CONTENTS

TEACHING AND LEARNING

Snežana Mirkov, Ph.D:
Learnig strategy training for students
Nataša Matović, Ph.D:
Types and characteristics of math assignments in textbooks
Marija Jovanović, M.A.:
On classroom communication and necessary changes
Jelisaveta Šafranj, Ph.D.:
Elt for engineering and industrial system managemant

CHILDREN WITH SPECIAL NEEDS

Jasmina Karić, Ph.D., Vesna Radovanović, M.A., Marina Radić-Šestić, Ph.D.:
E-teaching for students with hearing impairment

PROBLEMS OF EDUCATIONAL WORK

Jelena Starčević:
Causal factors and forms of aggressive behaviour in school and possible preventive strategies

PRE-SCHOOL EDUCATION

Mirjana Nikolić, M.A.:
Determinants of syntactic awareness educability

TEACHING PERSONNEL

Milako Čabarkapa, Ph.D.:
Teacher burnout syndrome

EDUCATION POLICY

Sanja Petkovska:
Affirmative action controversies in education

SCHOOL LIBRARIES AND MEDIATEQUES

Marina Mitrić:
School library and its active role in educational process

НАСТАВА И УЧЕЊЕ

Snežana Mirkov
Institut za pedagoška istraživanja, Beograd
UDK-37.02(37.037)

LEARNIG STRATEGY TRAINING FOR STUDENTS

Based upon our understanding of learning strategies, we explore the pos- sibilities of applying learning strategies in the teaching process. Learning strategies are considered within the frame of education seen as a process in which, besides the contents that are being learned, equal attention is paid to the way the student learns. Acquisition of procedural knowledge relates to gaining knowledge of how to apply learning strategies. The importance of the acquisition of conditional knowledge manifests itself in the ability of the student to make decisions when selecting and applying certain strategies in certain situations. Strategies differ according to the level of generality. Specific strategies are more apt for training but of a limited applicability, while general strategies are more adaptable though more difficult for training. Research shows that ex­perts use more general strategies, relatively independent from the context, which enables them to use strategies flexibly in different situations. It is recommended that metacognitive components (awareness and control) be included in the application of learning strategies. We present a model of an efficient learning strategy application and a model of efficient learning strategies instruction. The suggested training is divided in several phases and devised for practice with students with learning difficulties.

Keywords: learning strategies, instruction, models.

CONTENS

Nataša Matović
Filozofski fakultet, Beograd
UDK-371.671

TYPES AND CHARACTERISTICS OF MATH ASSIGNMENTS IN TEXTBOOKS

Assignments take far the largest part of math textbooks. Regardless of the fact whether they are used for the presentation of new contents or for prac­tising and revision, math assignments always have the same role. An assign­ment ought to activate certain knowledge and abilities of students and enable the teacher to get insight into the level and quality of their knowledge and abilities based on their (un) successful solutions. That is why math textbooks contain different types of assignments. We analyzed math textbooks for the second year of primary school, with the aim to identify different types of assignments and their distribution in currently used math textbooks. The analysis comprised seven textbooks from six publishers from Serbia. The contents analysis technique was selected for data collection. Based on two criteria - knowledge and abilities necessary for solving and the mode of task solving - the paper describes the characteris­tics and modalities of four basic assignment types: “calculate” and “textual” tasks; and open-ended and closed-ended tasks. In difference to the former two types which are evenly distributed in math textbooks, a gross misbalance in distribution was registered for the latter two types.

Keywords: assignment types, textbook quality, math textbook.

CONTENS

Mr Marija Jovanović
Filozofski fakultet, Niš
UDK-37.064
Izvorni naučni rad

ON CLASSROOM COMMUNICATION AND NECESSARY CHANGES

The entire instructional process can be viewed as a process of interpersonal  communication aimed at educating and enhancing personality development of students. Since a basic aim of classroom communication is acquisition of knowledge and the development of personality, it is necessary that all communication procedures be based on the ability of students to receive, interpret and internalize a communicational message. Correspondency with students’ psycho-physical age, clarity and feedback, i.e. two-way communication, are fundamental conditions for a successful class­room communication.

Keywords:    communication   process,   teaching,   classroom   communication, interaction.

CONTENS

Jelisaveta Šafranj
Fakultet tehničkih nauka, Novi Sad
UDK-371-3 (80)

ELT FOR ENGINEERING AND INDUSTRIAL SYSTEM MANAGEMANT

The aims and specific needs of the English language teaching (ELT) at non-philological faculties oriented to engineering are primarily reflected in a variety of the curricula, the number of teaching hours, and the distribution of foreign language courses across semesters during undergraduate and graduate stud­ies. The aims of ELT at non-philological faculties are: to expand the students’ linguistic knowledge acquired in earlier education and acquisition of new linguistic skills necessary in the context of specific scientific and professional fields. In other words, the ELT teacher is faced with a challenge to link general language and English for specific purposes (ESP). How to achieve this is an issue discussed much in literature and at professional confer­ences dedicated to enhance relevant teaching practice. The paper discusses different ap­proaches to ESP teaching for students of engineering management and industrial system management.

Keywords: English for specific purposes, engineering management, industrial system management.

CONTENS

Jasmina Karić, Mr Vesna Radovanović,
Marina Radić-Šestić                                                                                      
Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd

E-TEACHING FOR STUDENTS WITH HEARING IMPAIRMENT

The paper analyses the influence of the usage of electronic educational pro- grammes in Nature and Society teaching upon the level of acquisition among students with hearing impairment, based on the experimental research in which the parallel-groups method was applied. The advantages of a combined type of teaching were evident regarding both a higher level of acquisition of general knowledge (t=7.100; p=0.0001) and a higher level of memorized facts (p=8.378; t=0.0001). The ob­tained results indicate that the use of computers in Nature and Society teaching is didacti­cally and methodologically fully justified. Considering the importance of the subject Na­ture and Society within the system of school subjects and the basis it provides for studying various contents on higher educational levels, these results might prove significant for the organization of the teaching process on the whole.

