Prozor u svijet obrazovanja, nauke i mladih

PARADIGME NAUČNOG ISTRAŽIVANJA U (MATEMATIČKOM) OBRAZOVANJU

PARADIGME NAUČNOG ISTRAŽIVANJA U (MATEMATIČKOM) OBRAZOVANJU
(PARADIGMS OF SCIENTIFIC RESEARCH IN (MATHEMATICS) EDUCATION)

Author(s):Karmelita Pjanić-Lipovača
Language:Bosnian
Subject(s):Education
Page Range:13-20
No. of Pages:8
Keywords:scientific research in education; research questions;
Summary/Abstract:In this paper, we will address at the principles of scientific research, which also apply to scientific research in education, and thus to mathematics education. On the basis of these principles, research in education should be created and implemented.Starting from the formulation of significant research questions as the first principle of scientific research, researchers need to find a research path(s) that will effectively and without violating other principles of scientific research provide answers and conclusions and enable improvements in the learning and teaching process.The focus of this paper is on the formulation of significant research questions in education and the paradigm of research - the assumptions that determine the purpose of research in (mathematics) education and the guidelines on how it will be carried out.

MOGUĆNOSTI PRIMJENE MONTESSORI PRISTUPA U POČETNOJ NASTAVI MATEMATIKE

MOGUĆNOSTI PRIMJENE MONTESSORI PRISTUPA U POČETNOJ NASTAVI MATEMATIKE
(POSSIBILITIES OF USING MONTESSORI ACCESS TO THE INITIAL MATH CLASSES)

Author(s):Ines Blažević, Irena Mišurac, Antonija Marasović
Language:Croatian
Subject(s):School education
Page Range:21-35
No. of Pages:15
Keywords:didactic material; Montessori approach; initial math teaching; teachers;
Summary/Abstract:Montessori's approach is the aproach that was far ahead of its time and today it is largely in agreement with the ideas of the contemporary teaching we aspire to. The approach itself offers numerous application possibilities in different development areas, with particular 22emphasis on the mathematical field. It provides a range of different didactic materials that can be used in the initial math lessons that are designed and crafted in accordance with Montessori pedagogy principles.In order to determine the possibility of applying Montessori's approach to mathematics, a survey was conducted among classroom teachers. The aim was to determine how much classroom teachers knew about the Montessori approach, particularly with the didactic material developed for the application in the initial math teaching course, and used in their curriculum. Differences were also examined, considering the socio-demographic characteristics of the respondents.The obtained research results can help in designing initial and lifelong learning programs for teachers to get acquainted with the Montessori approach as well as its capabilities at different levels. Future and current teachers can be a source of encouragement for the possible application of the mentioned didactic material to supplement their educational practice.

STRATEGIJE UČENIKA 5. RAZREDA U RJEŠAVANJU TEKSTUALNIH MATEMATIČKIH ZADATAKA

STRATEGIJE UČENIKA 5. RAZREDA U RJEŠAVANJU TEKSTUALNIH MATEMATIČKIH ZADATAKA
(STRATEGIES OF FIFTH GRADE PUPILS IN SOLVING MATHEMATICAL WORD PROBLEMS)

Author(s):Naida Liđan, Karmelita Pjanić-Lipovača
Language:Bosnian
Subject(s):School education
Page Range:36-48
No. of Pages:13
Keywords:problem-based learning; arithmetic; problem solving strategies and methods;
Summary/Abstract:Although many studies show that the effects and learning outcomes are better if students themselves (or with guidance) discover new mathematical content, we are witnessing that teaching in our schools is based on demonstration and repetition. Namely, teacher expose, demonstrate and explain new contents and after that, students do similar tasks using the "recipe" they had seen. In contrast, the teaching system, called problem based learning, allows students and teachers the opportunity to avoid shortcomings in traditional mathematics teaching, and to prioritize the thoughtful activity of students in learning new content (Pjanić-Lipovača, 2014).37The aim of this paper is to investigate which strategies and methods for solving arithmetic word problems were used by those students of the 5th grade taught by system of problem based learning and those who attended traditional lessons.The research results point to the benefits of problem based learning of mathematics which are reflected in the "retreat" of the "set up and solve the equation" strategy.

UČENJE OTKRIVANJEM NA PRIMJERU UPOZNAVANJA TALESOVA POUČKA

UČENJE OTKRIVANJEM NA PRIMJERU UPOZNAVANJA TALESOVA POUČKA
(DISCOVERY LEARNING ON EXAMPLE OF TALES’S THEOREM INSTRUCTION)

Author(s):Irena Mišurac, Josipa Jurić
Language:Croatian
Subject(s):School education
Page Range:49-58
No. of Pages:10
Keywords:mathematics; discovery learning; traditional and conteporary teaching; inscribed and central angle; Tales's theorem;
Summary/Abstract:Mathematical knowledge and skills are extremely important for the life of an individual and society as a whole. Nonetheless, the results of our students are unsatisfactory at all levels. In math education, it is very important for students to approach and present math content in the appropriate and comprehensible way to fully understand it and apply them in everyday life. In order to achieve better student outcomes and to encourage the development of competencies such as problem solving, communication, logical thinking, representation, and connecting math to everyday life, it is important to choose an effective teaching strategy. While in the traditional approach to education dominated the explanation of the teacher, in contemporary teaching we are increasingly using strategies that are dominated by student research and conclusion. One such strategy is discovery learning. In addition to the greater interest in learning, this strategy leads to a more permanent knowledge of the learner who systematizes the adopted information and finds it easier to use.In order to check the effect of this teaching strategy, we decided to conduct an experiment in the two grades of the 7th grade of the elementary school on the example of the mathematical topic "The relationship between inscribed and central angle - Tales' theorem." One class was taught by discovery learning strategy, and the other by traditional methods of teacher’s presentation and demonstration. Our goal was to determine whether the results achieved by discovery learning are deeper and more durable than the results achieved in teaching the same content.The results showed that the students who worked on the discovery learning strategy achieved statistically significantly better results than the students who were taught traditionally, just after teaching, but also in the repeated test conducted after three months. We have concluded that math should use discovery learning more frequently so students can be more motivated to make their results better and longer. Although such a strategy requires more time for learning and great preparation from a teacher, we are sure to be paid for the better results that students achieve.

STEPEN POZNAVANJA PROGRAMSKIH SADRŽAJA IZ OBLASTI RAZVOJA POČETNIH MATEMATIČKIH POJMOVA BUDUĆIH ODGAJATELJA

STEPEN POZNAVANJA PROGRAMSKIH SADRŽAJA IZ OBLASTI RAZVOJA POČETNIH MATEMATIČKIH POJMOVA BUDUĆIH ODGAJATELJA
(THE LEVEL OF KNOWLEDGE OF PROGRAM CONTENTS IN THE FIELD OF DEVELOPMENT OF EARLY MATHEMATICAL CONCEPTS FOR FUTURE EDUCATORS)

Author(s):Sanela Nesimović
Language:Bosnian
Subject(s):Preschool education, Higher Education
Page Range:59-74
No. of Pages:16
Keywords:educator; mathematical concepts; field of development of early mathematical concepts;
Summary/Abstract:In the modern world, we tend to make the teaching process as a synthesis of theory and practice, and we want that young people, after completing their education, become qualified for their future job in every respect. Unfortunately, it happens very often that even the best students do not find their way out properly, or their work is not as effective as expected according to the results they have achieved during their studies. There are many reasons for such situations which we should investigate and find adequate solutions for them.In this paper we raised the issue of future educators’ familiarity with program contents in the field of development of early mathematical concepts. We provided the answer to the question 60of whether future educators know what their future job is and what is expected of them. In the research, we used the survey technique. The research was transferable, and the results gave a clear picture of the current situation at the Department of Preschool Education when it comes to the development of early mathematical concepts.The survey sample consisted of students from the first to the fourth year of the first cycle andthe first year of the second cycle of the Department of Preschool Education at the Faculty of Educational Sciences of the University of Sarajevo. Thus, the sample consisted of 102 students in total, and among them 32 students of the first year, 20 students of the second year, 19 students of the third year, 18 students of the fourth year and 13 students of the first year of the second cycle. Out of this, there were 101 female students and 1 male student.

KVANTITET ZNANJA UČENIKA RAZREDNE NASTAVE O GEOMETRIJSKIM POJMOVIMA

KVANTITET ZNANJA UČENIKA RAZREDNE NASTAVE O GEOMETRIJSKIM POJMOVIMA
(THE QUANTITY OF KNOWLEDGE OF GEOMETRIC CONCEPTS FOR STUDENTS OF THE LOWER GRADES OF ELEMENTARY SCHOOL)

Author(s):Sanela Nesimović, Edina Topuzović, Minela Crnovršanin
Language:Bosnian
Subject(s):School education, Higher Education
Page Range:75-96
No. of Pages:22
Keywords:geometry; geometric concepts; learning outcomes; skill indicators;
Summary/Abstract:By analyzing the quality of an educational system, at some point we must also make an analysis of the quantity of knowledge of a particular group of respondents who are part of that system. It is in this paper that we dealt with such an analysis. We focused on the field of Geometry + Measurements, especially on the Figure in the Plane and Space (2D figures and 3D figures) and transformations. 93 pupils of the fourth grade of elementary school participated in the research. We studied to what extent lower-grade students are familiar with the geometric concepts, and by this we determined how much they are willing to study the geometric contents in higher grades of elementary school. We used a diagnostic test that was created according to (some) indicators in the area of skills related to the age of 8 or 9 years for Geometry and 76Measurements. The results we came up with represent very important data that should serve teachers as parameters to plan their work at math classes that deal with the geometric contents.

STEM PRISTUP U PODUČAVANJU MATEMATIKE

STEM PRISTUP U PODUČAVANJU MATEMATIKE
(STEM - APPROACH TO TEACHING MATHEMATICS)

Author(s):Aida Rizvanović, Belma Alihodžić
Language:Bosnian
Subject(s):School education
Page Range:97-113
No. of Pages:17
Keywords:STEM; active learning; teaching preparation;
Summary/Abstract:The paper discusses new approaches to education aimed at developing students' STEM (science, technology, engineering, mathematics) competences. The particular use case is the process of teaching Mathematics. A significant shift in the approaches to teaching and learning processes can be observed at all levels of education. The shift is a consequence of the emerging complex challenges of contemporary societies which are cultural, economic, 98technological, social, and global. The European Commission (EC) has identified STEM skills and competences as crucial for the economic development of a country. STEM is a way of teaching based on an interdisciplinary approach that is closely related to situations and problems from everyday life. The progress in science, technology and economics comes from the knowledge that has been successfully applied. The economic indicators point to the conclusion that Bosnia and Herzegovina is far from an economy based on knowledge. The unintegrated and heavily-administered education system is one of the reasons, as the curricula are not well adjusted to fit the economy based on knowledge. This opens the space in education system for an inclusion of STEM skills and competences, and thoroughly and systematically encouraging their adoption and development from early days of learning. The goal of this paper is to provide a framework for teachers, which could serve as a set of ideas and guidelines towards more creative and innovative approach to teaching Mathematics to highschool students (age 15-18) aimed at developing their STEM skills. We present an example of a lecture on exponential function, structured around clearly identifed learning outcomes. We introduce the exponential function to students by using methods of active learning that enable them to demonstrate creative abilities and skills, while in close association with everyday life and knowledge in other subjects (chemistry, biology, physics, informatics.)

KULTURNA BAŠTINA I STRUKTURNI ELEMENTI U UDŽBENICIMA ZA NASTAVU LIKOVNE KULTURE

KULTURNA BAŠTINA I STRUKTURNI ELEMENTI U UDŽBENICIMA ZA NASTAVU LIKOVNE KULTURE
(CULTURAL HERITAGE AND STRUCTURAL ELEMENTS IN TEXTBOOKS FOR THE VISUAL ARTS EDUCATION)

Author(s):Nela Hasanbegović, Meliha Suljagić
Language:Bosnian
Subject(s):School education, History of Education
Page Range:114-133
No. of Pages:20
Keywords:cultural heritage; visual arts education; student teaching; structural elements and textbook as a multimedia source of knowledge;
Summary/Abstract:The aim of the paper is to analyze the contents of a textbooks of visual arts educationwith the aim of questioning the representation of cultural heritage that is the valuabe mirror 115of society and the treasury of the creative potential and the structural elements that are based on it. The textbook as a central didactic-methodical medium has the purpose of stimulating and engaging the student's thought-making activity, facilitating understanding of the core of teaching content to pupils, contributing to the development of personal value systems, divergent opinions and critical thinking, stimulating self-actualization, freedom of expression and design of creative personality components. The theoretical starting point of the work is based on the theory of cognitive development of L. S. Vigotsky emphasizes the importance of the cultural environment for the development of social interaction between the individual and the social environment and the constructivist theory of J. S. Bruner that the learning process is interpreted as a constructive and situational process using the teaching strategies provide research, reflection and practical activity of the student. The research method of theoretical analysis was used to collect content data that teaches students about Bosnia and Herzegovina's cultural heritage in textbooks of visual arts education. Data were collected on a sample of textbooks from the fifth to the ninth grade of elementary school. For the purpose of data collection, a protocol was used for qualitative analysis of the contents of the textbook of visual arts education. Descriptive analysis of collected data has shown that textbooks, in relation to the class and publisher, interpret differently the contents aimed at teaching students about Bosnia and Herzegovina's cultural heritage, in a way that individual textbooks offer richer and more contentable texts and tasks through thought and practical the work of students teaches the Bosnian cultural heritage.

MUZIČKO-METODIČKE KOMPETENCIJE ODGAJATELJA

MUZIČKO-METODIČKE KOMPETENCIJE ODGAJATELJA
(MUSIC-METHODICAL COMPETENCES OF PRESCHOOL TEACHER)

Author(s):Naira Jusufović, Darko Ratković
Language:Bosnian
Subject(s):Preschool education, Higher Education
Page Range:134-147
No. of Pages:14
Keywords:music-methodical competences; methodology of music education; music activities/content; professional development; preschool teacher;
Summary/Abstract:Contemporary research show that musical activities and development of musical abilities simultaneously contribute to the development of a number of special abilities in preschool children such as: hearing, vision, verbal expression, reading ability, foreign language learning, mathematical and creative ability, social adaptability, etc. Development of musical abilities, and other children abilities are directly related to the quality of acquisition and 135possession of music-methodical competences of educators. The research included 103 educators from the Zenica-Doboj Canton with the aim of examining the level musicmethodical competencies development based on self-evaluation of educators and examining their attitudes towards professional development. For the purposes of the research, we designed a survey questionnaire and scalar for evaluation on a five-level scale of Likert type. The results indicate that educators moderately positively evaluate their music-methodicalcompetencies. Particularly weak-evaluated component is the skill of playing a harmonic instrument (M=2.50), which is used in practice not even closely enough (M=2.48). Particulary weak-evaluated component are their competences required for work in music education (M=3.79). There is also a statistically significant difference in evaluations of competences acquired at the faculty in favour of the natural-mathematical and linguistic area in comparison to the art and motor area. With reference to professional training, the educators see the need for organising professional seminars in this field, expressing their willingness to attend these seminars as well as commitment to lifelong learning. Equally so, 54.40 percent of the educators state that they did not attend either a seminar or some kind of professional training in music education during their work lifetime while 32.00 percent of the educators attended one of these. All this indicates the need for a more serious viewing of the problem oriented to music education of educators and systemic action on music-methodical competences.

