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TEACHING AND LEARNING
Dušanka Lazarević, Ph.D.:
Educating the Young to Use Online Information – Supporting the Development of Critical Thinking
Ljubomir Žiropađa, Ph.D.:
Age and Foreign Language Learning
Marjana Penca Palčič, MA:
Implementation of Foreign Languages in the Initial Three Grades of Primary School
Milanović Ivana, MA, Radisavljević Snežana, MA:
Students’ and Parents’ Attitudes towards Physical Education and Workout

PEDAGOGIC RESEARCH
Jelena Maksimović, MA:
Different Methodological Approaches to Academic Failure Research

TEACHING PERSONNEL
Slavica Maksić, Ph.D., Slavica Ševkušić, MA:
Teacher Training for Optional Subjects
Emina Hebib, Ph.D.:
Teacher Development within School

EDUCATION IN OTHER COUNTRIES
Gukalenko O.V., Danjiluk A.J.:
Education in Modern Russia

REVIEWS
Lidija Zlatarić, MA: 
Knowledge Tests: development and application in secondary school
Jovan Đorđević, Ph.D.:
Specificities of Adult Learning
Marina Arsenović-Pavlović, Ph.D.:
A Look Backward: Svenka Savić on play and ballet

Dr Dušanka Lazarević
Fakultet sporta i fizičkog vaspitanja, Beograd
Filozofski fakultet, NoviSad

EDUCATING THE YOUNG TO USE ONLINE INFORMATION - SUPPORTING THE DEVELOPMENT OF CRITICAL THINKING

The paper highlights the importance of educating the young how to qualitatively use online information. The notions critical literacy and informational literacy are the key concepts for understanding the complex functioning of the individual in the informational space which has become widely availablevia the internet. Critical thinking skills are the basis of critical and informational literacy. Presented are the abilities and skills necessary for the informational literacy of students which, at the same time, illustrates the participation of critical thinking skills in this type ofliteracy. As the theoretical framework and the basis for planning the development of critical thinking skills of students, in the function of educating them to use online information,we suggest the programme Culture of Critical Thinking tailored for the conditions of our educational practice. The paper stresses the importance of the development of critical thinking both in the domain of critical reception and production, and the role of Information Technology teaching in supporting the development of critical thinking for the qualitative usage of online information. The conclusion is that a full effect can be expectedonly after careful correlating Information Technology teaching with other school subjects. Some concrete procedures are offered for educating students to form critical attitudes towards online information when carrying out their school assignments. Indicated is also the expected transfer of the application of critical thinking skills on the use of onlineinformation independent of school assignments and studying.

Keywords: informational literacy, critical thinking, education, internet, primary and secondary school students.

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Dr LjubomirŽiropađa
Filozofski fakultet, Beograd

AGE AND FOREIGN LANGUAGE LEARNING

The paper discusses the thesis of a critical period for acquisition of a second language, which is often used as an argument in favour of an early implementation of foreign languages in school. Based on the presented data, obtained from different samples of immigrants, it can be concluded that there is no critical age- related period whose boundaries would be biologically determined and which would be limited to childhood. The data that adolescents are superior regarding the rate of learning a foreign language, as well as numerous evidences that even elder immigrants are able to acquire native-speaker levels refute a claim of the critical period. The issue of the appropriateness of the implementation of foreign languages in the curriculum of the first grade of primary school is discussed in the final part.

Keywords: critical period, critical period and second language acquisition, foreign language teaching, early foreign language learning.

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Mr Marjana Penca Palčič
Osnovna škola Šentjernej, Slovenija

IMPLEMENTATION OF FOREIGN LANGUAGES IN THE INITIAL THREE GRADES OF PRIMARY SCHOOL

The compulsory nine-year primary education legislation in Slovenia prescribes foreign language teaching to start in the fourth grade of the nine-year primary school. Children, however, are capable of studying a foreign language at an earlier age, which is grounded on physiological, psychological, pedagogic, linguistic and cultural reasons. In recent years, the inclusion of Slovenian schools into international language learning/teaching projects has been intensified. The guiding idea is that the diversity of cultures, values, beliefs and languages is the foundation of our common way of living. Familiarizing with other countries, languages and cultures of other nations is the necessity of today’s world, and the ability to understand and communicate in a foreign language is increasingly becoming a regular everyday practice. This is the very reason why it is necessary for students to develop appreciation for linguistic diversity and interest in foreign languages at the very start of their education. The implementation of foreign languages helps the students to better develop their personal qualities, tolerance and sociability. It means education in the spirit of openness and respect for differences and uniqueness of nations at the same time. Hence the increasing insistence on an early start for learning foreign languages, which is aimed at the development of the ability to process plurilingual messages and positive attitudes towards different cultures. Different methods and resources may be applied and all are welcome as long as they motivate students to study and learn a foreign language.

