CONTENTS

TEACHING AND LEARNING
Tatjana Tubić, Ph.D. :
Teachers’ and students’ perceptual congruence: cause or effect of academic attainment
Snežana Marinković, Ph.D. :
Students’ activities in mixed-ability class
Ivana Drobni, Ph.D. :
Tonality - absolute or search for methodical concensus          

CHILDREN WITH SPECIAL NEEDS
Branka Jablan, Ph.D. ; Jasmina Kovačević, Ph.D. :
Regular school and educaton of children with special needs: joint or paralleled
Vesna Žunić-Pavlović, Miroslav Pavlović:
Different approaches to conceptualizing behavioural disorders

PRE-SCHOOL EDUCATION
Emil Kamenov, Ph.D.:
The development of preschool educational system in Serbia
Tamara Pribišev-Beleslin, M.A; Staka Nikolić, Pero Spasojević, Ph.D.:
Evaluation of experimental version of prescool curriculum in Bosnian Serb Republic

MEDIA
Ivana Stanković, Ana Janković:
Advertisment messages – pedagogical problem

Ph.D. Tatjana Tubić
Pedagoški fakultet, Sombor
Izvorni naučni rad

TEACHERS’ AND STUDENTS’ PERCEPTUAL CONGRUENCE:CAUSE OR EFFECT OF ACADEMIC ATTAINMENT

Abstract
The presentation aims primarily to determine the level of congruence between the views of teachers and students on the features that have effects on academic attainment. The research results, obtained from the sample of 263 fourth grade students and their teachers by the use of the equivalent forms of estimation scales, show that congruence depends, to a greater extent, upon perception of teachers than self-perception of students. Not only that students of different attainment vary in congruence with their teachers regarding intelligence, motivation, and personality traits, but also sex plays a part in perceiving and self-perceiving of features: girls with high academic attainment agree the most with their teachers regarding the estimation of all examined features that influence academic attainment. The results of the discriminatory analysis show that separating lines between the groups of students with different academic attainments are based on the variables related primarily to the perception of the teachers, then to variables of congruence, and the least to the variables related to self-perception of students.
Keywords: perceptual congruence, perception of features, academic attainment.

CONTENTS

Ph.D. Snežana Marinković
Učiteljski fakultet, Užice
Pregledni članak

STUDENTS’ ACTIVITIES IN MIXED-ABILITY CLASS

The paper discusses the nature of students’ activities in the mixed-ability class in the context of teaching and learning. A critical glimpse is cast on the views on the nature of students’ activities in the works of classical pedagogues and pedagogic movements in the nineteenth and twentieth century. Modern learning theories (Piaget, Vygotsky) are also considered and are regarded as the basis for defining the nature of students’ activities in the process of learning: 1. the student’s activity is observed in the light of Piagetian views on knowledge as an active structure and on knowledge restructuring; 2. cognitive development of the student goes on in the process of acquiring academic knowledge and its blending with experiential knowledge of the child (Vygotsky, 1996); 3.only a directed mental activity of the student enables the formation of concepts and concept systems; 4.social interaction plays an important role in knowledge structuring; and 5.learning is inseparable from socio-cultural milieu in which the child lives. The theoretical framework of this presentation and the starting point for considering students’ activities is the concept which was elaborated within the project Active Learning (Ivić, Pešikan, Antić, 2001). Some practical implications have been derived concerning stimulating reflective activation of students in the mixed-ability class.
Keywords: active learning, mixed-ability class, reflective activation, relevant activity, interaction.

CONTENTS

Ph.D. Ivana Drobni
Fakultet muzičke umetnosti, Beograd
Pregledni članak

TONALITY – ABSOLUTE OR SEARCH FOR METHODICAL CONCENSUS

Numerous and many decades long professional disputes of methodologists  over solfège teaching, not only in our country, resulted in a variety of methods and approaches to fundamental issues of solfège teaching, which led to different students’ achievements, while numerous wrong steps and clashes of methodological solutions, due to erroneous conceptions of the principles of the development of ear for music, have resulted in a current lack of “methodological agreement” although we were very near the development of a national school of music pedagogy almost seventy years ago. A potential national school, owing to an adequate teaching method, which relied on physiological laws of hearing, reading and understanding the language of music, and which had all necessary characteristics, except the most important one- to be accepted in wider circles, originated from a ten years long experimental practice. Of course, we are speaking about the functional method developed by Miodrag. A. Vasiljević, which was the nucleus from which the combined functional method developed in late seventies of the last century.
Keywords: absolute sense of hearing, solfège teaching methodology, relative sense of hearing, solfège, tonal thinking.