GLAZBA I DIJETE S POSEBNIM POTREBAMA

GLAZBA I DIJETE S POSEBNIM POTREBAMA
(MUSIC AND A CHILD WITH SPECIAL NEEDS)

Author(s):Mirna Marić, Sanja Tatalović-Vorkapić, Doris Brlić
Language:Croatian
Subject(s):Preschool education, Inclusive Education / Inclusion
Page Range:148-161
No. of Pages:14
Keywords:music; children with difficulties; listening to music; motor activities; social contact;
Summary/Abstract:The activities oriented towards ananalytic approach, with special emphasis on rhythmand rhythmic patterns which have a strong influence on the whole some development of a child, can also be used successfully when working with children with various kinds of149difficulties. When working with children, this is primarily achieved throug hintegratedactivities, the effects of which can be seen in the development of self-expression, establishment of social contact, improvement of communicative skills and interpersonalrelationships, development of a psychologically optimal personality, improvement of personal autonomy and creativity, of rhythm of speech, voice perception and the alleviationof pathological behavioural patterns. Music has always been considered an integral part ofevery individual's life as well as a key link between various cultures. The results of recentresearch indicate great efficacy and beneficial effects of the music therapy on thedevelopment of children with developmental difficulties. Music therapy encourageschildren's development in many different aspects of life (physiological, intellectual, socialand emotional etc.). Based on these discoveries the purpose of this research is defined: to determine how listening to music affects the abilities of children with difficulties. Based on systematic observations that the educators of a small group of children with difficulties made, two hypotheses were tested. Results of the research indicate that children with developmentaldifficulties of ten react to music with motor activities, which confirms first hypothesis(„Listening to music encourages children to engagein motor activities“), whilst the secondhypothesis („Listening to music encourages children to achieve social contact (eye contact, touch etc.)“) is still not confirmed. These results are discussed bearing in mind the aim ofachieving the greatest possible well-being of the children with special needs, throught heeducational use of music, and guidelines are offered for future research in this field.

ZNAČAJ PRIMJENE SVAKODNEVNE FIZIČKE AKTIVNOSTI

ZNAČAJ PRIMJENE SVAKODNEVNE FIZIČKE AKTIVNOSTI
(SIGNIFICANCE OF APPLYING EVERYDAY PHYSICAL ACTIVITY)

Author(s):Elvira Nikšić
Language:Bosnian
Subject(s):School education, Higher Education
Page Range:162-169
No. of Pages:8
Keywords:everyday physical activity; health; significance; students;
Summary/Abstract:Today's contemporaty society is characterized by extremely decreased physical activity and and increasing number of people whose lifestyle can be labeled as „sedentary“, including the school youth and student population. They spend 4-5 hours a day sitting in school benches, 1-3 hours in front of the TV, 1-2 hours on the computer and a couple of hours more for other „sedentary“ activities. Physical activity decreases the danger of obesity, 163improper body posture and the occurance of physical deformities, such as: spine deformity, chest deformity, legs deformity and feet deformity.The goal of this paper is to highlight the importance of applying everyday physical activity. Future teachers of classroom teaching, educators and rehabilitators need to know the importance of applying daily physical activity so that they can transfer it to the student themselves and prevent the negative effects of today’s sedentary lifestyle. There are five important reasons that should be practiced on a daily basis. Any physical activity actively or recursively burns calories, forms muscles, gives energy, protects the joints, and through physical activity it is easy to learn how much the body needs these activities. What is most important is reducing excess weight and positively affecting the mood, relieving depression and raising self-confidence, speeding up metabolism and helping people feel important and accepted in society. Physical activity initially should take 60 minutes, with a frequency of 2 times a week. As soon as there is a sense of comfort and easy overcoming of this task, and in order to increase endurance, it is necessary to increase the frequency to 3 to 4 times a week. After that, it is necessary to maintain its fitness by daily physical activity of at least 60 minutes a day.From all of the above, we can conclude that physical activity, regardless of age and gender, plays an important role. It is necessary to create a habit of exercising at the earliest age in order to later grow into a lifestyle, and thus also affect the quality of life.

KORELACIJA NASTAVNIH SADRŽAJA U VIŠIM RAZREDIMA OSNOVNE ŠKOLE

KORELACIJA NASTAVNIH SADRŽAJA U VIŠIM RAZREDIMA OSNOVNE ŠKOLE
(CORRELATION OF TEACHING CONTENT IN ELEMENTARY SCHOOL)

Author(s):Amra Bajrić, Nermina Usejnovski, Hajrija Velić
Language:Bosnian
Subject(s):School education
Page Range:170-188
No. of Pages:19
Keywords:correlation; motivation; elementary school; school subjects;
Summary/Abstract:Correlation of teaching content, in addition to facilitating the processing of teaching units, is distinct and necessary because it gives students the ability to use knowledge from one subject (for which they often suppose they will not need in life) to understand teaching units from other subjects. In addition to the correlation, in the teaching process, motivation is 171the driving force of the energy in the classroom. Motivation is very important since the media of delivery and the degree of adoption of curriculum depends on it.In this paper we will present how to achieve higher degree of student motivation through correlation of teaching contents in higher grades of elementary school with concrete examples of correlated teaching units.The paper presents all the challenges teachers face when correlating teaching contents, since the quality of correlation is important also for the harmonization of curricula at the class level, but also at the level of the teaching authority.In this paper we will see examples of the possibility of correlating teaching content within teaching subjects in elementary school with the subjects Bosnian language and literature with teaching contents in the field of Computer Science, Biology, Arts, Music Culture, History and Geography…

PAREMIOLOŠKI MINIMUM U NASTAVI NJEMAČKOG JEZIKA I NJEGOVI EKVIVALENTI U BOSANSKOM JEZIKU

PAREMIOLOŠKI MINIMUM U NASTAVI NJEMAČKOG JEZIKA I NJEGOVI EKVIVALENTI U BOSANSKOM JEZIKU
(ANALYSIS OF PAREMIOLOGICAL MINIMUM IN GERMAN LANGUAGE TEACHING AND ITS EQUIVALENTS IN THE BOSNIAN LANGUAGE)

Author(s):Memnuna Hasanica, Belma Šator, Amela Ćurković
Language:Bosnian
Subject(s):Foreign languages learning, Theoretical Linguistics, School education, Higher Education
Page Range:189-199
No. of Pages:11
Keywords:phraseology; paremiology; proverbs phrases; phraseodidactics;
Summary/Abstract:The paremiological or proverbial minimum represents the most frequent proverbs that are verbally used in some language. The 20 most frequent German proverbs, which resulted 190from the research of the eminent German linguist Kun Hwan Kim (1999), are the basis for this paper. Given that the subject of this study are language expressions that are actively used in standard German, the aim of this paper is to explore to what extent the students of German studies of the I and II cycle are familiar with proverbs and how would they, as future teachers of German language and literature, explain proverbs in the teaching process. For this purpose students' surveys will be conducted with the intention of detecting the degree of knowledge of the given language material, its correct use in the given context and the ability to make its appropriate adaptation in Bosnian. The integral part of the survey will also cover issues that address the methodology of the analysis of the proverbial minimum, since proverbs and phrases in general are underrepresented in the teaching process, with the aim to improve the teaching of the foreign language including proverbs and phrases as its integral part.

RODNA OSJETLJIVOST U UDŽBENICIMA ZA RAZREDNU NASTAVU

RODNA OSJETLJIVOST U UDŽBENICIMA ZA RAZREDNU NASTAVU
(GENDER SENSITIVITY IN TEXTBOOKS FOR LOWER ELEMENTARY CLASS TEACHING)

Author(s):Emira Mešanović-Meša, Estela Kasapović
Language:Bosnian
Subject(s):Language and Literature Studies
Page Range:200-217
No. of Pages:18
Keywords:Nomina Mota; gender pairs; female gender; male gender; gender;
Summary/Abstract:Recently, the focus of linguistic and social interest has been placed on gender sensitivity and equality. Bosnian, Croatian and Serbian, the official languages of Bosnia and Herzegovina, are gender-sensitive languages, and their use is increasingly being enriched by the usage of the female gender that has only been implied in the male gender so far. Since education is an extremely important area where linguistic equality can be developed and nurtured from the very beginning of the educational process, textbooks for lower elementary class teaching are the source from which gender equality will either be adopted or completely neglected. In this paper, gender sensitivity and equality will be analyzed in the textbooks for lower elementary class teaching (from the first to the fifth grade of elementary school), which are used in elementary schools in the Federation of Bosnia and Herzegovina.

NEKNJIŽEVNI TEKSTOVI U FUNKCIJI RAZVOJA ČITATELJSKIH KOMPETENCIJA UČENIKA RAZREDNE NASTAVE

NEKNJIŽEVNI TEKSTOVI U FUNKCIJI RAZVOJA ČITATELJSKIH KOMPETENCIJA UČENIKA RAZREDNE NASTAVE
(NON-LITERARYTEXTS WITH THE ROLE OF DEVELOPINGREADINGCOMPETENCIES OF CLASSROOM EDUCATION STUDENTS)

Author(s):Lejla Ovčina, Sanja Soče
Language:Bosnian
Subject(s):School education
Page Range:218-235
No. of Pages:18
Keywords:non-literary text; methodological aspects; classroom teaching;
Summary/Abstract:Considering the reading issues in the 21st century, where students are required to master by critical reading and reflection, and connecting with actual life situations, the paperpresents the need to stimulate the development of reading competencies of classroom education students. Previous research in elementary school teaching in the field of language 219and literary education points to the dominant representation of literary texts in the structure of curricula. The non-literary texts are insufficiently represented in classroom practice and textbooks, although they couldserve as linguistic models for different forms of animation of student's reading competencies in all teaching subjects and in higher quality of extracurricular reading. Led by this knowledge, the paper discusses the methodological aspects of non-literary texts in classroom teaching and lists reading comprehension strategiesthatenhance the degree of development of reading competencies. The content of non-literaltexts, as a source of professional and scientificin formation, can contribute to linking and extending previously acquired knowledge at and outside school. In this context, the life and reading experience that students have in some phases of their literary-intellectualdevelopment plays a significant role.

PRIKAZ OBITELJSKIH VRIJEDNOSTI KROZ HRVATSKU DJEČJU PRIČU

PRIKAZ OBITELJSKIH VRIJEDNOSTI KROZ HRVATSKU DJEČJU PRIČU
(REPRESENTATION OF FAMILY VALUES IN CROATIAN CHILDREN'S STORY)

Author(s):Kristina Riman, Andrea Hrvaćanin
Language:Croatian
Subject(s):Language and Literature Studies
Page Range:236-250
No. of Pages:15
Keywords:children's literature; children's story; family; education; magazines;
Summary/Abstract:Children's literature can be defined as a cultural, artistic and social phenomenon that is directly related to the history of childhood. So many texts intended for children reflect contentically on the relationships that surround them in the real world. Because of this, children are most often presented in literary texts in an environment that is characteristic of their life, most often family and school.A family is a basic social group associated with affection in which children are cared for and upgraded. Family relationships are often the theme of children's stories and are closely related to changes that occur in family communities under the influence of social change. Literary texts that are offered to children often depict a particular family model that often 237corresponds to the family models that are present in society. Hence, by looking at literary works, especially those describing families, they should also keep in mind their cognitive and educational function.This paper deals with family and family relationships in children's stories published in the Croatian children's magazine Radost, which is also used as a supplement to school material. Based on the selected stories, the presented family relationships are analyzed and families are classified with respect to the different types of families that occur in the stories. Reading stories about families to children provide the ability to identify with read, but also know about other families, by which children are raised and educated for tolerance and understanding.

POGLED NA INTERKULTURALNE DIMENZIJE U NASTAVI: NASTAVA NAMIJENJENA SVIM UČENICIMA, A NE SAMO KULTURALNO RAZLIČITIM

POGLED NA INTERKULTURALNE DIMENZIJE U NASTAVI: NASTAVA NAMIJENJENA SVIM UČENICIMA, A NE SAMO KULTURALNO RAZLIČITIM
(OVERVIEW OF INTERCULTURAL DIMENSIONS IN TEACHING: TEACHING INTENDED FOR ALL STUDENTS, NOT JUST THE CULTURALLY DIFFERENT ONES)

Author(s):Emina Dedić Bukvić, Anida Sadiković
Language:Bosnian
Subject(s):Higher Education , Pedagogy
Page Range:251-266
No. of Pages:16
Keywords:inclusion; intercultural dimension; teaching; diversity; values;
Summary/Abstract:Intercultural education is aimed at promoting diversity as social wealth. Such an understanding of diversity finds the purpose of education in the reflection, understanding and richness of the relationship that we enter while transmitting knowledge and values. If we want to educate young people as independent, brave, empathic individuals, then we need to promote intercultural dimensions through teaching content and the teaching process. Through this paper we want to contribute to the reconstruction of school relations emphasizing the need to recognize and develop culturally responsive and inclusive methods of teaching and improving school culture. Considering that, we have analyzed the curriculum of the Society/Culture/Religious course in elementary school education in Canton of Sarajevo.Through analysis and description, we have recognized the intercultural dimensions (ethics, coexistence, solidarity, respect etc.) in the curricula and inquired teachers about their opinion on probability of intercultural dimension being present in education. We had a look at teaching materials that teachers use for this course, as well. It was noticed that intercultural dimensions were (not) present in the curricula, teaching materials and practice. The results of the research will contribute to revising the approaches in promotion of intercultural dimensions in education of youth. As most of the European education systems still do not recognize intercultural dimension as an important component of education, our intention is to provide guidelines for intercultural educational concept created for all students, not only the culturally different ones.

ZASTUPLJENOST VRŠNJAČKOG NASILJA U OSNOVNOJ ŠKOLI 21. VIJEKA

ZASTUPLJENOST VRŠNJAČKOG NASILJA U OSNOVNOJ ŠKOLI 21. VIJEKA
(THE PRESENCE OF BULLYING IN THE ELEMENTARY SCHOOL OF THE 21ST CENTURY)

Author(s):Mediha Riđić, Nusreta Omerdić, Samira Beba
Language:Bosnian
Subject(s):School education, Studies in violence and power
Page Range:267-279
No. of Pages:13
Keywords:students; family; school; abusers; abused;
Summary/Abstract:Recently violence among students in the elementary school has increased in numbers and is a frequent occurrence and a complex problem. This work analyses violence theoretically and empirically. The theoretical part deals with the topic of violence, types of it and its basic characteristics. The main goal of the research is to investigate the presence of violence among younger elementary school students in relation to gender, class and school achievement. The sample includes students of the third and fifth grade of the ''Turbe''elementary school in the total of 161 examinees. The obtained results suggest that bullying is present in elementary school and that there is no statistically significant difference in application of bullying among 268the students based on gender, class and school achievement. The results that have been reached will have their practical application in the non-violent conflict resolution among younger school students and will encourage the development of tolerance and human relations.

STILOVI UČENJA KOD SREDNJOŠKOLACA

STILOVI UČENJA KOD SREDNJOŠKOLACA
(LEARNING STYLES OF HIGH SCHOOL STUDENTS)

Author(s):Hazim Selimović, Nermin Mulaosmanović, Zehrina Selimović
Language:Bosnian
Subject(s):School education, Sociology of Education
Page Range:280-294
No. of Pages:15
Keywords:learning styles; common sense style; imaginative style; analytical style; experiential style; high school students;
Summary/Abstract:This paper focuses on the learning styles of high school students. The aim of the study is to examine which learning styles do high school students use; to determine whether gender plays a role in students’ self-assessment and whether there is a connection between students’ academic achievements and their preferred learning styles. The research was conducted in high schools in Tuzla Canton, Zenica-Doboj Canton, Central Bosnia Canton, and Sarajevo Canton. The samples of the study consisted of 1118 third-grade high school students. A learning style inventory was used for the purpose of this research, and it was used for students’ self-assessment of their learning styles. The results show that students use all 281four learning styles but the dominant one is the analytical learning style. The results also show that students with better academic achievements use a combination of different learning styles and that girls use different learning styles more often than boys. The obtained results may help high school teachers choose the right teaching style which will correspond to the students' learning styles.

UČINKOVITOST PROVOĐENJA INKLUZIVNOG OBRAZOVANJA

UČINKOVITOST PROVOĐENJA INKLUZIVNOG OBRAZOVANJA
(EFFECTIVENESS OF INCLUSIVE EDUCATION IMPLEMENTATION)

Author(s):Šejla Smajić, Irmela Mujkić
Language:Bosnian
Subject(s):Inclusive Education / Inclusion
Page Range:295-308
No. of Pages:14
Keywords:inclusion; inclusive education; child;
Summary/Abstract:Inclusive education is an important term for modern educational reforms where enhancing inclusive education implies recognition of inclusion as a process in which the child is at the center of attention, as well as the empowerment and education of those who directly influence the education of children. The concept of inclusive education does not only concern the integration of children with special educational needs into a formal education system, but includes changes and modifications of content, approaches and strategies to ensure quality education for all children. In order to improve inclusive education in Bosnia and Herzegovina, there is a need to strengthen and educate those who work directly and influence the education of children. Thus, the goal of educational inclusion is not just to integrate children into regular schools, but to ensure the conditions in which their needs will be met. 296Although practices differ from school to school, regular education facilities are still difficult. In most schools, teachers still lack the necessary professional assistance in direct work with children, and the aggravating circumstances are also poor physical and material conditions, lack of individualized programs and didactic aids.The aim of this study was to examine attitudes and opinions of teachers and principals of primary schools when it comes to children with special educational needs, their education and how and in what way they are carrying the change that requires inclusive education. Respondents in the survey were educators from the area of Travnik municipality.

