Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Milan Stančić"'
Autor:
Lidija Radulović, Milan Stančić
Publikováno v:
Center for Educational Policy Studies Journal, Vol 7, Iss 3, Pp 9-25 (2017)
Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the pred
Externí odkaz:
https://doaj.org/article/8c697526812943e2919c8713f1c0a60c
Publikováno v:
Psihološka istraživanja
In online learning, students are expected to take on more responsibility for their education, while teachers are expected to support students’ self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a dif
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::14f47a6cc8e22e624ad044939117b8a9
https://doi.org/10.5937/psistra24-32702
https://doi.org/10.5937/psistra24-32702
Autor:
Milan Stančić, Mirjana Senić-Ružić
Publikováno v:
Andragoske studije. :45-63
The study deals with the quality of emergency remote teaching (ERT) during the COVID-19 pandemic in higher education in Serbia. We aimed to explore how university teachers assess the quality of ERT and whether their assessments are related to their p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1609e7fcd7aaf1cb283fcaa1e0715b86
https://doi.org/10.5937/andstud2102045s
https://doi.org/10.5937/andstud2102045s
Autor:
Milan Stančić
Publikováno v:
Assessment & Evaluation in Higher Education
This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students' learning, but they also formed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0edece1de7ee413395a5890ae8e1ed92
https://doi.org/10.1080/02602938.2020.1828267
https://doi.org/10.1080/02602938.2020.1828267
Publikováno v:
British Journal of Sociology of Education
Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequal
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d93654a7fc413ab723b87d82fdcf8092
http://reff.f.bg.ac.rs/handle/123456789/3799
http://reff.f.bg.ac.rs/handle/123456789/3799
Publikováno v:
Inovacije u nastavi-časopis za savremenu nastavu (2022) 35(2):16-29
Inovacije u nastavi-časopis za savremenu nastavu
Inovacije u nastavi-časopis za savremenu nastavu
Polazeći od toga da istraživanja praktičara bivaju sve više prepoznata kao oblik profesionalnog razvoja, koji doprinosi razvoju obrazovnovaspitne prakse, cilj našeg istraživanja je da se sagledaju razlozi za nedovoljnu zastupljenost istraživan
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6f2dd6e6d9d7dfa554e82d8266823776
http://scindeks.ceon.rs/article.aspx?artid=0352-23342202016S
http://scindeks.ceon.rs/article.aspx?artid=0352-23342202016S
Publikováno v:
Inovacije u nastavi. 31:75-89
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9c0e2a403b59fb6868385938dda52a1
https://doi.org/10.5937/inovacije1801075v
https://doi.org/10.5937/inovacije1801075v
Publikováno v:
Psihologija, Vol 51, Iss 3, Pp 309-331 (2018)
Psihologija (2018) 51(3):309-331
Psihologija (2018) 51(3):309-331
Previous studies that used the Orientation for Teaching Survey (OTS), assessing motivation for the teaching profession, yielded inconsistent results regarding the OTS’s factorial structure. Since these studies focused on pre-service teachers with l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6e7781a9773f61e3e063bc75a1507964
http://www.doiserbia.nb.rs/img/doi/0048-5705/2018/0048-57051800012S.pdf
http://www.doiserbia.nb.rs/img/doi/0048-5705/2018/0048-57051800012S.pdf
Autor:
Milan Stančić, Marija Bulatovic
Publikováno v:
Zbornik Instituta za pedagoška istraživanja, Vol 49, Iss 2, Pp 170-190 (2017)
Zbornik Instituta za pedagoška istraživanja
Zbornik Instituta za pedagoška istraživanja
Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing coll
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c90bf9f8781686f526e8502ca3682c17
http://www.doiserbia.nb.rs/img/doi/0579-6431/2017/0579-64311702170S.pdf
http://www.doiserbia.nb.rs/img/doi/0579-6431/2017/0579-64311702170S.pdf
Publikováno v:
Inovacije u nastavi-časopis za savremenu nastavu (2019) 32(1):1-15
Inovacije u nastavi
Inovacije u nastavi
Rad predstavlja istraživanje rezultata obrazovnog programa namenjenog podsticanju razvoja učeničke samoregulacije u učenju. Program je koncipiran kao učenje učenika da koriste Blumovu taksonomiju u učenju, uz demistifikaciju procesa ocenjivanj
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3b239d16fa3b1324c4a19f253420e340
http://scindeks.ceon.rs/article.aspx?artid=0352-23341901001R
http://scindeks.ceon.rs/article.aspx?artid=0352-23341901001R