CONTENTS

Ph.D. Branka Jablan, Ph.D. Jasmina Kovačević
Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
Pregledni članak

REGULAR SCHOOL AND EDUCATON OF CHILDREN WITH SPECIAL NEEDS: JOINT OR PARALLELED

The inclusion movement has been developing not only in our country but   all over the world in recent years. Inclusion means a wider involvement of children with developmental difficulties in regular educational systems, and from there in all segments of social life and work. In our country, the regular educational system functions separately and without any contacts with the special education system. Our research results indicate a need for bringing these two systems closer, primarily in order to provide necessary support for children with developmental difficulties who attend regular schools, and a need for adequate informing teachers in regular schools, students, parents and wider public about specific needs of children with developmental difficulties, their capabilities and potentials. We hold that this would contribute to the development of a more favourable climate for the inclusion of children with special needs in the system of regular education.
Keywords: children with special needs, regular schools, special schools for children with developmental difficulties, education.

CONTENTS

Vesna Žunić-Pavlović 
Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
Miroslav Pavlović 
Zavod za unapređivanje obrazovanja i vaspitanja, Beograd
Pregledni članak

DIFFERENT APPROACHES TO CONCEPTUALIZING BEHAVIOURAL DISORDERS

The paper discusses four basic approaches to conceptualizing behavioural       disorders: legal, medical, special-pedagogic and empirical. The existence of different starting points and directions in the development of understanding behavioural disorders provides opportunities to view this complex phenomenon from different angles, but their irreconcilable differences impede systematization, study and transfer of knowledge and experiences. The analysis of the stated approaches includes a consideration of terminology, definitions and classifications, and the influences of different standpoints for the development of science and practice of treating children and adolescents with behavioural disorders.
Keywords: behavioural disorders, definition, classification

CONTENTS

Ph.D. Emil Kamenov
Filozofski fakultet, Novi Sad                                                                  
Pregledni članak

THE DEVELOPMENT OF PRESCHOOL EDUCATIONAL SYSTEM IN SERBIA

The perspectives of the development of preschool education in Serbia are      viewed here in the context of prospective integration of Serbia in the EU. Emphasized is the significance of preschool education as the foundation of the educational system and preschool institutions in the system of social care for children. We indicate to the urgent need for a Preschool Institution Act which would respect both the specifities of our country and the solutions that proved efficient in the EU. In particular, provisions should be made for child care while parents are at work, which would contribute to long term population policy, for enhancement of the educational core curriculum, more stimulating conditions for training teachers who should be able to gain university degree, for higher standard of material conditions in nurseries and kindergartens, etc. all in accordance with the documents of the World Organization in which Serbia is one of the signatories.
Keywords: preschool education system, social child care, preschool teachers.

CONTENTS

Mr Tamara Pribišev-Beleslin
Filozofski fakultet, Banja Luka 
Staka Nikolić 
Republički pedagoški zavod Republike Srpske, Banja Luka
Ph.D. Pero Spasojević
Pedagoški fakultet Bijeljina

EVALUATION OF EXPERIMENTAL VERSION OF PRESCOOL CURRICULUM IN BOSNIAN SERB REPUBLIC

CONTENTS

Ivana Stanković, Ana Janković
Beograd                                                                                  
Stručni članak

ADVERTISMENT MESSAGES – PEDAGOGICAL PROBLEM

In modern consumer society advertisment is one of the most powerful mean of influence and persuassion. What marketing agencies especially use in their attempt to persuade us to buy a certain product or service is the illusion about our control and freedom in deciding and choosing the products we buy. An adertisment conveys the features of a product to the individual that uses it, i. e. to a totem group of people that use it, through a double exchange of meanings in the advertisment. The ways in which people get drawn in an advertisment space usually use familiar baits (sex, fear, beauty, humor...). The basic mechanisam on which advertisments lean is emotional transfer which is the process of emanating emotions in people in order to transfer them to the product. The key pedagogical issue is the issue of the strategy of inplementing popular culture into curricula. This includes a number of sub-questions that should address the issues of the development of media literacy in popular culture contents, of professional educator profile (media educator), of forms of work, the mode of evaluation, etc. Keywords: media, advertisement message, meaning, media literacy.

CONTENTS