Schools In Serbia Research Articles

The methodology of health education programs in schools—Qualitative study

ObjectiveTo assess strengths and weaknesses of the methodology of health education programs, carried out in the period 2010–2020, in schools in Serbia. DesignQualitative study, a thematic analysis approach. SiteRepresentatives of Public Health institutions, Serbian biggest nongovernmental organization, Youth organization, Ministry of education and municipality. ParticipantsNine professionals working in the field of Public Health and Health education. MethodFocus group gathered nine health and non-health professionals in 2022 year. Focus group was recorded, transcribed verbatim, coded and analyzed by three research team members. A coding template evolved through the analysis, providing the expansion of key concepts. Themes were, one by one, extracted, encoded, classified as the smallest units and interpretive, thematic analysis was applied. ResultsAlthough the Focus group in our study identified among other advantages, support of Health sector to Educational sector as crucial, it emphasized as well following weaknesses: Analyzed health education programs were implemented insufficiently as a separate process in schools, did not have the image of programs shared and integrated into community; Health education needs of schoolchildren, parents, and teachers should be examined prior the education implementation; Well-educated interdisciplinary educators have to be strengthened and supported; Parents participation is necessity; Standards and good practice guidelines are needed, and those developed through Health Promoting Schools program could be practiced. ConclusionIt is necessary to support cross-curricular competence, where health education should be integrated into all school subjects, and should go far beyond the school, grow into a culture of community life, which will interconnect all stakeholders in strong Public Health network.

Predictors of ICT Integration in Teaching: The Role of Teachers’ ICT Self-Efficacy and ICT Infrastructure

Information and Communication Technologies (ICT) have the potential to enhance teaching and learning and influence the development of students’ digital competencies. However, harnessing the potential of ICT in a way that contributes to positive student outcomes poses a challenge for many teachers. The question arises as to whether providing adequate ICT infrastructure in schools facilitates access and, therefore, the use of ICT in teaching. Additionally, it is significant to examine the role of teachers’ knowledge and beliefs in this context. Therefore, this study aimed to explore the relationship between teachers’ perception of ICT infrastructure in schools, ICT self-efficacy, and ICT integration. The study involved 590 teachers from primary and secondary schools in Serbia. By conducting multiple regression analysis, significant effects of teachers’ ICT self-efficacy and perception of available ICT equipment in schools on the use of ICT in teaching activities were obtained. ICT self-efficacy explains the criterion variable to a greater extent. The paper concludes with recommendations for future research and practice.

Learning models and achievements of the most gifted students

The emergency of switching to an online learning model due to the COVID pandemic impacted the educational process in of schools world wide. We conducted an anonymous survey at the elite high schools in Serbia whose students won 45 medals at international Olympiads in mathematics, physics, and computer sciences in the last 4-year period (2019–2022). The impact of switching from in-person to online learning on the achievement of the gifted students was analyzed. The results of the research revealed a downward trend in the final grades and achievements in international Olympiads, which persists even after returning to the face-to-face educational model. This trend is confirmed by calculation of the Pearson correlation coefficient (−0.62) between school years and achievements in international mathematical Olympiads, international physics Olympiads, and international Olympiads in informatics. Gifted students’ satisfaction with online learning during the COVID pandemic was also analyzed using content analysis of open-ended questions. The surveyed gifted students showed a high level of self-criticism and maturity by expressing their opinion about online learning. In the group of gifted students, there is a higher level of agreement about harmful consequences of online learning on the level of their education and work habits than in other research conducted on similar topics. Moreover, the level of agreement is in a positive correlation with students’ achievements and final grades.

