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# 3 , 2014. 26,1000 . 011/306 77 83 E-mail: drustvo / Journal of Education / UDK 37 ...

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Journal of Education

o

3 , 2014.

26,1000

. 011/306 77 83

E-mail: drustvo@pedagog.rs

/ Journal of Education /

UDK 37 ISSN 0547-3330 . LXIII 3. . 363-574 , 2014.

Editorial Board

Saa Dubljanin, Ph.D.

Sneana Marinkovi, Ph.D.

Nataa Matovi, Ph.D.

Dragana Pavlovi Breneselovi, Ph.D.

, Ilke Parchmann, Ph.D., Germany , Rossitsa Alexsandrova, Penkova, Ph.D., Bulgaria elimir Popov, M.S.

, Alla Stepanovna Sidenko, Ph.D., Russia , Pavel Zgaga, Ph.D., Slovenia Vesna uni Pavlovi, Ph.D.

Editor-In-Chief Emina Hebib, Ph.D.

: Language editor: Tatjana Dogdibegovi Translators Andjelka Ignjaevi, Ph.D. (English) Dara Damljanovic, Ph.D. (Russian) Secretary Bojana Uroevi

: Design and typeset:

eljka Bai Stankov

: For the publisher:

Biljana Radosavljevi : , Printing: Europrint, Beograd CIP - , = Journal of Education = /

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). - 24 cm ISSN 0547-3330 = COBISS.SR-ID 6026754 369 ף Ȏ 387 ȣȣ :

481 ȣ ؎

481 Mirjana Japunda Milisavljevi NEUROPSYCHOLOGICAL FUNCTIONS AS PREDICTORS Aleksandra uri Zdravkovi OF THE SUCCESSFULNESS OF MUSIC CULTURE TEACHING Sanja Gagi OF STUDENTS WITH INTELLECTUAL DISABILITY

481

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Theoretical conceptualization of kindergarten as the model center is based on Abstract the systemic approach to changes in education and the concept of the sustainibility of change. Since the Law of preschool education in Serbia introduced the institution of the model centre, we directed our research to examining the preconditions for its implementation in practice by analyzing legislative preconditions for its implementation and to examine the views of the practitioners of the idea of the model center. We used the technique of content analysis and a questionnaire to examine the attitudes of practitoners towards the model center and their own potential roles in it. The results show that the implementation of the model center has not been done yet since its significance, purpose, functions, instructions for implementation, functioning and financing have not been determined by necessary sublegal documents. On the other hand, the practitioners who took part in the research expressed a very positive attitude towards this concept and they recognized its significance for the development and dissemination of change in practice and in their in-service training. Based on the obtained results the conclusion of the paper contains some suggestions for educational policy by which successful implementation of the model center and interconnecting of researchers, practitioners and educational policy agents could be achieved.

Keywords: model center, changes in education, sustainbility of change, dissemination, institutionalization.

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All school systems apply different types of differentiation in education, trying Abstract to respond to the differences in abilities and achievements of students. The 1 , 179060 (2011-2014), , , .

paper deals with the questions of whether, when and how guidance and selection of students are done be it between different schools or inside a school. Since among certain school systems there are significant similarities regarding the structure and organization of elementary education, differentiation included, we stress the specifities of performing differentiation in the compulsory education in three groups of countries, i.e. three different models (German, Scandinavian and Anglo-Saxon) which are characterized by certain mutual features of the applied mechanisms of differentiations are described and analyzed.

Regarding the effects of differentiation on equality in education, the Scandinavian model seems to be very successful while in the countries in the German model justice in education is less evident.

Keywords: differentiation in education, German model, Scandinavian model, AngloSaxon model, justice in educational systems.

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## EDUCATIONAL STANDARDS IN ELEMENTARY EDUCATION

The paper presents the results of a research of the attitudes of teachers of Abstract science towards the implementation of educational standards in elementary school education. The research was carried out immediately after an in-service teacher training in the implementation of standards, organized by the Institute for the evaluation of quality of education in Serbia. Tested were four hundred teachers of geography, biology, physics and chemistry who teach in elementary schools. The results show that almost all teachers think that educational standards should be implemented in the teaching process although there are some differences between them when the subjects taught are considered.

More than half the teachers think that the standards will be most beneficial to students in the domain of knowledge, assessment, personal initiative and preparation for final exams. The teachers who recognized their own personal benefit from the implementation of the standards estimate that they will be helpful in assessment, selection of teaching materials, organization of work and further professional development. However, the teachers also

expect that they will face various difficulties and limitations during the implementation:

problems in assessing and evaluating students knowledge compared to the defined levels of achievement; resistance of students and parents to change; lack of technical and teaching devices; too much administration which will require a lot of time Keywords: educational standards, science teachers, justification of educational standards implementation, elementary school education.

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The Institute for Pedagogic Research in Belgrade developed the so called Abstract Trefoil approach to education which responds to the universal need for the students self-actualization and the acute need of rapidly changing life in this century. The aim of the Trefoil is to stimulate the development of the students creativity, initiative and cooperative competence via intensive coordinated application: learning through group cooperation, solving open divergent tasks by playing, critical dialogues, researching (brain storming, data gathering, analyzing different solutions and finding out the most relevant one) and work in the students interdisciplinary projects. The approach was tested in one experiment conducted in a small urban school, typical for our conditions. Trying to contribute to the advancement of our teaching by using the Trefoil approach we analyzed the reflections of the teachers who had applied it. They stated advantages and problems in the use of the approach that stimulates creativity of students in class. Numerous scientific studies define this method as outstanding stimulation for the development of cognitive, affective, conative and social characteristics of students. Yet, we found few discussions about the problems of implementation, especially in the context of traditional school. The analysis of the problems and offering possible solutions which are dealt with in this article could help traditionally oriented teachers to successfully apply the Trefoil approach to education. The awareness that there are solutions will enable teachers not to retreat in front of changes and avoid new approaches in the educational process.

