poreĎenju dominantnih porodičnih vrednosti Srbije sa vrednostima drugih evropskih zemalja i
identifikovanju specifičnosti koje iz tog poreĎenja proizilaze. Pored toga ukazuje se na značaj i
ulogu obrazovnog procesa kao preduslova prihvatanja tolerantnijeg pristupa prema porodici i
njenoj izmenjenoj ulozi u post-komunističkoj Srbiji u ranim fazama demokratizacije
The key determinants of the quality of mentoring in teaching profession
No full textThe review paper discusses the phenomenon of the quality of mentoring in the
context of professional development of teacher interns. Although mentoring is
considered as a suitable framework for high quality professional development,
not enough attention has been paid to the phenomenon/topic of “the quality of
mentoring”. This has been confirmed by our initial analysis of the situation
in this field based on collecting relevant literature published in the past
twenty years. The analysis of the selected papers was organised around two
research questions: (1) Why is the topic of the quality of mentoring
underrepresented in relevant literature? and (2) What are the determinants of
the quality of mentoring? Through the analysis of leading review and
meta-analytic papers in the problem field of mentoring we singled out the
following as possible reasons for a scarcity of studies on the quality of
mentoring: the complexity of the concept of mentoring, the focus of the
papers dealing with mentoring on the instrumental while neglecting the
explanatory, the overemphasis of positive contributions of mentoring, the
lack of agreement on the issue of the outcomes of mentoring. In the second
part of the paper, by applying the structural analysis procedure to the
selected texts, we formulated and elaborated the thesis about the three key
determinants of the quality of mentoring: (1) the quality of informality of
the mentoring process, (2) specific nature of the learning process, (3)
harmonising the peculiarities of the paradigmatic framework of mentoring with
the real capacities of the specific school environment. The concluding part
of the paper points out to implications for practice regarding the
preparatory work with mentors and initial development of mentoring
programmes. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od
podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga
i identiteta u društvu i br. 47008: Unapređivanje kvaliteta i dostupnosti
obrazovanja u procesima modernizacije Srbije
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