Keywords: e-teaching, students with hearing impairment, level of knowledge.

CONTENS

Jelena Starčević
Pedagoški fakultet, Jagodina

CAUSAL FACTORS AND FORMS OF AGGRESSIVE BEHAVIOUR IN SCHOOL AND POSSIBLE PREVENTIVE STRATEGIES

Measures for the prevention of aggressive behaviour in school should be  based on a valid empirical foundation and available resources. Highlighted in the paper are the limitations of the existing empirical basis and the prob­lems related to resources in the struggle against violence and the possibilities of their surpassing. It is important to examine all forms of aggressive behaviour and analyse all factors that stimulate them. Identifying violence as a group phenomenon is a turning point for understanding and prevention of aggression. The offered suggestions for preventive strategies are based on modern views of experts in the field of education and on the char­acteristics of our education system. The suggestions include defining common vision, roles and responsibility bearers, legal regulations of the field, enhancing leadership, and ad­equate in-service teacher training. One of major suggestions is that the development of quality education implies prevention of violence too, and that efforts in violence prevention contribute to the quality of education.

Keywords: research on violence, forms of violence, factors of violence, suggestions for prevention.

CONTENS

Mr Mirjana Nikolić
Visoka škola strukovnih studija za obrazovanje vaspitača, Sremska Mitrovica

DETERMINANTS OF SYNTACTIC AWARENESS EDUCABILITY

The paper presents a segment of the research on syntactic awareness  educability aimed at establishing whether the determinants - sex, intelligence, and the length of preschool attendance - have impact on the differences in the capability of children to acquire this meta-linguistic ability. In the preschool institution “Bambi” in Loznica, 200 children aged 6-7 were divided in two equal groups, an experimental and a control group. For initial measurement we used special experimental tasks for determining the level of the development of syntactic awareness devised by the author of the research. The results served to define the variables of syntactic awareness. Then the experimental group received a 10-days training in raising syntactic awareness, after which final measurement of both groups was performed. The intelligence of children was measured by the Revisk test for measuring child intelligence. A significant improvement among children of higher intelligence in relation to children of lower intelligence, girls in relation to boys, and children who had attended kindergarten and preschool programmes for several years in relation to the children who attended only the preschool programme (one year) was found for some variables on which the effect of the training was registered. The system of exercises for developing syntactic awareness should be further elaborated and systematically conducted during the preparatory preschool programme considering the differences between children regarding sex and intelligence.

Keywords: syntactic awareness, initial and final measurement, educability determinants, systematic training, preparatory preschool programme.

Milanko Čabarkapa
Filozofski fakultet, Beograd

TEACHER BURNOUT SYNDROME

Based on Maslach-and-ass.s’ qualitative and quantitative research the Maslach Burnout Inventory (MBI) was devised, on which later research­ers relied in their empirical research. Maslach defined the syndrome across three dimensions - exhaustion, depersonalization and reduced personal professional at­tainment. When it comes to school teaching, the burnout model includes primarily the re­quirements related to the roles the teachers perform, as well as the consequences evident in the form of mental-emotional exhaustion. Since the teacher, along with performing teach­ing which requires considerable intellectual effort, has also to permanently keep establish­ing relationships with other persons to whom he/she is expected to provide assistance and support (students, colleagues, other school personnel, students’ parents), takes different roles and engages different aspects of his/her personality, which frequently leads to conflict situations and which, in the long run, can lead to burnout syndrome. Along with the above, according to research, the most important sources of stress and burnout syndrome among teachers are the following factors: students’ misbehaviour, too much work, inadequate work environment, unequally distributed workload (within a week, month, academic year), considerable amount of professional activities performed at home, work in shifts, and tact-fulness and patience that are required at all times when working with students or their parents.

Keywords: school, teachers, burnout syndrome, stress, exhaustion.

CONTENS

Sanja Petkovska
Filozofski fakultet
Centar za obrazovne politike, Beograd

AFFIRMATIVE ACTION CONTROVERSIES IN EDUCATION

The issue of the inclusion of differences, based on the principle of equality, into the education system is presented here within the frame of difference management. The paper highlights the necessity for seeking solutions for all problems related to equality, human rights, social and historical justice, mutual living and values. Affirmative action originated on the American continent in the 1980ies, but is closely connected with educational and cultural phenomena in contemporary education and social life worldwide. The controversies of its application surpass the frames of educa­tion systems, while discussions of the inclusion of minorities and historically marginalized groups in the institutions of the western society will, most probably, be held intensively in the future, too, and will be equally tainted by misunderstandings that lie in the base of the contacts and common political life of different cultures.

Keywords: differences, human rights, education, affirmative action, equality, social and historical justice.

CONTENS

Marina Mitrić
Narodna biblioteka Srbije, Beograd

SCHOOL LIBRARY AND ITS ACTIVE ROLE IN EDUCATIONAL PROCESS

A basic function of school libraries is to enhance education, which implies the role they have in fulfilling curricular goals and aims of primary and secondary education. The indicators of the fulfilled educational aims are de­fined in the frame of several criteria: book fund organization, work with students, and co­operation with teachers, informational-documentary work and cultural and public work. The paper offers numerous modalities of the application of an active approach towards the user and the possibilities of expanding the range of services that a school library can offer. Presented are also some statistical indicators of the provided services and the use of the funds in school libraries in Serbia.

Keywords: school library, book funds, school library services, educational process.

CONTENS