Keywords: pedagogic approaches, teachers professional development, applied and action research in education, Trefoil approach to learning: creativity, cooperation, initiative, elementary school.

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## ASSESSMENT AND DEVELOPMENT OF STUDENTS COMPETENCIES

This paper discusses the role of assessment for the development of competencies Abstract of students. The students competencies are clearly identified outcomes, i.e.

expected knowledge, skills and abilities, values, attitudes and behaviours the students should acquire and which they will be able to demonstrate upon a successful ending of a theme, programme, educational level or cycle. Connecting the students competencies with their 1 179026 , , , .

activities is essential and is done by monitoring, testing and assessing knowledge. The paper deals with the purpose of assessment from the angle of the student, teacher, teaching process and educational attainments, then with problems of assessment and the role of assessment in the development of competencies of the student in cognitive, affective and psyco-motor domains. The assessment which is in the function of competency development is characterized by the connectedness of the contents which are taught and the variety of instruments and ways of assessing students, the totality of aims and outcomes of learning (for instance, to strenghten cognitive competency by the aims in social and affective domains) and reflection as the integral part of assessment and self-assessment.

Keywords: learning, assessment, testing,students competencies, quality of education.

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Since teaching methods and the attitudes towards them are based, in principle, Abstract on a certain concept of education and teaching, the data about teachers 1 , 179060 (2011-2014), , , .

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attitudes are a good indicator of the accepted educational concept and approach to teaching, and are at the same time an element for forming a view of the quality of teaching in general.

That is why the subject of the empirical research, which we present in this article, is the variety of teaching methods in Serbia. By research we tried to find out which methods are common, how much individual methods are used and how they are organized in the teaching process. The data were gathered by observing 354 teaching lessons in the schools of different types and levels of education, during three academic years, in the period of 2012 - 2014. The results show that, in practice, different methods are used, but the frequence of individual methods use are uneven, and that those ways of work and the organization of methods based on transmission of knowledge dominate. Lecturing is the most commonly used, combined with examining in the function of the repetition of the matter. It can be concluded that the diversity of work forms in our schools is small and not in accordance with modern conceptualizations of the tesching methods.

Keywords: teaching method, diversity of teaching methods, organization of teaching methods in class.

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The paper presents the results of a research of the dedication of teachers to Abstract their profession and the institution/school in which they are employed.

Dedication is defined as connectedness of the teacher with their own profession and the institution in which they are employed and it shows through normative, affective and continuation forms.

The research focused on a scientifically under-researched phenomenon of the teachers dedication in order to help identifing the problem from the perspective of belonging to a certain institution and profession. The research included 1162 teachers in 92 elemntary schools in Serbia. The quantitative, non-experimental research method was applied and two tasks were fulfilled: (1) identifikation of basic indicators and componenets of the teachers dedication and (2) examination of the influence of professionally-educational and performance of the teachers regarding each component of dedication. Statistically significant relations with each element of normative, affective, continuational organizational and professional deddication were established. The research results, obtained by the analysis of the main components and multiple regression, have relevant scientific and practical implications because they provide an innovative insight in understanding the problem of effectiveness and efficiency of educational management and open a possibility for designing strategies for further professionalization of teachers.

Keywords: teachers, dedication, profession, organization, continual in-service teacher training.

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Acquisition of contents of the teaching subject Musical Culture among students Abstract with intellectual disability depends to a significant extent upon the quality of the development of neuropsychological contents. Although the researches dealing with the estimation of the relations between music and neuropsychological functions have a very rich and old intellectual history, only few of them tried to single out its most important component for the acquisition of musical contents. The aim of our research was to determine whether there is connectedness between neuropsychological functions as prediction variables with the success in acquisition of musical contents by students with intellectual disability as a criterion variable, and which of the estimated neuropsychological functions has the most influence on the acquisition of musical contents. The sample included 124 respondents, aged 8 - 16. To examine executive functions we used a 20 items test, Stroop test, Beter-Cragin test, Rey Auditory verbal learning test, Acadia test, and Learning Accomplishment Profile - LAP to estimate academic achievements. A statistically significant coeficient of correlation indicates that between the success in the teaching of musical culture and the results obtained by the tests for measuring attention (selectivity of attention r = 0.25, p = 0.01: resistance to obstructions r = 0.22, p = 0.01, visual memory (r = 0.21, p = 0.01) and forced recognition (r = 0.24, p = 0.01) there is a positive relatedness of a low intensity. Among them the most prominent is attention selectivity. Practical implications indicate that it is necessary to plan educational activities aimed at the development of the estimated abilities among the students with intellectual disability within the course of musical culture.

Keywords: musical culture teaching, neuropsychological functions, intellectual disability.

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Posed questions stimulate thinking and speech activities of students. Questions Abstract must gain meaning and place in everyday life of deaf and hard-of-hearing students, too. Questions will be completely clear and permanently internalized only if used in everyday child communication. The aim of our researh was to examine the relatedness between age and the level of hearing damage and the capability of deaf and hard-of-hearing students to answer questions in writing, speech and sign language. The sample included 83 deaf and hard-of-hearing students of the third to the eighth years of elementary school. The obtained results show that the deaf and hard-to-hearing students provide best answers in sign language, then orally, and the lowest results they achieve when they are expected to answer in writing (all the differences are statistically significant at the level of 0.01) The answers which the students were not able to formulate in writing or orally were adequatelly and fully obtained in sign language.

Keywords: questions and answers, written, oral and sign language, deaf and hardto-hearing students.

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