KOMPETENCIJE BUDUĆIH ODGAJATELJA IZ PODRUČJA PRIJELAZA I PRILAGODBE: ANALIZA STUDIJSKIH PROGRAMA I IMPLIKACIJE ZA PROMJENE

KOMPETENCIJE BUDUĆIH ODGAJATELJA IZ PODRUČJA PRIJELAZA I PRILAGODBE: ANALIZA STUDIJSKIH PROGRAMA I IMPLIKACIJE ZA PROMJENE
(THE ANALYSIS OF FUTURE EARLY CHILDHOOD EDUCATORS' COMPETENCES IN THE FIELD OF TRANSITION AND ADAPTATION: THE ANALYSIS OF STUDY PROGRAMS AND IMPLICATIONS FOR CHANGES)

Author(s):Sanja Tatalović-Vorkapić, Vesna Katić
Language:Croatian
Subject(s):Preschool education
Page Range:309-324
No. of Pages:16
Keywords:competencies; early childhood educators; transition and adaptation; study program;
Summary/Abstract:The transitional periods and adaptations that follow them in the early and preschool age represent a great challenge for the child in view of its overall psychological development andwell-being. According to contemporary theoretical models of understanding of transitionand adaptation, the child and its intrapersonal characteristics are at the center of the changesthat occur and represent one of the significant determinant so fits over all psychologicalfunctioning with long-term effects. Aspects that are not in the focus, but to a significantextent determine the quality of transition and adaptation, are different interpersonal factors: primary care givers, family dynamics, educators as significant others, work organization inkindergarten, local community, culture and social values in which the child lives and theirmutual interactions. Educators as significant others have an important role, both in relation to the quality of transition and adaptation of the child and in cooperation with the parents, so itis important during the initial education of the educators to ensure the acquisition of thenecessary competences in this challengin glife period of the child. In this regard, the aim ofthis study was to carry out a qualitative analysis of existing study programs in Croatia inorder to gain an objective understanding of the possibilities to acquire the necessarycompetences for working with children and parents during the transition period andadaptation in the kindergarten. As it was also assumed, the conducted analysis, that includeduniversity study program so fanearly and pre-school education of the publicly availableHigher Education Information System in the Republic of Croatia, showed that there are no explicitand directly related courses to ensure the acquisition of competences for working withchildren and parents during transition and adaptation. Given that, there are a very smallnumber of courses that handle this topic minimally. Therefore, the questionarises regardingthe adequacy of the required competences during transition and adaptation to work withchildren and parents. The paper discusses the possibilities of changing the existing universitycurriculum in the field of teaching and the proposals for the introduction of lifelong learningprograms, which would enable students to acquire the necessary competences.

PROMICANJE INTERKULTURALNIH KOMUNIKACIJSKIH KOMPETENCIJA U NASTAVI STRANOG JEZIKA

PROMICANJE INTERKULTURALNIH KOMUNIKACIJSKIH KOMPETENCIJA U NASTAVI STRANOG JEZIKA
(PROMOTING INTERCULTURAL COMMUNICATION COMPETENCES IN FOREIGN LANGUAGE TEACHING)

Author(s):Alema Fazlić
Language:Croatian
Subject(s):Foreign languages learning, School education
Page Range:325-340
No. of Pages:16
Keywords:competences in teaching; intercultural communication competence; teaching contents; foreign languages;
Summary/Abstract:It is indisputable that language and culture are closely connected and that language is adopted side by side with culture and it is essentially related to it. Modern approaches to language teaching are referred to efforts to get students in the context of foreign language learning apart from communication and intercultural competence. If our schools want to follow trends in life and education in multilingual and multicultural Europe, then the curriculum of foreign languages at all levels of education must include intercultural communication competencies. The main aim of our research was to gain insight into the 326representation of the culture elements in the teaching of foreign languages and their influence on the intercultural communication competences of pupils in higher grades of the elementary school, and also to find out the most common ways in which the teachers incorporate and promote intercultural communication skills in teaching process through different teaching contents. The research was conducted in three primary schools in the area of HerzegovinaNeretva Canton, Mostar Municipality: Elementary school "Mustafa Ejubović-Šejh Jujo", Elementary school "Vrapčići" and Elementary school "Gnojnice" on a sample of 294 students of the eighth and ninth grade and 15 foreign language teachers (English, German and Turkish). The following methods have been used: the method of theoretical analysis and synthesis and the empirical-nonexperimental method (survey), comparative and descriptive method. The research has shown that intercultural content is largely represented in foreign language teaching but it is mainly presented through the textbooks and that our schools have begun, although still insufficiently, to engage with contemporary trends in education which promote intercultural approach in teaching.

INDEKS INKLUZIVNOSTI U FUNKCIJI PLANIRANJA I PROGRAMIRANJA

INDEKS INKLUZIVNOSTI U FUNKCIJI PLANIRANJA I PROGRAMIRANJA
(INCLUSION INDEX IN PLANNING AND PROGRAMMING FUNCTION)

Author(s):Enisa Gološ, Lidija Jerković
Language:Bosnian
Subject(s):School education
Page Range:341-352
No. of Pages:12
Keywords:planning and programming; teacher; quality; self-evaluation;
Summary/Abstract:Taking into consideration the aspects of upbringing and education in the contemporary context, planning and programming in the teaching process are of great importance. They are introduced as a cyclical circle where the realization of the first stage is crucial for the realization of the other stages.The aim of this paper is to present the application methodology of inclusion index in the planning and programming process through a learning approach in which all students actively participate by linking what they learn with their own experiences. They give attention to the aspects that need to be amended in order to improve education for every child.342Having in mind that the key focus is on the teachers of physical and health education, the improving of physical and health education according to the needs of each student is crucial, based on an assessment of the current situation.At the same time, this paper detects and examines the demands of the teachers that are responsible for the planning by taking into consideration the goals and the outcomes of learning defined in the curriculum. They prepare the agenda in accordance with the needs of the students respecting the individuality of each student.In this process of planning and programming, self-evaluation of the work of teachers as well as self-evaluation of the work of the school as a starting point for further activities in the already mentioned process is very important. Only in this way it is possible to expect the achievement of quality standards in the teaching of physical and health education.

INTEGRIRANO UČENJE SADRŽAJA I JEZIKA PUTEM METODA PROJEKTNOG UČENJA U NASTAVI ENGLESKOG JEZIKA STRUKE NA NIVOU VISOKOG OBRAZOVANJA

INTEGRIRANO UČENJE SADRŽAJA I JEZIKA PUTEM METODA PROJEKTNOG UČENJA U NASTAVI ENGLESKOG JEZIKA STRUKE NA NIVOU VISOKOG OBRAZOVANJA
(CONTENT AND LANGUAGE INTEGRATED LEARNING THROUGH THE METHOD OF PROJECT-BASED LEARNING IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT HIGHER EDUCATION LEVEL)

Author(s):Izela Habul-Šabanović
Language:Bosnian
Subject(s):Foreign languages learning, Higher Education
Page Range:353-374
No. of Pages:22
Keywords:English for Specific Purposes (ESP); English as a Foreign Language (EFL); Content and Language Integrated Learning (CLIL); Project-Based Learning (PBL);
Summary/Abstract:This paper presents the key principles of Content and Language Integrated Learning (CLIL) and Project-Based Learning (PBL) as two contemporary approaches to teaching and 354learning of English as a foreign language (EFL)/ English for specific purposes (ESP), and it also explores the possibilities of their application in a Bosnian-Herzegovinian higher education context. Traditional ESP courses emphasize language learning in which the lesson content is taken from the students' particular field of study (e.g. medicine, law, psychology, pedagogy, etc.), and they are mainly based on developing academic skills. On the other hand, CLIL is an innovative approach which integrates language and content learning by offering non-linguistic content as the basis for learning and teaching where language is viewed as means and not as a goal in itself. PBL is a learning method which is compatible with the CLIL principles, as it engages students in acquiring knowledge and language skills through an extended inquiry process structured around authentic questions and tasks. This small scale action research explores students' attitudes to the implementation of content and language integrated learning by means of project-based learning activities in order to support their professional development and EFL/ESP teaching and learning. The participants for this study were the third and fourth year students (n= cca.70) of the Faculty of Educational Sciences at the University of Sarajevo attending an English elective course. The project was conducted in the winter semester of the academic year of 2018/2019 and data were collected from studentsthrough a questionnaire at the end of the term. The results of the research reveal that students had an overall positive attitude towards using CLIL and PBL in their English classes.

BOOK REPORTS IN LEARNING ENGLISH AS A SECOND LANGUAGE

BOOK REPORTS IN LEARNING ENGLISH AS A SECOND LANGUAGE
(BOOK REPORTS IN LEARNING ENGLISH AS A SECOND LANGUAGE)

Author(s):Marica Simić, Đukica Mirković
Language:English
Subject(s):Foreign languages learning, School education
Page Range:375-383
No. of Pages:9
Keywords:book reports; primary education; English as a second language; language skills;
Summary/Abstract:Primary school students in the Republic of Srpska currently have no compulsory book reports in the school curriculum. It would be possible to introduce writing book reports in English as a foreign language thanks to some of the books they have as planned compulsory reading in their native language lessons. This would be beneficial for both subjects, the Serbian language and the English language. Students from the sixth to the ninth grade of primary school have participated in this study. Compulsory reading for their native language includes 'The Call of the Wild' by Jack London, 'Tom Sawyer' by Mark Twain, 'The Big Wave' by Pearl Buck and 'The Little Prince' by Antoine de Saint-Exupéry. The same principle could be applied to learning English as a second language when it comes to writing book reports. By doing so, students improve their vocabulary and grammar, as well as reading and writing skills. At the same time, they could prepare for their other subject, the Serbian language, or they could use the knowledge and experience from their Serbian lessons and incorporate it into the book reports in English. Other advantages this might bring would be a more natural way of adopting a foreign language, more developed analytical thinking skills, learning new information, memory and concentration improvement and better writing skills.

ULOGA NASTAVNIKA I KVALITET OBRAZOVANJA U UVJETIMA OBRAZOVNE REFORME NA PODRUČJU BOSANSKO-PODRINJSKOG KANTONA GORAŽDE

ULOGA NASTAVNIKA I KVALITET OBRAZOVANJA U UVJETIMA OBRAZOVNE REFORME NA PODRUČJU BOSANSKO-PODRINJSKOG KANTONA GORAŽDE
(THE ROLE OF TEACHERS AND THE QUALITY EDUCATION IN THE CONDITIONS OF EDUCATIONAL REFORMS IN THE BOSNIAN-PODRINJE CANTON – GORAŽDE)

Author(s):Šemso Aganspahić, Ivona Čelebičić
Language:Croatian
Subject(s):School education
Page Range:384-400
No. of Pages:17
Keywords:student; teacher; education; reform; quality;
Summary/Abstract:Quality education provides the results needed for individuals, communities and societies to progress. It enables schools fully harmonization and integration with their communities and access to different services in the sectors that are intended to support their students' educational development.The role of teachers in contributing to the quality education is an integral part of the overall system as well as the reforms implemented in this area. The key role of teachers is reflected in the development of such educational systems that will contribute to highly educated individuals in terms of necessary knowledge, key competences, better social skills and greater employment opportunities. This paper seeks to determine the role of teachers in the educational process and process of the reform as well as the difficulties they face and possible ways of improving the quality of education.The research conducted in the course of this paper aims to inspect the role of teachers in the realization of the educational process as well as in the implementation of the reform processes in the Bosnian - Podrinje Canton Gorazde. The research sample was 112 teachers from all seven elementary schools in this area, out of which are fifty-two subject teachers and sixty class teachers.The survey or empirical - no experimental method, methods of theoretical analysis and analysis of pedagogical documentation, as well as the quantitative and qualitative methods for triangulation of multiple source data were used.Research results show that teachers have a positive attitude towards education reform but they are not the deciding factor in the process. There is a lack of teacher education for reform changes as well as the infrastructure unpreparedness of schools for this process. Moreover, there is a general attitude that the relevant institutions do not invest enough in professional teacher training and equipping schools.Such findings can be utilized as the basis for creating better conditions for implementing the reform and improving the quality of the teaching process.

MOGUĆNOSTI PRIMJENE OBRAZOVNE SOFTVERSKE PLATFORME MOZABOOK U NASTAVI PRIRODE I DRUŠTVA

MOGUĆNOSTI PRIMJENE OBRAZOVNE SOFTVERSKE PLATFORME MOZABOOK U NASTAVI PRIRODE I DRUŠTVA
(POSSIBILITIES OF APPLYING EDUCATIONAL SOFTWARE PLATFORM MOZABOOK IN TEACHING SCIENCE)

Author(s):Vesna Kostović-Vranješ, Mila Bulić, Katarina Šušnjara
Language:Croatian
Subject(s):School education
Page Range:401-417
No. of Pages:17
Keywords:Information and Communication Technology in Education; Conceptual Understanding; MozaBook; Science; Teaching Impact;
Summary/Abstract:Contemporary society and the sudden development of information and communication technology, which emphasizes the development of many competences, among which the digital competence is extremely important. Therefore, it is necessary to implement information and communication technology in the educational process because it can help students to achieve the desired learning outcomes, regarding learning in general, as well as learning Science. Many digital tools and platforms help students in learning and conceptual understanding of the required teaching contents, such as the application of the software platform mozaBook in this paper.In order to determine the possibility of applying the software platform mozaBook in teaching Science, a research was conducted in two primary schools in Split. The experimental group, which applied the mozaBook education platform in teaching, was the third grade of primary school. The control group consisted of three fourth grades of the second elementary school. The research was aimed to determine the impact of mozaBook software platform on the achievement of the educational outcomes of the fourth grade Science learning and understanding of specific concepts related to life of a plant, as well as to explore the satisfaction of students using the mozaBook platform.The results show that there is a statistically significant difference in the achievement of educational outcomes between the control and experimental groups, that indicate the existence of statistically significant differences in the conceptual understanding of the concepts of a plant's life. The research has shown that students had high expectations of the mozaBook platform, which were met.

SARADNIČKO UČENJE I NJEGOVI EFEKTI NA KVALITET NASTAVE

SARADNIČKO UČENJE I NJEGOVI EFEKTI NA KVALITET NASTAVE
(COOPERATIVE LEARNING AND ITS EFFECTS ON THE QUALITY OF TEACHING)

Author(s):Filduza Prušević Sadović
Language:Serbian
Subject(s):School education
Page Range:418-426
No. of Pages:9
Keywords:cooperation; student; teacher; learning; teaching;
Summary/Abstract:Without the cooperation of its members, society can not survive, and human civilization has survived thanks to cooperation among people.Cooperation among students is largely neglected as an aspect of teaching. A large part of the teaching process is carried out by the teacher in organizing the appropriate relationship between students and teaching materials (textbooks, curricula, etc.), and one part devotes itself to building better communication between teachers and pupils themselves. However, the problem of communication among students is neglected. The way a teacher organizes co-419operation between students will greatly affect the quality of learning, the student's feelings towards school and teacher, the relationships that develop with peers, and the sense of selfesteem.Collaborative learning is accomplished by the students working together, working together in order to reach a solution to a specific task. Within collaborative learning, the work of an individual contributes to his own progression and learning, as well as to the advancement of all members of the group. Collaborative learning is most often realized in small groups, so that students can extract maximum from each other for themselves as well as for other members of the group. In order for collaborative learning to achieve its full effect, the teacher must set certain behavioral rules that include the instructions and obligations of group members.The article describes the articulation of associate teaching, as well as the effects that this model has on the quality of teaching, based on parameters such as the intensity and direction of communication, the results of student achievements, social relations among group members.

