Obrazovanje i vaspitanje

A Manual for Learning Serbian as a Foreign Language from the Pen of a Lecturer: A Case Study of the Private School “Go Speak Serbian”

Aleksandar Miroslav Novaković — 2025-06-21

The subject of this paper is an analysis of the manual Worksheet Booklet: Serbian Study Materials for All 3 Levels, published by the private school “Go Speak Serbianˮ. Тhe aim is to provide a clearer assessment of its quality and its place in contemporary Serbian as a foreign language instruction. The study employs the method of theoretical analysis combined with content analysis. The research has shown that the manual is designed as a workbook comprising fifty lessons, each dedicated to alternating grammatical exercises, vocabulary expansion, and the exploration of cultural aspects of life in Serbian-speaking regions. The manual is neither catalogued nor peer-reviewed, yet its quality nonetheless warrants the attention of instructors. There is no doubt that, through its content and didactic-methodological approach, it represents a valuable teaching resource that: 1) Enriches Serbian as a foreign language instruction, 2) Demonstrates the professional competence and dedication of its authors, and 3) Reflects the development of Serbian as a foreign language pedagogy–considering that, in the past, it was nearly unthinkable for two or three authors to independently conceive, prepare, and publish such a manual.

Specific Difficulties in Reading and Writing in Early Primary Education: How to Recognize, Understand, and Support the Student

Jelena Milisavljević — 2025-07-10

Specific difficulties in reading and writing, such as dyslexia and dysgraphia, are increasingly recognized as key factors affecting the education of students in the early grades of primary school. The aim of this review paper is to examine, based on the most recent literature, the definitions, symptoms, and educational implications of these difficulties, as well as to offer teachers practical guidelines for their timely identification and support within inclusive education. Special emphasis is placed on the role of speech and language therapists in the assessment and treatment process, as well as on the importance of individualized instruction. The paper also discusses basic strategies, highlights the significance of interdisciplinary collaboration, and points to the need for systemic support for teachers. It is emphasized that intensive speech and language therapy, professional development of teachers, and pedagogical flexibility are key prerequisites for the successful education of students with dyslexia and dysgraphia

Self-Assessments of Moral Development Levels in Primary School Students in Relation to Their Sociopedagogical Characteristics

Marija Tomic — 2025-06-20

Moral development in primary school students represents a fundamental aspect of their overall development, shaping how children understand the concepts of good, evil, justice, respect, and responsibility. During their primary school years, students undergo significant changes in their thinking, behavior, and social relationships, which are largely influenced by their immediate environment—family, school, peers, and the broader community. The goal of this study is to determine whether there is a difference in the level of moral development among students based on their socio-educational characteristics. These characteristics include the student's gender and the grade level they are attending.The research was conducted with a sample of 1,203 students from the eighth and ninth grades of primary schools in the city of Banja Luka. Data were collected using the Moral Development Level Scale (MDLS), which was specifically designed for the purpose of this research. The results revealed a statistically significant difference in favor of female students when it comes to self-assessment of their moral development level. While students in lower grades performed better, the differences were not statistically significant. These findings are important for guiding future educational practices and further studies on the moral development of children.Moral development in children plays a crucial role in their overall growth and maturation, influencing their ability to navigate social situations, interact with others, and make ethical decisions. As students transition through the primary school years, their moral reasoning becomes increasingly sophisticated, influenced by both internal factors, such as cognitive growth, and external factors, such as the values imparted by teachers, family members, and peers.The family plays an essential role in shaping the moral foundations of children, as it is the first environment where children learn the values and norms that guide their behavior. However, schools also serve as a critical context for moral development, providing students with opportunities to engage with peers from diverse backgrounds, resolve conflicts, and experience different perspectives. Teachers, as role models and facilitators of learning, are crucial in helping students navigate moral dilemmas and guiding them toward making responsible and ethical choices. The findings of this study have significant implications for the design of educational practices aimed at promoting moral development. Understanding the factors that influence moral growth in students, such as gender and grade level, can help educators tailor their approaches to better meet the needs of diverse student populations. Additionally, these results highlight the importance of continuing research in this area to better understand the complex processes involved in moral development and to identify effective strategies for supporting students' moral growth throughout their educational journey. In conclusion, moral development is a vital aspect of a child’s overall education and personal growth. The results of this study contribute valuable insights into how moral development can be influenced by various socio-educational factors and provide a basis for further research and educational practice aimed at fostering ethical values in children

Students' and Teachers' Views on the Levels and General Assessment of Student Participation in Educational Work in Secondary School