Mr Milanović Ivana
Mr Radisavljević Snežana
Fakultet sporta i fizičkog vaspitanja, Beograd

STUDENTS’ AND PARENTS’ ATTITUDES TOWARDS PHYSICAL EDUCATION AND WORKOUT

The aim of the study was to examine the attitudes of primary school students  and their parents towards physical education and workout. The paper begins with the argument that positive attitudes of both the students and their parents are essential for active participation of students in the teaching process of physical education and working-out in their free time. The conducted research was of a non-experimental, explorative type, in which two Likert type questionnaires were used. The sample comprised 299 respondents from two primary schools in Belgrade and 299 parents. The results indicate that both the students and their parents have positive attitudes towards physical education and working out, and significant correlation was found between the students’ and their parents’ attitudes. Highlighted is the need for close cooperation between school and parents in developing positive attitudes in students towards engaging in physical exercises.

Keywords: education, workout, primary school age, students, parents.
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Mr Jelena Maksimović
Filozofski fakultet, Niš

DIFFERENT METHODOLOGICAL APPROACHES TO ACADEMIC FAILURE RESEARCH

In this paper discussed are different methodological approaches to  researching academic failure, as well as the attainments of the researches of this type in pedagogic methodology. Based on the defined research object, the aim of the research was divided into two levels: theoretical – to compare different ways of study and research, and a review of the used methods, techniques and instruments in researching academic failure; and cognitive – to arouse interest of school for modern methodological research of academic failure. The problem was dealt with by analyzing different methodological approaches to academic failure research described in significant studies and papers of our and foreign authors. In addition, the importance of methods and techniques for academic failure research is stressed. The paper first discusses the theoretical and practical significance of researching academic failure, and then focuses on the causes, ways to control and reduce failure, and the consequences that arise from academic failure.

Dr Slavica Maksić
Mr Slavica Ševkušić
Institut za pedagoška istraživanja, Beograd

TEACHER TRAINING FOR OPTIONAL SUBJECTS

Education and in-service teacher training aimed at developing teachers’ professional competencies are one of key elements of the ongoing reform of the education system in Serbia. The implementation of a number of optionalsubjects and courses opens the question of the selection and competencies of the teacherswho can best run them. The experiences in the realization of the optional subjects Religion and Civic Education, as optional-compulsory subjects in primary and secondary schools,indicate the need for additional teacher training both in the domain of teaching contentsand methodological-didactic preparation for work with students of particular ages. The increase and the diversity of optional subjects and courses tailored to meet particular local needs requires changes in both pre-service and in-service teacher training. Prospective teachers should acquire and develop knowledge, skills and attitudes which will ensure their professional and responsible reactions, also, to the needs of students and their parents by tailoring and realizing attractive, functional optional teaching contents and activities. Flexible organization and continuous modernization of in-service training promises a satisfactory preparation of teachers for any new roles and functions in the school.

Dr Emina Hebib
Filozofski fakultet, Beograd

TEACHER DEVELOPMENT WITHIN SCHOOL

The paper discusses the question of the needs and opportunities for teacher development within school. Starting from the specificities of the teaching profession, teacher development within school, i.e. catering to teachers’individual needs and potentials is regarded here as an assumption, an accompanying element and indicator of successful professional performance and development of teachers. Selected and presented are four elements or indicators of individual teacher development in school: knowledge; teachers’ skills and abilities and their development in school; how teachers’ needs and interests are catered to within school; teachers’ estimation of their role and the level of their motivation for work performance; attitudes and values of the teachers related to their profession. Presented also are partial results of a research on teachers’ judgements about the opportunities, provided by the school, for their professional development on the individual plane. Our primary school, according to the opinion of the teachers, only partially provides opportunities for teacher development. Yet, if school as the context of personal development (of both the students and the teachers) is to develop, thenit is necessary to further work on changing the elements of the contents and the structure of this institution.

Gukalenko O.V.
Danjiluk A. J.

EDUCATION IN MODERN RUSSIA

In the article, the authors analyse the changes that have occurred or are taking place in the education system in Russia, and base their explanationson historical and cultural circumstances. The communist educational values are opposed to modern tendencies. The authors juxtapose the so-called ‘moral codex’ of the communist education which gives priority to social values and interests over the individualistic humanistic paradigm of the individually oriented education, andanalyse both advantages and shortcomings of each orientation. The authors hold that ‘thedifference between the value orientations of the older and younger generations has, of recently, become critical, threatening successful transmission of social experience, and leading to conflicts and alienation. Surmounting intergeneration contradictions is possible provided that a general strategy of the development of education is determined and a detailed consolidating action plan is elaborated by joint participation of all structures of the state, local authorities and civic society.

Keywords: education, educational reform, education in Russia, moral education.
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