MOGUĆNOSTI RAZVIJANJA PATRIOTIZMA U NASTAVI PREDMETA MOJA OKOLINA

MOGUĆNOSTI RAZVIJANJA PATRIOTIZMA U NASTAVI PREDMETA MOJA OKOLINA
(POSSIBILITIES OF DEVELOPING PATRIOTISM IN THE TEACHING OF THE COURSE ‘MY ENVIRONMENT’)

Author(s):Sanela Rustempašić, Adrijana Kožljak
Language:Bosnian
Subject(s):School education
Page Range:427-441
No. of Pages:15
Keywords:patriotism; native country; my environment; curriculum;
Summary/Abstract:The Dayton Peace Agreement, formally signed in Paris on 14 December 1995, ended the aggression against Bosnia and Herzegovina and regulated the way Bosnia and Herzegovina would be structured. Full and undivided jurisdiction in education is provided by the Federation of B&H and all its 10 cantons, the Republic of Srpska and the Brcko District. This agreement stipulates that the education system in Bosnia and Herzegovina remains outside the jurisdiction of the state. Twenty-three years later, we have two schools under one roof, fewer enrolled students in schools, nationalism in textbooks, and we are still without a national curriculum. One of the ways of improving this situation is seen in the development 428of patriotism, which is most simply defined as love for the native country. Our goal was to determine the extent to which the subject ‘My Environment’ provides opportunities for developing patriotism among students from the 1st to the 4th grade. We examined the representation of the contents that directly develop patriotism among students, and we compared the curricula in Bosnia and Herzegovina (Federation of Bosnia and Herzegovina, Republic of Srpska), Serbia and Croatia. In this paper we also presented the teachers' views on the importance of developing patriotism as an integral part of the educational process.

MEĐUNARODNI ERASMUS+ PROJEKT KAO INOVATIVNI OBLIK RADA S UČENICIMA

MEĐUNARODNI ERASMUS+ PROJEKT KAO INOVATIVNI OBLIK RADA S UČENICIMA
(THE TINTERNATIONAL ERASMUS+ PROJECT AS AN INNOVATIVE FORM OF WORK WITH STUDENTS)

Author(s):Sandra Kadum, Jasminka Brkljača, Tea Šiško
Language:Croatian
Subject(s):School education
Page Range:442-452
No. of Pages:11
Summary/Abstract:Teaching represents an organized bipolar process involving pupils and teachers with students as the main actors and only through their activity in class teaching becomes effective. Teachers are expected to plan and prepare a variety of activities, and student s are expected to be active, explore, discover, solve problems... Students seek for inspiration in their work which the teacher stimulates with various strategies. Therefore, it is necessary to direct the teaching towards the students, i.e., from the very beginning of the schooling, students should gain experience by participating in individual, class and/or school projects.The international Erasmus + project titled "Young Storytellers" lasted from September 2016 to September 2018. It was realized in cooperation with Goteborg High School in Sweden, elementary school in Jaen, Spain and Primary School Veruda in Pula, Croatia. The scope of the project was to determine whether the development of students' books can strengthen students' reading and entrepreneurial skills. In younger students, a special focus was set on reading skills, focusing on the ability to read and write, analyze and discuss critical thinking, communication skills, group work in everyday and transnational environment. In older students the aim was to strengthen their desire to continue tertiary education as well as lifelong reading and entrepreneurial skills.This paper presents examples of good practice in the project. The work on the project has shown the need for adjusting the work of teachers, i.e. educational staff with students. In this way, students will make major progress because everyone included in the educational process, teachers, professional associates, parents and students, cooperates. In addition to cooperation, the task of each educator is to build and develop successful lessons, providing students with security and successful progress.

ULOGA EMPIRIJSKIH ISTRAŽIVANJA I MJERNI INSTRUMENTI U ODGOJNO-OBRAZOVNIM ZNANOSTIMA

ULOGA EMPIRIJSKIH ISTRAŽIVANJA I MJERNI INSTRUMENTI U ODGOJNO-OBRAZOVNIM ZNANOSTIMA
(THE ROLE OF EMPIRICAL RESEARCH AND MEASUREMENT INSTRUMENTS IN EDUCATIONAL SCIENCES)

Author(s):Darko Lončarić
Language:Croatian
Subject(s):Sociology of Education, Pedagogy
Page Range:453-471
No. of Pages:19
Keywords:Measurement in Education; Students; Children; Creativity; Self-regulation; Socioemotional development;
Summary/Abstract:The education policies and educational interventions should be based on proven models for which methodologically correct evaluation studies have been carried out. Educational workers are faced with numerous programs designed for preschool or school children supposedly contributing to the development of their motor, cognitive and socioemotional skills and characteristics. Only a few programs go through methodologically correct evaluation studies, and just a few of them connect the characteristics of a learning environment and teaching with key competences and learning outcomes in children.This situation is reflected in both scientific and professional publications. Preliminary analysis of the papers published in the field of educational sciences in Croatia indicate that number of empirically oriented papers is balancing the number of theoretical and review papers only in last several years. Empirical, quantitative studies are carried out mainly at the level of institutions, educators, teachers, or professional associates. Smaller number of studies collect information from children, and an even smaller number focus on verifying relations between activity at the institution, educator or teacher level with the effects of these activities on measurable learning outcomes in children. There are very few evaluation studies, and replication studies have not been found in initial review.The initiative for founding of the Laboratory for Learning and Teaching at the Faculty of Teacher Education, University of Rijeka is motivated by the need to support educational policies and interventions based on empirical evidence of their effectiveness („Evidencebased education“). Activities of the author and his associates on the original construction or translation and standardization of instruments intended to measure (a) socio-emotional wellbeing of pre-school children; (b) tests of graphomotor, pre-reading and pre-mathematic skills; (c) translation and standardization of EPoC test of potential creativity for preschool and school children; and (d) creation of battery of self-regulated learning components are presented. After a brief preliminary announcement with the initial results of the research review and presentation of selected measurement instruments, a conclusion was drawn on the importance of empirical approach and measurement in educational sciences and the need for international cooperation in adaptation, application and standardization of measuring instruments.

ULOGA UČITELJA U OSTVARIVANJU ODGOJNIH CILJEVA U RAZREDNOJ NASTAVI

ULOGA UČITELJA U OSTVARIVANJU ODGOJNIH CILJEVA U RAZREDNOJ NASTAVI
(THE ROLE OF TEACHERS IN ACHIEVING EDUCATIONAL GOALS IN CLASSROOM TEACHING)

Author(s):Edina Nikšić Rebihić, Amina Nikšić-Viteškić
Language:Bosnian
Subject(s):School education, Pedagogy
Page Range:472-488
No. of Pages:17
Keywords:teacher; education; educational goals; pedagogical relationship ;
Summary/Abstract:Educational goals in the class are necessarily analysed with two contexts. The first is the formal part- we observe the educational goals which are "outward" defined by the curriculum. The other refers to the informal part, which reveals the educational goals "inside" - stored in the implicit theory of each teacher. Every educational activity is basically worthy normative framework of a teacher. The aim of the paper is to research the process of achieving educational goals of classroom teaching, which directly creates and determines the pedagogical relationship. Theoretically, we also treat the pedagogical relationship as a platform for the transmission of educational values, as only possible in a quality pedagogical relationship with the student. In methodological framework we are focusing on the analysis of the set educational goals through the lesson plan for all subjects realized by the fourth grade teachers in one elementary school using the method of pedagogical documentation. The second part of empirical research refers to the analysis of pedagogical reality in the realization of the classroom. Using the techniques of individual interviews, we discussed with three teachers, whose lesson plans was analysed, to get information about their educational activity in the teaching process.The results of the research have shown that pre-defined educational goals are often repeated at a general level in the curriculum. Opinion of teachers is that lesson plan are more less a guideline in their work but they often exit from the preparation framework by listening to the needs of students in the teaching process. They also noticed that they pay more attention to the content, but to the relationship, but also that they are more skilled in identifying the need of the student in terms of relationship than in the comprehension of educational content. Recognizing the needs and dynamics of the teaching process, the teacher does not give up on their pedagogical attitude and the relationship that is the foundation for educational activities. This work corresponds to the analysis of educational intent at the level of theoretical knowledge and a real insight into the practice of teaching.

PREDRASUDE O NASTAVNIČKOM POZIVU

PREDRASUDE O NASTAVNIČKOM POZIVU
(PREJUDICES ABOUT THE TEACHER'S PROFESSION)

Author(s):Lejla Silajdžić
Language:Bosnian
Subject(s):Educational Psychology, Social psychology and group interaction
Page Range:489-497
No. of Pages:9
Keywords:teachers; factors in the educational process; prejudices;
Summary/Abstract:The teacher's work is determined by a complex system of expectations and direct tasks out of which other related, continuous or occasional activities arise. Some of them are clearly visible and frequent, or more familiar to the wider environment, whereas others occur in specific situations in the educational process, they are not so well known, and they often require an additional burden on an individual or a group. The teacher's work differs, it is adapted to the program aspects, the age of students, and other factors that directly or indirectly determine the mandatory, legally prescribed, or otherwise unwrittten but expected actions in the light of what is usually perceived as the teacher's work. The factors that affect the teacher's role and professional behavior come from a wider socio-cultural environment in which a teacher lives and accomplishes his professional role, such as educational and cultural traditions, the educational structure of the population, the current social, economic and political situation. In this paper, the focus is put on the circumstances that determine teachers' work and the factors that have a daily effect on the teacher and the overall school system, and 490furthermore we want to point out the present beliefs that it is a relatively easy job, with short working hours and many benefits. The lack of information, the lack of interest, the avoidance of having an objective approach and analysis, or sometimes the misinterpretation of the teacher's role and importance in the society can lead to prejudices that may in return cause harm to all those who are included in the educational process.

REFERAT KAO VID SAMOSTALNOG I INDIVIDUALNOG RADA UČENIKA

REFERAT KAO VID SAMOSTALNOG I INDIVIDUALNOG RADA UČENIKA
(THE REPORT AS A FORM OF INDEPENDENT AND INDIVIDUAL WORK OF STUDENTS)

Author(s):Naida Gadžo
Language:Bosnian
Subject(s):School education
Page Range:498-510
No. of Pages:13
Keywords:lectures; classes; students; active learning; creativity;
Summary/Abstract:Lately, we are witnessing numerous changes in the educational system, which are largely conditioned by the development of information and communication technologies, their integration into the teaching process, the emergence of many innovative approaches and strategies based on reflection on improving the quality of teaching that will lead to its efficiency, as well as changes in the way of thinking and learning of today's students. Noting the fact that at any moment, at the fingertips, an unlimited number of diverse data from different fields is at hand, and that it is imperative to teach pupils how to find, select, and ultimately use these data, learning at a completely new and different way,we become aware 499that we gradually go beyond the traditional teaching, on the basis of which we store and reproduce content and its essential characteristics as well as the frontal teaching style, and open the door to new approaches in learning and teaching. In our research, through a theoretical and research approach, we are trying to explain how the student's paper, as a form of independent and individual work of students, meets the requirements of contemporary teaching to work on the development of practical and expressive abilities, as well as the formation of competent and motivated young people who have the ability of an independent learning and applying acquired knowledge,and to indicate which ways it is possible to motivate students for active participation, creative and creative expression in the work of teaching and at home. The research included students of the fifth grade primary school elementary school in the Nature course, who worked on the report from the field of the Animal Life. Students were graded on the basis of pre-determined and explained criteria, and they filled in the questionnaire in order to obtain the requested data, which confirm the value and significance of the student's teaching in teaching.

INOVATIVNOST I KREATIVNOST BUDUĆIH UČITELJA I ODGAJATELJA

INOVATIVNOST I KREATIVNOST BUDUĆIH UČITELJA I ODGAJATELJA
(INNOVATION AND CREATIVITY OF FUTURE TEACHERS AND PRESCHOOL TEACHERS)

Author(s):Nejra Hadžić, Hurijeta Nurković
Language:Bosnian
Subject(s):School education
Page Range:511-517
No. of Pages:7
Keywords:creativity; innovation; teachers; preschool teachers;
Summary/Abstract:In today’s society we are getting more and more out of the traditional framework of education and increasingly accessing the modern way of education.Creativity and innovation are becoming more and more important characteristics of a teacher. We consider that we all have inborn a certain degree of creativity and innovation and the question is, does our educational system develop that throughout our education or are we becoming less and less creative and innovative over time.512We conducted a reasearch at Faculty of Educational Sciences of the University of Sarajevo, using a questionnaire. The questionnaire was answered by 50 students at the age of 22 to 25. The goal of this research was to determine what students think, what are the features of creative person.Features such as imagination and resourcefulness are the most common answers. Then follow interestingness, originality, wit, intelligence. A small number of students think that features of creative person are innovation and versatility.Students are highly motivated for future work with children by the professors but education system doesn’t pay enough attention developing creativity. It is very important that we, as a future teachers and preschool teachers, have a high degree of creativity and innovation so that the quality of teaching could be as better as it can.

OSNOVNE КARAКTERISTIКE SIMEDONIJSКOG PRISTUPA U NASTAVI MATEMATIКE

OSNOVNE КARAКTERISTIКE SIMEDONIJSКOG PRISTUPA U NASTAVI MATEMATIКE
(BASIC CHARACTERISTICS OF THE SYMHEDONIAN APPROACH AT THE INITIAL TEACHING OF MATHEMATICS)

Author(s):Slađana Lolić
Language:Bosnian, Serbian
Subject(s):School education
Page Range:518-533
No. of Pages:16
Keywords:symhedonia; eudemony; altruism; emphaty; happiness; interaction;
Summary/Abstract:In modern living conditions, when new challenges are posed to the school, it is more obvious that education do not provide joyful learning, it is more learning as a commitment, learning for grades, learning to prove to others, particularly learning of mathematics.It is the symhedonic nature of education in elementary schools that develops a desire for learning with enjoyment, learning on the principles of understanding others, learning with an interest in learning, learning with a smile and a desire to help others to adopt mathematical knowledge. All this is achievable with good mutual peer support and cooperation, as well as a rich interaction between students, students and teachers, students and parents, parents and teachers, which implies that we are symisionally oriented, that we are altruistic, empathic, we sow luck, help and we are looking forward to somebody’s else success and our own as well.

PROCJENJIVANJE I SAMOPROCJENJIVANJE U OSNOVNOJ ŠKOLI KAO ODGOJNO-OBRAZOVNI SISTEM PO NORMAMA 21. VIJEKA

PROCJENJIVANJE I SAMOPROCJENJIVANJE U OSNOVNOJ ŠKOLI KAO ODGOJNO-OBRAZOVNI SISTEM PO NORMAMA 21. VIJEKA
(ASSESSMENT AND SELF-ASSESSMENT IN ELEMENTARY SCHOOL AS AN EDUCATIONAL SYSTEM ACCORDING TO THE NORMS OF THE 21ST CENTURY)

Author(s):Damir Mušanović
Language:Bosnian
Subject(s):School education
Page Range:534-546
No. of Pages:13
Keywords:evaluation; estimate; self-assessment; competence;
Summary/Abstract:Evaluation in education is usually defined as a systematic process of gathering and discussing information to document student learning outcomes and student achievement levels. However, educational theory and practice have changed dramatically over the last few decades. This change involves different approaches to teaching and learning, including a new approach to measuring these indicators. The emphasis is on why it is important to learn something and how acquired knowledge can be successfully applied in solving complex, realistic problems. The assessment began to be perceived as a complex process to be carried out using different methods that could allow access to multiple indicators of student 535progression. The paper intends to address self-assessment of student achievement. In addition to the usual assessment provided by the teacher in this process, the assessment given by the students, both for their work and for the work of other students, would be included. This selfassessment would include a specific period for all students within the department. Each would have an observation protocol, a scale of estimates, and a commentary for the appraisal. A list of factors influencing the score would be an integral part of the student note at those times. The assessment should be carried out in the educational process and should be realized in parallel with the planning of the learning and teaching process. If we compare the traditional versus contemporary and advanced concept of assessment and assessment, we will see that the emphasis on the summative assessment of formal items in the first, unlike the formative and informal forms in the other. Traditional approaches give priority to knowledge of content and reproduction of facts that lead to ranking and benchmarking of students with other learners, and the advanced concept of continuous and integrated access to learning and teaching with predefined criteria where students have constant feedback.