Vesna Kravarušić — 2025-06-21

Extended summary: The specificities of culture and the conditions that determine it are significant for the characteristics of existing participatory processes of a society, which are reflected in the process of education and upbringing. Student participation in the educational process should teach students to express their opinions, respect others, choose between different options before making a decision, to seek, receive and give information in different ways, to cooperate in solving problems and take activities in all matters and actions that concern them. The pedagogical phenomenon of student participation is a problem that is being explored by researchers from different meridians, with the aim of deepening the level of student participation. The aim of the research is to examine the quality of existing student participation in secondary school, through the views of students and teachers on the most frequently represented levels of participation and (self-)assessment of the participation of manifested forms of student behavior. The research was conducted using a questionnaire containing the modified Hart Participation Scale. The results, processed with descriptive statistics and t-test, show that the most common level of student participation in regular classes is decoration, in extracurricular activities it is consultation and joint decision-making. There are significant differences in the assessment of the degree of representation of consultation with students, to which teachers assign higher values. In regular classes, as the next represented level of participation, students single out the level of manipulation, and teachers, significantly differently from students, consultation. Both students and teachers value student participation in the educational process as good. It is necessary to intensify the professional development of teachers in the domain of children's rights and competences for teaching and learning, supporting the development of students' personalities, communication and cooperation; to begin with, to reflect positive models of work from extracurricular activities into mandatory teaching work; to supplement them with actions that support the development of autonomy, in order to equip students for lifelong learning, civic and professional roles.

Keywords: educational process in secondary school, students, participation, levels, overall assessment.

The Influence of the Educational Atmosphere on the Academic Achievement of Younger Elementary School Students

Saša Stepanović — 2025-06-21

Abstract: The aim of this study was to systematically examine the impact of the educational atmosphere in primary schools on the academic achievement of younger grade students. The research was conducted on a sample of 35 teachers with significant pedagogical experience, of whom 94% were female, and over 60% had more than 15 years of teaching experience in primary education. The methodological approach included descriptive analysis and theoretical synthesis, using a survey as the primary data collection tool. The initial hypothesis posited that key elements of the educational climate in the school environment — including the quality of teaching and educational work, cooperation between school and family, continuous professional development of teachers, and fostering values such as tolerance and safety — positively correlate with students’ academic success. Results show that 87% of teachers believe that good cooperation with students, parents, and colleagues has the most significant impact on academic achievement, while 73% emphasize the importance of respecting the individuality of students. Conversely, only 45% consider that the school’s material and technical equipment has a direct influence on student success. These findings confirm that the school, in addition to its fundamental educational function, plays a crucial role in the upbringing and personal development of students. This study contributes to a deeper understanding of the interdisciplinary aspects of the educational atmosphere as a key factor in the quality of school education and encourages the integration of family and school educational strategies.

Working Environment in Rural Schools: Burnout Syndrome and Professional Stress – Differences Between Teachers Working in Single-Class and Multi-Class Classrooms

Sanja Milić — 2025-06-21

Агенда 2030 и Циљеви одрживог развоја (SDGs) наглашавају значај квалитетног образовања и улогу наставника у његовом остварењу. Наставници у руралним школама често се суочавају са специфичним изазовима у радној средини, што може прозроковати професионални стрес и синдром сагоријевања, те негативно утицати на њихове професионалне способности и академска постигнућа ученика.

Циљ овог истраживања је да се испита разлика у радном окружењу, професионалном стресу и синдрому сагоријевања наставника који раде у једноразредним и вишеразредним одјељењима руралних школа

Користио се упитник који се сатојао од података о социодемографским и радним карактеристикама, односу према раду, задовољству радним окружењем, професионалном стресу (Карасеков упитник) и синдрому сагоријевања ( Копенхаген упитник за испитивање синдрома сагоријевања).

Учествовало је 225 наставника који раде у руралним школама у Републици Српској. У вишеразредним одјељењима, више од 60% наставника пријављује синдром сагијоревања, а у једноразредим око 48%. У обје групе настаника само мали проценат наставника пријављује професионални стрес (6% и 9%). Није доказана статистички значајна разлика између наставника у вишеразредним и једноразредним одељењима у погледу односа према раду. Утврђена је статистички значајне разлике у задовољству послом, активношћу и ангажманом ученика и напретком бивших ученика.

Резултати истраживања показују да је индром ссагоревања присутан код значајног броја наставника у руралним школама, посебно код оних који раде у вишеразредним одељењима. Наставници у руралним школама генерално не пријављују висок ниво стреса, што може бити посљедица културолошких и социјалних фактора који утичу на начин перцепције и изражавања стреса. У цјелини, резултати указују да, иако наставници у вишеразредним одјељењима изражавају веће задовољство неким кључним аспектима наставе, попут професионалног испуњења и напретка ученика однос према раду и перцепција сопстевних компетенција је слична код наставника у вишеразредним и једноразредним одјењељима. Резултати овог истраживања могу имати значајан утицај на унапређење образовне политике и менаџмент школа у руралним подручјима, посебно у контексту подршке наставницима