DJECA S TEŠKOĆAMA U RAZVOJU U ŠKOLAMA 21. VIJEKA

DJECA S TEŠKOĆAMA U RAZVOJU U ŠKOLAMA 21. VIJEKA
(CHILDREN WITH DEVELOPMENTAL DIFFICULTIES IN SCHOOLS OF THE 21ST CENTURY)

Author(s):Aldijana Omerović
Language:Bosnian
Subject(s):Inclusive Education / Inclusion
Page Range:547-566
No. of Pages:20
Keywords:education of the 21st century; children with disabilities; assistive technology; inclusion;
Summary/Abstract:Education in the 21st century is not only focused on the use of new teaching tools but provides the opportunity for all children and children with disabilities to get a quality education. The purpose of education is to transform children’s lives to the better and to enable them, like other citizens, to enjoy in society. By educating, children achieve success, their self-esteem is raised so that they can develop the level of emotional resistance. The task of schools is to create a dynamic and innovative environment in which children with disabilities will be nurtured and formed with the goal of becoming active participants in the learning process.548This paper will show the mission and purpose of inclusive education in the 21st century, the benefits of inclusion, and how assistive technology can help students with disabilities, and how the teacher can help and contribute to the successful education of children.It was concluded that the attitude of the society towards children with difficulties until the 20th century was determined by various social and cultural factors that caused obstacles to the provision of education and prevented the inclusion of children with disabilities in all spheres of social life. The 21st century has enabled many changes, such as overcoming obstacles to inclusive education, new teaching methods and tools have been developed, and the use of assistive technology has contributed to improving life and eliminating learning difficulties in children with developmental disabilities. The purpose of this research is to provide basic information about education and to indicate that modern teaching methods and resources, then the adapted Curriculum and Program can successfully influence the education of children with developmental disabilities. The work will increase the awareness of the society about the education and acceptance of children with disabilities.The methods used in this work are the method of description, the method of analysis, while for the conclusion the inductive and deductive method is used.

SEKSUALNI ODGOJ DJECE S TEŠKOĆAMA U RAZVOJU – TABU TEMA 21. VIJEKA

SEKSUALNI ODGOJ DJECE S TEŠKOĆAMA U RAZVOJU – TABU TEMA 21. VIJEKA
(SEXUAL EDUCATION FOR CHILDREN WITH DISABILITIES – A TABOO OF THE 21ST CENTURY)

Author(s):Admira Dedić, Razija Zahirović
Language:Bosnian
Subject(s):Educational Psychology, Inclusive Education / Inclusion
Page Range:567-578
No. of Pages:12
Keywords:sexual education; children with disabilities; development needs;
Summary/Abstract:We don't speak a lot about the sexual education of children with disabilities, although there are numerous studies suggesting the importance of a proper approach and raising awareness of the needs of this population. In a research conducted at the level of the Federation of BiH, it has been noticed that sexual education is a taboo both for parents and for teachers involved in that survey. The survey covers 49 parents of children with disabilities from the three associations in the territory of the Federation of Bosnia and Herzegovina (Mostar, Bugojno, Žepče), 22 parent and 20 teachers/special education teachers/educators/ rehabilitators from the Centre "Vladimir Nazor" in Sarajevo. The results of the research show 568that teachers/educators/special educators-rehabilitators and parents believe that the children with disabilities pass through the same development stages as the children without developmental difficulties do and that they have sexual urges needed to be satisfied.According to this study, both parents and teachers face the problems in sexual behavior with the children having developmental difficulties, most often in the period of puberty, but such conduct is not excluded even with children of the younger ages. Although there is a need for communication and conversations on this topic from an early age, parents usually avoid these kinds of conversations to the period when the child starts to manifest sexual urges. The reason for this is the fact that sexual education is a subject which is very little talk about, both in the family and in educational institutions.

ULOGA EMAPTIJE UČENIKA U SPREČAVANJU VRŠNJAČKOG NASILJA

ULOGA EMAPTIJE UČENIKA U SPREČAVANJU VRŠNJAČKOG NASILJA
(THE ROLE OF STUDENTS' EMPATHY IN PREVENTING PEER VIOLENCE)

Author(s):Emina Kovačić
Language:Croatian
Subject(s):School education, Educational Psychology, Sociology of Education, Pedagogy
Page Range:579-584
No. of Pages:6
Keywords:empathy; defenders; preventive programs;
Summary/Abstract:We are increasingly confronted with peer violence which harms children in all areas. Whether it is physical or emotional violence, children can not defend them selves. Children who witness violence and actively help victims are called defenders whereas those who feel that violence is wrong but do nothing about it are passive defenders. The research carried out by Salmivalli (2010) has shown that 20 to 29 precent of children who witness violence actually do something to help the victim while 26 to 30 percent passively observe violence. In order for an observing child to attain to the end of violence, research have shown that they should possess a higher level of empathy. Empathy is important in regulating behavior in the social segment as well as in interpersonal relationships. The higher the level of empathy, the better prosocial behavior. Although there are prevention programs in schools, the rate of violence is still high. This paper will show prevention programs and the theoretical background of the role of the defender as well as the importance of empathy in preventing peer violence.

STAVOVI I ISKUSTVA UČITELJA O PRIMJENI TEMATSKIH PRIČA U RAZVOJU INKLUZIVNIH VRIJEDNOSTI

STAVOVI I ISKUSTVA UČITELJA O PRIMJENI TEMATSKIH PRIČA U RAZVOJU INKLUZIVNIH VRIJEDNOSTI
(TEACHER'S EXPERIENCE AND ATTITUDE TOWARD APLAYING STORIES IN INCLUSIVE CLASSES)

Author(s):Sanja Skočić Mihić, Maja Opašić, Ana Japundžić
Language:Croatian
Subject(s):School education, Inclusive Education / Inclusion, Sociology of Education
Page Range:585-602
No. of Pages:18
Keywords:bibliotherapy; children’s literature; stories; inclusive values; students with disabilities;
Summary/Abstract:Stories have a particular value in promoting inclusive values and are an excellent medium that can effectively and subtly point out desirable behaviour to students. The aim of the paper was to: (1) examine teachers’ attitudes towards using thematic stories in classrooms, (2) examine their experience in using stories, and (3) establish the correlation between the factors, and their correlation with the sociodemographic data.The sample contains 101 class teachers who are employed in four counties of the Republic of Croatia. Two scales of good metric characteristics were used: Teachers’ Attitude towards Using Stories in Classroom Scale (α = 0.820) and Teachers’ Experience in Using Stories Scale, with two factors: Stories' Positive Influence on Student Behaviour (α = 0.952) and Using Stories during a Classroom Meeting (α = 0.836).Teachers have positive attitudes towards using stories in classrooms, they often use different activities to promote inclusive values during classroom meetings and they have experienced a positive impact of a story on children’s behaviour. Teachers with more experience of the stories' having positive impact on children’s behaviour are more likely to use activities that promote inclusive values in the classroom, which is not related to the attitude or the sociodemographic characteristics of the teacher. Also, a positive correlation was established between a teacher’s self-perceived awareness of thematic stories thanks to consultation with professional experts, conversations with colleagues and reading professional literature, and the teacher’s experience of the stories’ positive influence on children’s behaviour.To summarise, teachers consider stories to be pervasive in educational work and recognize the value of their use. Recommendations are made towards developing teachers’ competence, at the formal level of initial and ongoing professional development, in the use of stories for the regulation of student behaviour and the formation of inclusive classroom environment.

VREDNOVANJE UČENIKA S TEŠKOĆAMA U PONAŠANJU: RAZLIKE S OBZIROM NA POHAĐANJE REDOVITOG I PRIMJERENOG OBLIKA ŠKOLOVANJA

VREDNOVANJE UČENIKA S TEŠKOĆAMA U PONAŠANJU: RAZLIKE S OBZIROM NA POHAĐANJE REDOVITOG I PRIMJERENOG OBLIKA ŠKOLOVANJA
(EVALUATION OF PUPILS WITH BEHAVIORAL DIFFICULTIES: DIFFERENCES REGARDING THE ATTENDANCE OF REGULAR AND APPROPRIATE FORMS OF SCHOOLING)

Author(s):Nataša Vlah
Language:Croatian
Subject(s):Inclusive Education / Inclusion
Page Range:603-619
No. of Pages:17
Keywords:pupils with behavioral difficulties; evaluation; primary school; appropriate form of schooling;
Summary/Abstract:The objectives of the paper were to find out, in students with difficulties, the relationship between school grades and attending classes based on a decision on appropriateform of schooling, and to analize whether the teachers' actions differ in evaluating the achievement of such pupils by the form of schooling. In 125 primary schools in Croatia, volunteer and anonymous self-assessments were conducted with the Scale of Educational Teaching Strategies (Kovacic & Vlah, 2018). Classteachers assesed their teaching with 1277students (N = 1026; Mage = 43; 86% women). It was a selected group of pupils from the first to the eighth grade that the classmates have detected behavioral difficulties, irrespective of the type of program they were attending, and subsequently a dichotomous variable was used to document theofficial solution of appropriate schooling (YES / NO). Two hypotheses were tested by a hi-quadratic test, discriminatory analysis, and frequency of fundamental results.30% of students in the sample have official solutions for an appropriate form of schooling. Proportionally, there are more pupils of very good and excellent success among those who lack the official document of appropriate form of schooling, and relatively there are more students who have sufficient and good success among those who have the official document of appropriate form of schooling. These two subgroups of disadvantaged students also differ in 23% variance regarding to the methods of evaluating their achievements in a way that teachers more often apply customized and individualized evaluating strategies to students with appropriate forms of schooling.Despite the fact that the teachers more often apply the customized forms of evaluation to students who have official document of appropriate form of schooling, the same students have weaker grades than students who do not have such documents. The results are discussed in the context of teacher competency for prescribed and recommended methods and techniques of appropriate evaluation and assessment as well as level and intensity of behavioral difficulties in pupils. Since our basic approach on the concept of protecting the fundamental human rights of every student for an appropriate form of education, it is essential that such research will be carried out further to determine the possibilities of improving the educational practice for students with a greater intensity behavior.

RAZLIKE U SIMPTOMIMA IMPULZIVNOSTI/HIPERAKTIVNOSTI, EMOCIONALNIH PROBLEMA, NEPAŽNJE I ANTISOCIJALNOSTI S OBZIROM NA PROCIJENJENE POTREBE ZA DODATNOM POMOĆI U UČENJU I KOREKCIJE PONAŠANJA

RAZLIKE U SIMPTOMIMA IMPULZIVNOSTI/HIPERAKTIVNOSTI, EMOCIONALNIH PROBLEMA, NEPAŽNJE I ANTISOCIJALNOSTI S OBZIROM NA PROCIJENJENE POTREBE ZA DODATNOM POMOĆI U UČENJU I KOREKCIJE PONAŠANJA
(DIFFERENCES IN SYMPTOMS OF IMPULSIVITY / HYPERACTIVITY, EMOTIONAL PROBLEMS, NEGLIGENCE AND ANTISOCIALITY GIVEN THE ASSESED NEED FOR ADDITIONAL LEARNING ASSISTANCE AND BEHAVIORAL CORRECTIONS)

Author(s):Nataša Vlah, Stojanka Varda, Vlatka Družinec
Language:Croatian
Subject(s):Educational Psychology, Inclusive Education / Inclusion
Page Range:620-638
No. of Pages:19
Keywords:behavior correction; impulsivity / hyperactivity; inattention; emotional problems; antisocialism; learning aids;
Summary/Abstract:The basic aim of the paper was to determine whether there are any significant differences among pupils for whom their classteachers detect the behavioral difficulties. Differences are observed in the estimated symptoms of impulsivity / hyperactivity, inattention, emotional problems and antisociality considering the classteacher's view on the need for additional learning assistance and behavioral correction. In the conducted survey, the primary school teachers of all regions of Croatia voluntarily and anonymously detected 1087 pupils from the first to the eighth grade with behavioral difficulties. They estimated them on the Vanderbilt scale of the student's behavioral symptoms. Factor analysis confirmed four dimensions of student behavior: impulsivity / hyperactivity, emotional problems, inattention and antisociality. The hypothesis have been tested by two analyzes of the differences in behavioral symptoms among students, considering the assesed need for additional help in (i) learning assistance (ii) behavioral correction.Educators estimate that additional learning assistance is needed for students who exhibit more inattention, emotional problems, and impulsivity / hyperactivity. They also estimate that additional help in correcting behavior is needed for students who exhibit more antisociality, impulsivity / hyperactivity and inattention.The results of this research can help to better understand preventive and early intervention strategies to protect the educational rights of students' with behavioral difficulties. It is necessary to empower teachers in their competence to work with those students. It is also necessary to plan organized and systematic forms of professional assistance for those students in school.

VREDNOVANJE RADA PEDAGOGA U OSNOVNOJ ŠKOLI

VREDNOVANJE RADA PEDAGOGA U OSNOVNOJ ŠKOLI
(EVALUATION OF PEDAGOGUE'S WORK IN ELEMENTARY SCHOOL)

Author(s):Irma Čehić
Language:Bosnian
Subject(s):Pedagogy
Page Range:639-658
No. of Pages:20
Keywords:pedagogue; pedagogical (counseling) service; pedagogue's activities;
Summary/Abstract:Pedagogues work in elementary school is a very complicated and complex. The standardization and evaluation of the work of pedagogues are very current and acute issues in the education system. The Reform of education, especially transition to elementary schools that last nine years, and with the induction of an external maturity the work of pedagogues has gained new tasks. Disharmony between the theory and the legislation on one side, and what is really going on in practice, on the other side, demands a review of both, the existing standards and the evaluation the work of a pedagogue.The aim of the research we conducted was to examine the tasks and descriptions of pedagogical work in elementary school and whether they are well-standardized by appropriate legal acts. Our research included 28 elementary school pedagogues, 62 teachers of the classroom, and 27 primary school principals – all from Sarajevo Canton.The results show that the change in evaluation of the work of pedagogues in elementary school has to be done as soon as possible.

VREDNOVANJE RADA UČENIKA OSNOVNE ŠKOLE U INOVATIVNOJ NASTAVI

VREDNOVANJE RADA UČENIKA OSNOVNE ŠKOLE U INOVATIVNOJ NASTAVI
(EVALUATION OF PUPILS IN INNOVATIVE TEACHING)

Author(s):Elma Marić
Language:Bosnian
Subject(s):School education
Page Range:659-673
No. of Pages:15
Keywords:evaluation; innovative teaching; student; teacher; primary school; criteria;
Summary/Abstract:Each school strives to provide the pupils with the education and training that will be directed by the teachers. However, it is unthinkable without cooperation with parents. While in school, many students have to work (attend, cooperate ...), but teachers should choose the easiest possible way for students to acquire knowledge, habits, skills, etc. If teachers succeed in finding such way, then only the evaluation of student work will be more successful intraditional teaching teachers have provided the students with knowledge and the students have reproduced the same. Unlike that, in innovative teaching, teachers provide students with knowledge (taking into account their needs, interests, desires, motivations ...) that they will be able to use in new situation. The research was conducted in three primary schools in Mostar Municipality: Elementary school “Mustafa Ejubović - Šejh Jujo”,Elementary School “Vrapčići” and Elementary School “Gnojnice”. The following methods were used: theoretical analysis and synthesis method, descriptive method, historical method, comparative method 660and survey method. After the research was completed, the analysis and interpretation of the obtained data were performed. The aim of the research was to determine whether there are statistically significant differences between students and teachers on the evaluation of the work of elementary school students in innovative teaching. After analyzing the data, we have come to the conclusion that there is a statistically significant difference between the examinees in evaluating in the innovative teaching.

ULOGA RAZREDNIKA U RADU ODJELSKE ZAJEDNIC

ULOGA RAZREDNIKA U RADU ODJELSKE ZAJEDNIC
(THE ROLE OF THE FORM TEACHER IN THE WORK OF THE CLASS COMMUNITY)

Author(s):Andreja Pehar
Language:Croatian
Subject(s):School education, Pedagogy
Page Range:674-684
No. of Pages:11
Keywords:class; classmaster; school;
Summary/Abstract:The focus of this paper is the role of form teachers in the educational process. The form teacher is the leader and educator of a certain group of students who make a classroom. The fundamental educational role in lower classes of the elementary school belongs to a class teacher and in higher classes and high school to a form teacher. The success of educational work largely depends on the quality of the personality of the form teacher, on his/her competences, moral qualities, attitudes and personal example. The educational role of the form teacher should be highlighted as one of the primary roles and as such it should performthe function of a pedagogical, organizational and administrative manager of one class of students.In order to achieve his/her professional tasks in a contemporary and high-quality manner, the teacher must constantly learn and supplement his/her pedagogical, psychological, professional, didactic-methodological, sociological and general knowledge. He/she should be motivated for continuous professional training and show openness to changes in education and training.

VREDNOVANJE RADA UČENIKA U NASTAVNOM PROCESU

VREDNOVANJE RADA UČENIKA U NASTAVNOM PROCESU
(EVALUATION OF STUDENTS' ACHIEVEMENTS IN THE TEACHING PROCESS)

Author(s):Amina Smajović
Language:Bosnian
Subject(s):Educational Psychology, Pedagogy
Page Range:685-700
No. of Pages:16
Keywords:evaluation; assessment; didactic principles;
Summary/Abstract:Contemporary didactics pay great attention to the monitoring, evaluation and evaluation of students' knowledge. Evaluation is an integral part of everyday life and work. It is related to all aspects of man's existence, including the teaching process. The aim of this 686research was to examine the attitudes of students and teachers of primary school assessment, and to establish the representation of the principles of individualization, versatility and consistency in assessing students. The methodological framework includes descriptive and comparative methods. The results of the research show that students, according to school assessment, generally take neutral attitudes. On the other hand, teachers feel that the assessment method is satisfactory, they have enough knowledge and skills to adequately evaluate and evaluate students' knowledge and abilities. Consequently, a more positive attitude towards school evaluation is provided by class teachers. Students believe that the most common mistakes in the assessment are personal equation and contrast errors, while the least-perceived errors appear to have halo effects and adjust the quality criteria of the group. By analyzing the descriptive indicators and the response rate of the teacher to the points directly related to the representation and appreciation of the didactic principles, we can conclude that teachers consider that the principles of consistency, individualisation and versatility are adhered to when evaluating. The research of teachers 'attitudes has shown that classroom teachers are more consistent in evaluating students' knowledge and achievement in relation to subject teachers. On the other hand, subject teachers take more into account the principle of individualization compared to classroom teachers. Class teachers and subject teachers equally take into account the representation of the principle of versatility in the educational work. The conducted research shows that the evaluation is determined by numerous factors. One of the essentials is the formation of a positive attitude of the studenttoward the educational process. This will be enabled to the extent that the student receives positive feedback from the participants of the entire process. And feedback is nothing more than evaluating student's work, commitment, knowledge, abilities.

SKRIVENO U VIDLJIVOM: ŠTO NAM OTKRIVAJU OBRAZOVNE BIOGRAFIJE ODGAJATELJA?

SKRIVENO U VIDLJIVOM: ŠTO NAM OTKRIVAJU OBRAZOVNE BIOGRAFIJE ODGAJATELJA?
(HIDDEN IN VISIBLE: WHAT DO EDUCATIONAL BIOGRAPHIES OF EDUCATORS REVEAL TO US?)

Author(s):Renata Čepić, Vanessa Šćulac
Language:Croatian
Subject(s):Preschool education, Pedagogy
Page Range:701-713
No. of Pages:13
Keywords:preschool teacher; professional education; qualitative research; method of educational biography;
Summary/Abstract:Starting from the point of view to be successful preschool teachers is not enough just acquired competences but also questioning of their beliefs, a reflection of their own professional work and development, the aim of this paper is to give insight into recent findings on the application of biographical methods in qualitative research and qualitative analysis of 13 preschool teachers educational biography contribute better understanding of key events in their professional development. Better understanding and development of preschool teachers professionalism and professional identity, and thus ensuring the well-being of the child, may contribute insight in the course of professional development preschool teachers, their views on the responsibilities, roles, functions and values in work, insight into the motivational factors for the further development and vision of quality and competent preschool teacher. Using the results of research it is possible to conclude that the articulation and examination the values, beliefs and attitudes of preschool teachers using the educational biography and forming a reflexive groups of preschool teachers within the organization of the utmost importance to their professional development and improving the quality of the educational institution. Continuing professional education, work on yourself, thinking and questioning of practice time is leading to changes and creating a better environment for children.

DIMENZIJE KVALITETE PREDŠKOLSKE USTANOVE IZ PERSPEKTIVE RODITELJA

DIMENZIJE KVALITETE PREDŠKOLSKE USTANOVE IZ PERSPEKTIVE RODITELJA
(DIMENSIONS QUALITY OF THE PRESCHOOL INSTITUTION FROM THE PARENTS PERSPECTIVE)

Author(s):Amina Đipa, Jasmina Bećirović-Karabegović
Language:Bosnian
Subject(s):Preschool education, Pedagogy
Page Range:714-732
No. of Pages:19
Keywords:quality; preschool education; preschool education practice; parents' perspective;
Summary/Abstract:This paper presents the research conducted with parents of preschool children on quality of preschool education practice in Canton Sarajevo. In this paper, the focus is on understanding parent’s perspective on the kindergarten practice quality because we consider that understanding parent’s perspective is the first step in the process of allocating responsibility for preschool education and respecting the rights of parents to participate in all aspects of educating their children. These processes are fundamental for establishing and developing the quality of preschool education practice.

ULOGA STRUČNOG USAVRŠAVANJA UČITELJA ZA ODGOJNOOBRAZOVNI RAD U KOMBINOVANIM ODJELJENJIMA

ULOGA STRUČNOG USAVRŠAVANJA UČITELJA ZA ODGOJNOOBRAZOVNI RAD U KOMBINOVANIM ODJELJENJIMA
(THE ROLE OF PROFESSIONAL TEACHER'S DEVELOPMENT FOR EDUCATION IN MIXED-AGE CLASSROOMS)

Author(s):Amir Goran, Elma Selmanagić-Lizde
Language:Bosnian
Subject(s):Pedagogy
Page Range:733-747
No. of Pages:15
Keywords:education; permanent education; lifelong learning; professional development; mixed-age cassrooms; educational system;
Summary/Abstract:The quality of education depends on several factors where through the application of different methods and procedures a system of interaction of teaching is set. Through the implementation of various reforms in education it is crucial to train professional teacher's development. This leads to the lifelong learning of teachers who, after acquiring knowledge will have the necessary capacity to make the teaching process more quality and more interesting and thus achieve better effects in mixed-age groups as well as in regular classrooms. The analyzes presented here clearly emphasize the need for further teacher's training through workshops and seminars which will continued through school practice in the context of further development of the educational parameters. This approach to teaching would provide a new dimension in which the shortcomings could be minimized and the overall process would become more dynamic and more content with regard to the growth and development of children in primary schools. High qualifications, stronger motivation, creativity in managing school activities and professional teacher's development could lead Bosnia and Herzegovina educational system to the top results.

SAMOPROCJENA UČENIKA O STRAHU OD ŠKOLSKOG OCJENJIVANJA

SAMOPROCJENA UČENIKA O STRAHU OD ŠKOLSKOG OCJENJIVANJA
(STUDENTS' SELF-EVALUATION ABOUT FEAR OF ASSESSMENT)

Author(s):Zehrina Selimović, Vernesa Jašarević, Haris Jašarević
Language:Bosnian
Subject(s):School education
Page Range:748-763
No. of Pages:16
Keywords:psychological reactions; fear of failure; social devalvation; school grade/assessment; fear of assessment;
Summary/Abstract:Assessment is a very stressful situation for students, and bad grades are the ones which mostly cause the students' fear of assessment. Considering that fear leaves consequences to psychological development of students, we wanted to investigate how much it is present in primary schools. 749The aim of this paper is to investigate self-evaluation of students about their fear of school assessment and the influence of different variables on the students' fear.1050 students of fourth and fifth grade from all primary schools in Central-Bosnia canton participated in the investigation/research. The sample or results are equal according to gender and age of students. We used the questionaire „Self-evaluation of assessment's fear“, SPSOO Scaler for students (Suzic, 2005, str. 909) to measure the presence of students's fear of assessment. The instrument uses a Likert- type scale which consists of five levels of agreement or disagrement (possible answers) and students could do the self-evaluation of their fear of school assessment.The results showed that according to the students' self-evalution there is a fear from assessment but not so much presented as it tought before. The fear is much presented with students (boys and girls) of fifth grade, and school achievement or final grades are important reason for that fear.The results of the research indicates the conclusion that the fear of assessment is presented at low level which is probably the result of democratization of teaching process and better interaction between teaching factors. However, for more deeply investigation of this problem several research has to be done.

UČITELJ I KREATIVNOST U NASTAVNOM PROCESU

UČITELJ I KREATIVNOST U NASTAVNOM PROCESU
(TEACHER AND CREATIVITY IN TEACHING PROCESS)

Author(s):Marijana Škutor
Language:Croatian
Subject(s):Pedagogy
Page Range:764-777
No. of Pages:14
Keywords:competence; creative process; creative teaching; pupil; teacher;
Summary/Abstract:Modern education and training put the pupil and the teacher at the center of itsprocess. The pupil becomes an active part of this process, but with the great support of his teacher. The purpose of this paper is to point to the teacher as a factor of encouraging creativity. The emphasis is on the competences of the teacher and his desirable human traits. The paper also deals with creative teaching methods and a creative classroom that is a condition for creative expression. The character of the teacher must necessarily include a pedagogical approach that respects the student's personality, innovation and originality. This creates favorable conditions for a creative atmosphere, creative work and creative process leading to a creative product.

KVALITET I METODE U NASTAVI PRIRODNIH NAUKA

KVALITET I METODE U NASTAVI PRIRODNIH NAUKA
(QUALITY AND METHODS IN THE TEACHING OF NATURAL SCIENCES)

Author(s):Ajka Aljilji
Language:Serbian
Subject(s):Pedagogy
Page Range:778-792
No. of Pages:15
Keywords:natural sciences; correlation of teaching and knowledge; teaching techniques;
Summary/Abstract:Knowledge, skills and attitudes acquired in natural sciences provide the student with a better knowledge and understanding of the surrounding world, easier learning in the natural and social environment, and making decisions about personal prosperity.This paper highlights the issue of the quality of education in elementary schools, with a focus on natural sciences and the connection with the teaching of social sciences, as well as the question of the quality of students' knowledge. Quality knowledge belongs to the level of recognition and reproduction. However, the results of previous studies indicate serious shortcomings and omissions in the teaching of these sciences, pointing to the necessity of applying modern techniques and methods of teaching process in order to improve the quality of teaching, which among other things requires special creativity and engagement of teachers. In this context, in order for the mentioned methods and techniques for the implementation of the curriculum to be applicable, teachers need to be further educated and provided with adequate contemporary literature in these fields.

ISTRAŽIVANJE MOGUĆNOSTI I OGRANIČENJA RAZVOJA KVALITETA VISOKOG OBRAZOVANJA U REPUBLICI SRPSKOJ

ISTRAŽIVANJE MOGUĆNOSTI I OGRANIČENJA RAZVOJA KVALITETA VISOKOG OBRAZOVANJA U REPUBLICI SRPSKOJ
(RESEARCH OF THE POSSIBILITY AND LIMITATION OF THE QUALITY OF HIGHER EDUCATION IN THE REPUBLIC OF SRPSKA)

Author(s):Zdravko Bijelić
Language:Serbian
Subject(s):Higher Education
Page Range:793-806
No. of Pages:14
Keywords:qualify; development; education; analysis; management; changes;
Summary/Abstract:Resarch carried out within the project related to the integrated development of the Republic of Srpska is that the quality of higher education in the Republic of Srpska is at a lower level of development than the environment. Using a scientific method, a comparative systemic analysis, the basis for comparison is the state of the quality of higher education in the Republic of Serbia and other countries on the territory of the former Yugoslavia. The paper will present the results of the research from the aspect of the possibilities and limitations of the development of higher education in the Republic of Srpska. Research clearly indicates the huge gap between projected quality in shape: strategies, laws, regulations and other normative acts on the one hand and the actual operational quality of the behavior of the structure of the higher education on the other side in Republic of Srpska. The low level of integrated quality of higher education in the Republic of Srpska is a consequence of the low level of quality of teaching staff that performs teaching, low evaluation level of student 794knowledge, reduced quality of the base for recruiting students and certainly corruptive and criminal actions in the field of higher education. The paper has developed a mathematical model for optimal quality management of higher education in the function of integrated development changes of the social community system.

INFORMATIKA U RAZREDNOJ NASTAVI-INOVATIVNE TEHNIKE I UTICAJ NA PROMJENU PARADIGME UČENJA I POUČAVANJA NA VISOKOM NIVOU OBRAZOVANJA

INFORMATIKA U RAZREDNOJ NASTAVI-INOVATIVNE TEHNIKE I UTICAJ NA PROMJENU PARADIGME UČENJA I POUČAVANJA NA VISOKOM NIVOU OBRAZOVANJA
(INFORMATION TECHNOLOGY IN PRIMARY SCHOOL - INOVATIVE TECHNIQUES AND ITS IMPACT ON CHANGING PARADIGM OF LEARNING AND TEACHING IN HIGHER EDUCATION LEVEL)

Author(s):Safet Velić, Dženita Demir, Fahrija Muratović
Language:Bosnian
Subject(s):School education
Page Range:807-816
No. of Pages:10
Keywords:informatics; primary school; technology; innovation;
Summary/Abstract:Information Technology in early grades of primary school is a quite discussed novelty nowadays.Some teachers, parents and the public believe that the new school subject is unnecessary because students already have too many subjects weekly and spend too much time using technology. There is also a matter of the qualifications and competence of primary school teachers for teaching this school subject.On the other hand, there are pioneers, creators, always ready for changes. They are those who are ready for the most important, permanent and the bravest changes on themselves. They are ready for the lifelong learning. Opinions of the both sides are important and their attitudes and arguments should be listened to, but at the end the most important ones are students. Students are those who are born and grow up in the digital age. In this sense, the role of teachers has now been completely changed. The teacher is no longer the source of information. Information is available to students only with one click. The teacher should help students to use the information in a correct way, to be able to differentiate essential information from the irrelevant one, to think critically, to be ready to solve the problems and tasks that are placed before them. Students feel comfortable with technology and therefore teachers will not teach students to use technology, but how to use it in a meaning ful way that will make students ready for the challenges of the 21st century.In this paper, we will, in the first place, present several innovative techniques that can be used in the classroom. By that, we do not mean only the IT classes, but also on all other school subjects in the classroom. The best model would be to keep a constant correlation of IT with other school subjects and use the possibility of going out of the frame for forty-five-minute classes. Furthermore, we will deal with the influence of technology in early years of education at higher educational institutions, that can assume new school subjects, new methodology of teaching in primary schools, new ways of organizing and implementing teaching.

ASISTENT U NASTAVI TEHNIČKE KULTURE KAO PODRŠKA INKLUZIJI U REDOVNOM OSNOVNOŠKOLSKOM OBRAZOVANJU

ASISTENT U NASTAVI TEHNIČKE KULTURE KAO PODRŠKA INKLUZIJI U REDOVNOM OSNOVNOŠKOLSKOM OBRAZOVANJU
(ASSISTANT IN LECTURES OF TECHNICAL CULTURE AS SUPPORT FOR INCLUSION IN REGULAR ELEMENTARY SCHOOL EDUCATION)

Author(s):Safet Velić, Sejfo Papić, Adisa Hasić
Language:Bosnian
Subject(s):School education, Inclusive Education / Inclusion
Page Range:817-835
No. of Pages:19
Keywords:technical culture; children with disabilities; inclusion; teaching assistant;
Summary/Abstract:In the modern educational system, teachers are expected to enable each student to be successful. For students whose achievements are significantly behind the expected level, individual approaches and customized programs are provided. Children with disabilities can and want to contribute to society, and not depend on it.The upbrining and education of students with disabilities in lectures of technical culture is based on the principles of accepting different characteristics of pupils' development, ensuring conditions for work in the technical culture cabinet and support from teachers of technical culture. The goal isto achieve the maximum development potential of each student and to equalize the opportunities for achieving the greatest possible level of education, as well as providing conditions for quality fulfillment of the requirements of teaching for all pupils.Who are actually teaching assistants, what is their role in the education of children with disabilities, and what conditions have to be fulfilled by them in order to even become teaching assistants, are just some of the questions that we were trying to answer in this paper.Survey questionnaires for teachers of technical culture and teaching assistants were used as a method of data collection.Based on the experiences of teachers and assistants working with students with disabilities, important recommendations are given to all teachers in this paper, and therefore teachers of technical culture who work with students with disabilities and who have an assistant in the class. The importance of the assistant in the teaching of technical culture, who represents the bridge between pupils and teachers as well as the complete society is accentuated in order to implement inclusion in the full sense of the word.The results of the research show that the views and experiences of teachers on the contribution of assistants to inclusion / inclusive teaching of children with disabilities are generally positive. From their answers it is evident that they respect the work of teaching assistants and believe that they have made positive changes in teaching and that children with disabilities make progress with the help of an assistant.

Prozor u svijet obrazovanja, nauke i mladih A Window into the World of Education, Science and the Youth

PARADIGME NAUČNOG ISTRAŽIVANJA U (MATEMATIČKOM) OBRAZOVANJU

PARADIGME NAUČNOG ISTRAŽIVANJA U (MATEMATIČKOM) OBRAZOVANJU (PARADIGMS OF SCIENTIFIC RESEARCH IN (MATHEMATICS) EDUCATION)

MOGUĆNOSTI PRIMJENE MONTESSORI PRISTUPA U POČETNOJ NASTAVI MATEMATIKE

MOGUĆNOSTI PRIMJENE MONTESSORI PRISTUPA U POČETNOJ NASTAVI MATEMATIKE (POSSIBILITIES OF USING MONTESSORI ACCESS TO THE INITIAL MATH CLASSES)

STRATEGIJE UČENIKA 5. RAZREDA U RJEŠAVANJU TEKSTUALNIH MATEMATIČKIH ZADATAKA

STRATEGIJE UČENIKA 5. RAZREDA U RJEŠAVANJU TEKSTUALNIH MATEMATIČKIH ZADATAKA (STRATEGIES OF FIFTH GRADE PUPILS IN SOLVING MATHEMATICAL WORD PROBLEMS)

UČENJE OTKRIVANJEM NA PRIMJERU UPOZNAVANJA TALESOVA POUČKA

UČENJE OTKRIVANJEM NA PRIMJERU UPOZNAVANJA TALESOVA POUČKA (DISCOVERY LEARNING ON EXAMPLE OF TALES’S THEOREM INSTRUCTION)

STEPEN POZNAVANJA PROGRAMSKIH SADRŽAJA IZ OBLASTI RAZVOJA POČETNIH MATEMATIČKIH POJMOVA BUDUĆIH ODGAJATELJA

STEPEN POZNAVANJA PROGRAMSKIH SADRŽAJA IZ OBLASTI RAZVOJA POČETNIH MATEMATIČKIH POJMOVA BUDUĆIH ODGAJATELJA (THE LEVEL OF KNOWLEDGE OF PROGRAM CONTENTS IN THE FIELD OF DEVELOPMENT OF EARLY MATHEMATICAL CONCEPTS FOR FUTURE EDUCATORS)

KVANTITET ZNANJA UČENIKA RAZREDNE NASTAVE O GEOMETRIJSKIM POJMOVIMA

KVANTITET ZNANJA UČENIKA RAZREDNE NASTAVE O GEOMETRIJSKIM POJMOVIMA (THE QUANTITY OF KNOWLEDGE OF GEOMETRIC CONCEPTS FOR STUDENTS OF THE LOWER GRADES OF ELEMENTARY SCHOOL)

STEM PRISTUP U PODUČAVANJU MATEMATIKE

STEM PRISTUP U PODUČAVANJU MATEMATIKE (STEM - APPROACH TO TEACHING MATHEMATICS)

KULTURNA BAŠTINA I STRUKTURNI ELEMENTI U UDŽBENICIMA ZA NASTAVU LIKOVNE KULTURE

KULTURNA BAŠTINA I STRUKTURNI ELEMENTI U UDŽBENICIMA ZA NASTAVU LIKOVNE KULTURE (CULTURAL HERITAGE AND STRUCTURAL ELEMENTS IN TEXTBOOKS FOR THE VISUAL ARTS EDUCATION)

MUZIČKO-METODIČKE KOMPETENCIJE ODGAJATELJA

MUZIČKO-METODIČKE KOMPETENCIJE ODGAJATELJA (MUSIC-METHODICAL COMPETENCES OF PRESCHOOL TEACHER)

GLAZBA I DIJETE S POSEBNIM POTREBAMA

GLAZBA I DIJETE S POSEBNIM POTREBAMA (MUSIC AND A CHILD WITH SPECIAL NEEDS)

ZNAČAJ PRIMJENE SVAKODNEVNE FIZIČKE AKTIVNOSTI

ZNAČAJ PRIMJENE SVAKODNEVNE FIZIČKE AKTIVNOSTI (SIGNIFICANCE OF APPLYING EVERYDAY PHYSICAL ACTIVITY)

KORELACIJA NASTAVNIH SADRŽAJA U VIŠIM RAZREDIMA OSNOVNE ŠKOLE

KORELACIJA NASTAVNIH SADRŽAJA U VIŠIM RAZREDIMA OSNOVNE ŠKOLE (CORRELATION OF TEACHING CONTENT IN ELEMENTARY SCHOOL)

PAREMIOLOŠKI MINIMUM U NASTAVI NJEMAČKOG JEZIKA I NJEGOVI EKVIVALENTI U BOSANSKOM JEZIKU

PAREMIOLOŠKI MINIMUM U NASTAVI NJEMAČKOG JEZIKA I NJEGOVI EKVIVALENTI U BOSANSKOM JEZIKU (ANALYSIS OF PAREMIOLOGICAL MINIMUM IN GERMAN LANGUAGE TEACHING AND ITS EQUIVALENTS IN THE BOSNIAN LANGUAGE)

RODNA OSJETLJIVOST U UDŽBENICIMA ZA RAZREDNU NASTAVU

RODNA OSJETLJIVOST U UDŽBENICIMA ZA RAZREDNU NASTAVU (GENDER SENSITIVITY IN TEXTBOOKS FOR LOWER ELEMENTARY CLASS TEACHING)

NEKNJIŽEVNI TEKSTOVI U FUNKCIJI RAZVOJA ČITATELJSKIH KOMPETENCIJA UČENIKA RAZREDNE NASTAVE

NEKNJIŽEVNI TEKSTOVI U FUNKCIJI RAZVOJA ČITATELJSKIH KOMPETENCIJA UČENIKA RAZREDNE NASTAVE (NON-LITERARYTEXTS WITH THE ROLE OF DEVELOPINGREADINGCOMPETENCIES OF CLASSROOM EDUCATION STUDENTS)

PRIKAZ OBITELJSKIH VRIJEDNOSTI KROZ HRVATSKU DJEČJU PRIČU

PRIKAZ OBITELJSKIH VRIJEDNOSTI KROZ HRVATSKU DJEČJU PRIČU (REPRESENTATION OF FAMILY VALUES IN CROATIAN CHILDREN'S STORY)

POGLED NA INTERKULTURALNE DIMENZIJE U NASTAVI: NASTAVA NAMIJENJENA SVIM UČENICIMA, A NE SAMO KULTURALNO RAZLIČITIM

POGLED NA INTERKULTURALNE DIMENZIJE U NASTAVI: NASTAVA NAMIJENJENA SVIM UČENICIMA, A NE SAMO KULTURALNO RAZLIČITIM (OVERVIEW OF INTERCULTURAL DIMENSIONS IN TEACHING: TEACHING INTENDED FOR ALL STUDENTS, NOT JUST THE CULTURALLY DIFFERENT ONES)

ZASTUPLJENOST VRŠNJAČKOG NASILJA U OSNOVNOJ ŠKOLI 21. VIJEKA

ZASTUPLJENOST VRŠNJAČKOG NASILJA U OSNOVNOJ ŠKOLI 21. VIJEKA (THE PRESENCE OF BULLYING IN THE ELEMENTARY SCHOOL OF THE 21ST CENTURY)

STILOVI UČENJA KOD SREDNJOŠKOLACA

STILOVI UČENJA KOD SREDNJOŠKOLACA (LEARNING STYLES OF HIGH SCHOOL STUDENTS)

UČINKOVITOST PROVOĐENJA INKLUZIVNOG OBRAZOVANJA

UČINKOVITOST PROVOĐENJA INKLUZIVNOG OBRAZOVANJA (EFFECTIVENESS OF INCLUSIVE EDUCATION IMPLEMENTATION)

KOMPETENCIJE BUDUĆIH ODGAJATELJA IZ PODRUČJA PRIJELAZA I PRILAGODBE: ANALIZA STUDIJSKIH PROGRAMA I IMPLIKACIJE ZA PROMJENE

KOMPETENCIJE BUDUĆIH ODGAJATELJA IZ PODRUČJA PRIJELAZA I PRILAGODBE: ANALIZA STUDIJSKIH PROGRAMA I IMPLIKACIJE ZA PROMJENE (THE ANALYSIS OF FUTURE EARLY CHILDHOOD EDUCATORS' COMPETENCES IN THE FIELD OF TRANSITION AND ADAPTATION: THE ANALYSIS OF STUDY PROGRAMS AND IMPLICATIONS FOR CHANGES)

PROMICANJE INTERKULTURALNIH KOMUNIKACIJSKIH KOMPETENCIJA U NASTAVI STRANOG JEZIKA

PROMICANJE INTERKULTURALNIH KOMUNIKACIJSKIH KOMPETENCIJA U NASTAVI STRANOG JEZIKA (PROMOTING INTERCULTURAL COMMUNICATION COMPETENCES IN FOREIGN LANGUAGE TEACHING)

INDEKS INKLUZIVNOSTI U FUNKCIJI PLANIRANJA I PROGRAMIRANJA

INDEKS INKLUZIVNOSTI U FUNKCIJI PLANIRANJA I PROGRAMIRANJA (INCLUSION INDEX IN PLANNING AND PROGRAMMING FUNCTION)

INTEGRIRANO UČENJE SADRŽAJA I JEZIKA PUTEM METODA PROJEKTNOG UČENJA U NASTAVI ENGLESKOG JEZIKA STRUKE NA NIVOU VISOKOG OBRAZOVANJA

INTEGRIRANO UČENJE SADRŽAJA I JEZIKA PUTEM METODA PROJEKTNOG UČENJA U NASTAVI ENGLESKOG JEZIKA STRUKE NA NIVOU VISOKOG OBRAZOVANJA (CONTENT AND LANGUAGE INTEGRATED LEARNING THROUGH THE METHOD OF PROJECT-BASED LEARNING IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT HIGHER EDUCATION LEVEL)

BOOK REPORTS IN LEARNING ENGLISH AS A SECOND LANGUAGE

BOOK REPORTS IN LEARNING ENGLISH AS A SECOND LANGUAGE (BOOK REPORTS IN LEARNING ENGLISH AS A SECOND LANGUAGE)

ULOGA NASTAVNIKA I KVALITET OBRAZOVANJA U UVJETIMA OBRAZOVNE REFORME NA PODRUČJU BOSANSKO-PODRINJSKOG KANTONA GORAŽDE

ULOGA NASTAVNIKA I KVALITET OBRAZOVANJA U UVJETIMA OBRAZOVNE REFORME NA PODRUČJU BOSANSKO-PODRINJSKOG KANTONA GORAŽDE (THE ROLE OF TEACHERS AND THE QUALITY EDUCATION IN THE CONDITIONS OF EDUCATIONAL REFORMS IN THE BOSNIAN-PODRINJE CANTON – GORAŽDE)

MOGUĆNOSTI PRIMJENE OBRAZOVNE SOFTVERSKE PLATFORME MOZABOOK U NASTAVI PRIRODE I DRUŠTVA

MOGUĆNOSTI PRIMJENE OBRAZOVNE SOFTVERSKE PLATFORME MOZABOOK U NASTAVI PRIRODE I DRUŠTVA (POSSIBILITIES OF APPLYING EDUCATIONAL SOFTWARE PLATFORM MOZABOOK IN TEACHING SCIENCE)

SARADNIČKO UČENJE I NJEGOVI EFEKTI NA KVALITET NASTAVE

SARADNIČKO UČENJE I NJEGOVI EFEKTI NA KVALITET NASTAVE (COOPERATIVE LEARNING AND ITS EFFECTS ON THE QUALITY OF TEACHING)

MOGUĆNOSTI RAZVIJANJA PATRIOTIZMA U NASTAVI PREDMETA MOJA OKOLINA

MOGUĆNOSTI RAZVIJANJA PATRIOTIZMA U NASTAVI PREDMETA MOJA OKOLINA (POSSIBILITIES OF DEVELOPING PATRIOTISM IN THE TEACHING OF THE COURSE ‘MY ENVIRONMENT’)

MEĐUNARODNI ERASMUS+ PROJEKT KAO INOVATIVNI OBLIK RADA S UČENICIMA

MEĐUNARODNI ERASMUS+ PROJEKT KAO INOVATIVNI OBLIK RADA S UČENICIMA (THE TINTERNATIONAL ERASMUS+ PROJECT AS AN INNOVATIVE FORM OF WORK WITH STUDENTS)

ULOGA EMPIRIJSKIH ISTRAŽIVANJA I MJERNI INSTRUMENTI U ODGOJNO-OBRAZOVNIM ZNANOSTIMA

ULOGA EMPIRIJSKIH ISTRAŽIVANJA I MJERNI INSTRUMENTI U ODGOJNO-OBRAZOVNIM ZNANOSTIMA (THE ROLE OF EMPIRICAL RESEARCH AND MEASUREMENT INSTRUMENTS IN EDUCATIONAL SCIENCES)

ULOGA UČITELJA U OSTVARIVANJU ODGOJNIH CILJEVA U RAZREDNOJ NASTAVI

ULOGA UČITELJA U OSTVARIVANJU ODGOJNIH CILJEVA U RAZREDNOJ NASTAVI (THE ROLE OF TEACHERS IN ACHIEVING EDUCATIONAL GOALS IN CLASSROOM TEACHING)

PREDRASUDE O NASTAVNIČKOM POZIVU

PREDRASUDE O NASTAVNIČKOM POZIVU (PREJUDICES ABOUT THE TEACHER'S PROFESSION)

REFERAT KAO VID SAMOSTALNOG I INDIVIDUALNOG RADA UČENIKA

REFERAT KAO VID SAMOSTALNOG I INDIVIDUALNOG RADA UČENIKA (THE REPORT AS A FORM OF INDEPENDENT AND INDIVIDUAL WORK OF STUDENTS)

INOVATIVNOST I KREATIVNOST BUDUĆIH UČITELJA I ODGAJATELJA

INOVATIVNOST I KREATIVNOST BUDUĆIH UČITELJA I ODGAJATELJA (INNOVATION AND CREATIVITY OF FUTURE TEACHERS AND PRESCHOOL TEACHERS)

OSNOVNE КARAКTERISTIКE SIMEDONIJSКOG PRISTUPA U NASTAVI MATEMATIКE

OSNOVNE КARAКTERISTIКE SIMEDONIJSКOG PRISTUPA U NASTAVI MATEMATIКE (BASIC CHARACTERISTICS OF THE SYMHEDONIAN APPROACH AT THE INITIAL TEACHING OF MATHEMATICS)

PROCJENJIVANJE I SAMOPROCJENJIVANJE U OSNOVNOJ ŠKOLI KAO ODGOJNO-OBRAZOVNI SISTEM PO NORMAMA 21. VIJEKA

PROCJENJIVANJE I SAMOPROCJENJIVANJE U OSNOVNOJ ŠKOLI KAO ODGOJNO-OBRAZOVNI SISTEM PO NORMAMA 21. VIJEKA (ASSESSMENT AND SELF-ASSESSMENT IN ELEMENTARY SCHOOL AS AN EDUCATIONAL SYSTEM ACCORDING TO THE NORMS OF THE 21ST CENTURY)

DJECA S TEŠKOĆAMA U RAZVOJU U ŠKOLAMA 21. VIJEKA

DJECA S TEŠKOĆAMA U RAZVOJU U ŠKOLAMA 21. VIJEKA (CHILDREN WITH DEVELOPMENTAL DIFFICULTIES IN SCHOOLS OF THE 21ST CENTURY)

SEKSUALNI ODGOJ DJECE S TEŠKOĆAMA U RAZVOJU – TABU TEMA 21. VIJEKA

SEKSUALNI ODGOJ DJECE S TEŠKOĆAMA U RAZVOJU – TABU TEMA 21. VIJEKA (SEXUAL EDUCATION FOR CHILDREN WITH DISABILITIES – A TABOO OF THE 21ST CENTURY)

ULOGA EMAPTIJE UČENIKA U SPREČAVANJU VRŠNJAČKOG NASILJA

Prozor u svijet obrazovanja, nauke i mladih
A Window into the World of Education, Science and the Youth

PARADIGME NAUČNOG ISTRAŽIVANJA U (MATEMATIČKOM) OBRAZOVANJU
(PARADIGMS OF SCIENTIFIC RESEARCH IN (MATHEMATICS) EDUCATION)

MOGUĆNOSTI PRIMJENE MONTESSORI PRISTUPA U POČETNOJ NASTAVI MATEMATIKE
(POSSIBILITIES OF USING MONTESSORI ACCESS TO THE INITIAL MATH CLASSES)

STRATEGIJE UČENIKA 5. RAZREDA U RJEŠAVANJU TEKSTUALNIH MATEMATIČKIH ZADATAKA
(STRATEGIES OF FIFTH GRADE PUPILS IN SOLVING MATHEMATICAL WORD PROBLEMS)

UČENJE OTKRIVANJEM NA PRIMJERU UPOZNAVANJA TALESOVA POUČKA
(DISCOVERY LEARNING ON EXAMPLE OF TALES’S THEOREM INSTRUCTION)

STEPEN POZNAVANJA PROGRAMSKIH SADRŽAJA IZ OBLASTI RAZVOJA POČETNIH MATEMATIČKIH POJMOVA BUDUĆIH ODGAJATELJA
(THE LEVEL OF KNOWLEDGE OF PROGRAM CONTENTS IN THE FIELD OF DEVELOPMENT OF EARLY MATHEMATICAL CONCEPTS FOR FUTURE EDUCATORS)

KVANTITET ZNANJA UČENIKA RAZREDNE NASTAVE O GEOMETRIJSKIM POJMOVIMA
(THE QUANTITY OF KNOWLEDGE OF GEOMETRIC CONCEPTS FOR STUDENTS OF THE LOWER GRADES OF ELEMENTARY SCHOOL)

STEM PRISTUP U PODUČAVANJU MATEMATIKE
(STEM - APPROACH TO TEACHING MATHEMATICS)

KULTURNA BAŠTINA I STRUKTURNI ELEMENTI U UDŽBENICIMA ZA NASTAVU LIKOVNE KULTURE
(CULTURAL HERITAGE AND STRUCTURAL ELEMENTS IN TEXTBOOKS FOR THE VISUAL ARTS EDUCATION)

MUZIČKO-METODIČKE KOMPETENCIJE ODGAJATELJA
(MUSIC-METHODICAL COMPETENCES OF PRESCHOOL TEACHER)

GLAZBA I DIJETE S POSEBNIM POTREBAMA
(MUSIC AND A CHILD WITH SPECIAL NEEDS)

ZNAČAJ PRIMJENE SVAKODNEVNE FIZIČKE AKTIVNOSTI
(SIGNIFICANCE OF APPLYING EVERYDAY PHYSICAL ACTIVITY)

KORELACIJA NASTAVNIH SADRŽAJA U VIŠIM RAZREDIMA OSNOVNE ŠKOLE
(CORRELATION OF TEACHING CONTENT IN ELEMENTARY SCHOOL)

PAREMIOLOŠKI MINIMUM U NASTAVI NJEMAČKOG JEZIKA I NJEGOVI EKVIVALENTI U BOSANSKOM JEZIKU
(ANALYSIS OF PAREMIOLOGICAL MINIMUM IN GERMAN LANGUAGE TEACHING AND ITS EQUIVALENTS IN THE BOSNIAN LANGUAGE)

RODNA OSJETLJIVOST U UDŽBENICIMA ZA RAZREDNU NASTAVU
(GENDER SENSITIVITY IN TEXTBOOKS FOR LOWER ELEMENTARY CLASS TEACHING)

NEKNJIŽEVNI TEKSTOVI U FUNKCIJI RAZVOJA ČITATELJSKIH KOMPETENCIJA UČENIKA RAZREDNE NASTAVE
(NON-LITERARYTEXTS WITH THE ROLE OF DEVELOPINGREADINGCOMPETENCIES OF CLASSROOM EDUCATION STUDENTS)

PRIKAZ OBITELJSKIH VRIJEDNOSTI KROZ HRVATSKU DJEČJU PRIČU
(REPRESENTATION OF FAMILY VALUES IN CROATIAN CHILDREN'S STORY)

POGLED NA INTERKULTURALNE DIMENZIJE U NASTAVI: NASTAVA NAMIJENJENA SVIM UČENICIMA, A NE SAMO KULTURALNO RAZLIČITIM
(OVERVIEW OF INTERCULTURAL DIMENSIONS IN TEACHING: TEACHING INTENDED FOR ALL STUDENTS, NOT JUST THE CULTURALLY DIFFERENT ONES)

ZASTUPLJENOST VRŠNJAČKOG NASILJA U OSNOVNOJ ŠKOLI 21. VIJEKA
(THE PRESENCE OF BULLYING IN THE ELEMENTARY SCHOOL OF THE 21ST CENTURY)

STILOVI UČENJA KOD SREDNJOŠKOLACA
(LEARNING STYLES OF HIGH SCHOOL STUDENTS)

UČINKOVITOST PROVOĐENJA INKLUZIVNOG OBRAZOVANJA
(EFFECTIVENESS OF INCLUSIVE EDUCATION IMPLEMENTATION)

KOMPETENCIJE BUDUĆIH ODGAJATELJA IZ PODRUČJA PRIJELAZA I PRILAGODBE: ANALIZA STUDIJSKIH PROGRAMA I IMPLIKACIJE ZA PROMJENE
(THE ANALYSIS OF FUTURE EARLY CHILDHOOD EDUCATORS' COMPETENCES IN THE FIELD OF TRANSITION AND ADAPTATION: THE ANALYSIS OF STUDY PROGRAMS AND IMPLICATIONS FOR CHANGES)

PROMICANJE INTERKULTURALNIH KOMUNIKACIJSKIH KOMPETENCIJA U NASTAVI STRANOG JEZIKA
(PROMOTING INTERCULTURAL COMMUNICATION COMPETENCES IN FOREIGN LANGUAGE TEACHING)

INDEKS INKLUZIVNOSTI U FUNKCIJI PLANIRANJA I PROGRAMIRANJA
(INCLUSION INDEX IN PLANNING AND PROGRAMMING FUNCTION)

INTEGRIRANO UČENJE SADRŽAJA I JEZIKA PUTEM METODA PROJEKTNOG UČENJA U NASTAVI ENGLESKOG JEZIKA STRUKE NA NIVOU VISOKOG OBRAZOVANJA
(CONTENT AND LANGUAGE INTEGRATED LEARNING THROUGH THE METHOD OF PROJECT-BASED LEARNING IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT HIGHER EDUCATION LEVEL)

BOOK REPORTS IN LEARNING ENGLISH AS A SECOND LANGUAGE
(BOOK REPORTS IN LEARNING ENGLISH AS A SECOND LANGUAGE)

ULOGA NASTAVNIKA I KVALITET OBRAZOVANJA U UVJETIMA OBRAZOVNE REFORME NA PODRUČJU BOSANSKO-PODRINJSKOG KANTONA GORAŽDE
(THE ROLE OF TEACHERS AND THE QUALITY EDUCATION IN THE CONDITIONS OF EDUCATIONAL REFORMS IN THE BOSNIAN-PODRINJE CANTON – GORAŽDE)

MOGUĆNOSTI PRIMJENE OBRAZOVNE SOFTVERSKE PLATFORME MOZABOOK U NASTAVI PRIRODE I DRUŠTVA
(POSSIBILITIES OF APPLYING EDUCATIONAL SOFTWARE PLATFORM MOZABOOK IN TEACHING SCIENCE)

SARADNIČKO UČENJE I NJEGOVI EFEKTI NA KVALITET NASTAVE
(COOPERATIVE LEARNING AND ITS EFFECTS ON THE QUALITY OF TEACHING)

MOGUĆNOSTI RAZVIJANJA PATRIOTIZMA U NASTAVI PREDMETA MOJA OKOLINA
(POSSIBILITIES OF DEVELOPING PATRIOTISM IN THE TEACHING OF THE COURSE ‘MY ENVIRONMENT’)

MEĐUNARODNI ERASMUS+ PROJEKT KAO INOVATIVNI OBLIK RADA S UČENICIMA
(THE TINTERNATIONAL ERASMUS+ PROJECT AS AN INNOVATIVE FORM OF WORK WITH STUDENTS)

ULOGA EMPIRIJSKIH ISTRAŽIVANJA I MJERNI INSTRUMENTI U ODGOJNO-OBRAZOVNIM ZNANOSTIMA
(THE ROLE OF EMPIRICAL RESEARCH AND MEASUREMENT INSTRUMENTS IN EDUCATIONAL SCIENCES)

ULOGA UČITELJA U OSTVARIVANJU ODGOJNIH CILJEVA U RAZREDNOJ NASTAVI
(THE ROLE OF TEACHERS IN ACHIEVING EDUCATIONAL GOALS IN CLASSROOM TEACHING)

PREDRASUDE O NASTAVNIČKOM POZIVU
(PREJUDICES ABOUT THE TEACHER'S PROFESSION)

REFERAT KAO VID SAMOSTALNOG I INDIVIDUALNOG RADA UČENIKA
(THE REPORT AS A FORM OF INDEPENDENT AND INDIVIDUAL WORK OF STUDENTS)

INOVATIVNOST I KREATIVNOST BUDUĆIH UČITELJA I ODGAJATELJA
(INNOVATION AND CREATIVITY OF FUTURE TEACHERS AND PRESCHOOL TEACHERS)

OSNOVNE КARAКTERISTIКE SIMEDONIJSКOG PRISTUPA U NASTAVI MATEMATIКE
(BASIC CHARACTERISTICS OF THE SYMHEDONIAN APPROACH AT THE INITIAL TEACHING OF MATHEMATICS)

PROCJENJIVANJE I SAMOPROCJENJIVANJE U OSNOVNOJ ŠKOLI KAO ODGOJNO-OBRAZOVNI SISTEM PO NORMAMA 21. VIJEKA
(ASSESSMENT AND SELF-ASSESSMENT IN ELEMENTARY SCHOOL AS AN EDUCATIONAL SYSTEM ACCORDING TO THE NORMS OF THE 21ST CENTURY)

DJECA S TEŠKOĆAMA U RAZVOJU U ŠKOLAMA 21. VIJEKA
(CHILDREN WITH DEVELOPMENTAL DIFFICULTIES IN SCHOOLS OF THE 21ST CENTURY)

SEKSUALNI ODGOJ DJECE S TEŠKOĆAMA U RAZVOJU – TABU TEMA 21. VIJEKA
(SEXUAL EDUCATION FOR CHILDREN WITH DISABILITIES – A TABOO OF THE 21ST CENTURY)

ULOGA EMAPTIJE UČENIKA U SPREČAVANJU VRŠNJAČKOG NASILJA
(THE ROLE OF STUDENTS' EMPATHY IN PREVENTING PEER VIOLENCE)

STAVOVI I ISKUSTVA UČITELJA O PRIMJENI TEMATSKIH PRIČA U RAZVOJU INKLUZIVNIH VRIJEDNOSTI
(TEACHER'S EXPERIENCE AND ATTITUDE TOWARD APLAYING STORIES IN INCLUSIVE CLASSES)

VREDNOVANJE UČENIKA S TEŠKOĆAMA U PONAŠANJU: RAZLIKE S OBZIROM NA POHAĐANJE REDOVITOG I PRIMJERENOG OBLIKA ŠKOLOVANJA
(EVALUATION OF PUPILS WITH BEHAVIORAL DIFFICULTIES: DIFFERENCES REGARDING THE ATTENDANCE OF REGULAR AND APPROPRIATE FORMS OF SCHOOLING)

VREDNOVANJE RADA PEDAGOGA U OSNOVNOJ ŠKOLI
(EVALUATION OF PEDAGOGUE'S WORK IN ELEMENTARY SCHOOL)

VREDNOVANJE RADA UČENIKA OSNOVNE ŠKOLE U INOVATIVNOJ NASTAVI
(EVALUATION OF PUPILS IN INNOVATIVE TEACHING)

ULOGA RAZREDNIKA U RADU ODJELSKE ZAJEDNIC
(THE ROLE OF THE FORM TEACHER IN THE WORK OF THE CLASS COMMUNITY)

VREDNOVANJE RADA UČENIKA U NASTAVNOM PROCESU
(EVALUATION OF STUDENTS' ACHIEVEMENTS IN THE TEACHING PROCESS)

SKRIVENO U VIDLJIVOM: ŠTO NAM OTKRIVAJU OBRAZOVNE BIOGRAFIJE ODGAJATELJA?
(HIDDEN IN VISIBLE: WHAT DO EDUCATIONAL BIOGRAPHIES OF EDUCATORS REVEAL TO US?)

DIMENZIJE KVALITETE PREDŠKOLSKE USTANOVE IZ PERSPEKTIVE RODITELJA
(DIMENSIONS QUALITY OF THE PRESCHOOL INSTITUTION FROM THE PARENTS PERSPECTIVE)

ULOGA STRUČNOG USAVRŠAVANJA UČITELJA ZA ODGOJNOOBRAZOVNI RAD U KOMBINOVANIM ODJELJENJIMA
(THE ROLE OF PROFESSIONAL TEACHER'S DEVELOPMENT FOR EDUCATION IN MIXED-AGE CLASSROOMS)

SAMOPROCJENA UČENIKA O STRAHU OD ŠKOLSKOG OCJENJIVANJA
(STUDENTS' SELF-EVALUATION ABOUT FEAR OF ASSESSMENT)

UČITELJ I KREATIVNOST U NASTAVNOM PROCESU
(TEACHER AND CREATIVITY IN TEACHING PROCESS)

KVALITET I METODE U NASTAVI PRIRODNIH NAUKA
(QUALITY AND METHODS IN THE TEACHING OF NATURAL SCIENCES)

ISTRAŽIVANJE MOGUĆNOSTI I OGRANIČENJA RAZVOJA KVALITETA VISOKOG OBRAZOVANJA U REPUBLICI SRPSKOJ
(RESEARCH OF THE POSSIBILITY AND LIMITATION OF THE QUALITY OF HIGHER EDUCATION IN THE REPUBLIC OF SRPSKA)

INFORMATIKA U RAZREDNOJ NASTAVI-INOVATIVNE TEHNIKE I UTICAJ NA PROMJENU PARADIGME UČENJA I POUČAVANJA NA VISOKOM NIVOU OBRAZOVANJA
(INFORMATION TECHNOLOGY IN PRIMARY SCHOOL - INOVATIVE TECHNIQUES AND ITS IMPACT ON CHANGING PARADIGM OF LEARNING AND TEACHING IN HIGHER EDUCATION LEVEL)

ASISTENT U NASTAVI TEHNIČKE KULTURE KAO PODRŠKA INKLUZIJI U REDOVNOM OSNOVNOŠKOLSKOM OBRAZOVANJU
(ASSISTANT IN LECTURES OF TECHNICAL CULTURE AS SUPPORT FOR INCLUSION IN REGULAR ELEMENTARY SCHOOL EDUCATION)