What do they know? Is climate change education necessary in primary schools in Serbia

What do they know? Is climate change education necessary in primary schools in Serbia

HISTORY OF NURSING IN SERBIA

The first secondary medical school in Serbia was founded in 1921. Its name was "School for Nurses", with the involvement of the Red Cross Society from Geneva and the Red Cross Society from Belgrade, and at the suggestion of Dr. Reeder, head of the American mission. The first headmistress of the school was the English Miss Edith Newton, a student of Florence Nightingale. In 1924, the first generation of 18 sisters graduated. Most of them were assigned to medical facilities in southern Serbia; two were sent to America at the expense of the Rockefeller Foundation, and one to England for training at the expense of the League. In 1952, the Higher School for Nurses of the Red Cross of Yugoslavia was opened. Today, there are a large number of secondary medical schools, both private and state. School today lasts for four years.

Game-Based Science Learning: What are the Problems with Teachers Practicing It in Class?

Middle school science learning prioritizes class literacy through independent, integrated learning, only text, without any activity in the learning process. Contemporary literary studies show constant changes in the world of learning and teaching, and for many years, learning through play has been considered one of the most effective ways to learn something. This research aims to understand the pedagogical methods used in learning through play and the importance of these methods in the teaching process in elementary schools. This research involved five teachers from several secondary schools in Serbia: semi-structured interviews, researcher observation and class participation. The results of this research are based on descriptive analysis from the teacher's perspective. Based on the research results and researchers' comments, it can be understood that game-based learning in secondary schools in Austria is a popular pedagogy, creating a fun and adequate game-based learning context for children. In addition, the results of this study describe the activities carried out by the teacher, how the mechanism works, what the obstacles are, the solutions used in different subjects and the differences in the abilities and skills children develop through play. According to teachers, learning through play always poses challenges related to research, designing various play activities, and adapting learning to students' needs and interests

A Historical and Contextual Case for Modular and Transnational Education: The Baptist Theological School in Serbia

A Historical and Contextual Case for Modular and Transnational Education: The Baptist Theological School in Serbia

Narodna pesma iz etnomuzikološke građe u funkciji primene Vasiljević metode - metodički aspekt izbora dopunskog muzičkog materijala za mlađi školski uzrast

In accordance with the current Vasiljević method, model songs and songs for special occasions are the starting point in the process of developing students' music literacy. At the same time, these songs are used for developing students' voice. In order to investigate the methodological functionality of the model songs and songs for special occasions, we analyzed the textbooks of eight publishing houses (Zavod za udžbenike, Klet, Vulkan, Eduka, Bigz, Novi logos, Freska, Kreativni centar). The results indicate that the textbooks mostly contain the models recommended in the curriculum, but that the models are often composed by the textbook authors themselves with a didactic purpose. It was also observed that the authors in the textbook literature, especially in the first-grade textbooks, do not follow the methodological guidelines of the Vasiljević method in terms of working on the development of the voice volume. In order to point to the ethnomusicological material as a good source for the selection of songs, we first explained the procedures for adapting the songs from the ethnomusicological material, and then provided several models and songs for special occasions. The aim of the research is to improve the lessons of music literacy in primary schools in Serbia using the Vasiljević method and to point out the importance of folk songs as basic and initial music material, both for the music literacy of children and for vocal development. The researchers used the method of theoretical content analysis. The implications of the research refer to raising the professional competence of primary school teachers in the selection of music material for teaching music literacy, the design of operational curricula, familiarization of the wider academic public with the importance of adapting musical material from ethnomusicological collections, the improvement of work in schools and teacher training colleges in terms of an adequate application of the Vasiljević method.

Različite vrste znanja o merenju dužine u udžbenicima matematike za prvi ciklus osnovnog obrazovanja

Textbook content strongly shapes instructionand what teachers do during educationand instruction. Research shows that measurement tasks in textbooks are procedural in the first cycle of primary education and that little attention is paid to conceptual understanding of measurement, which can limit measurement procedures. Therefore, we analyzed the current mathematics textbooks that have been approved and are used in schools in Serbia in order to observe tendencies in them as opportunities for learning about measuring length, since the biggest changes in the curricula for the first cycle of primary education occurred in the domain of measuring. The goal of the research is to examine the extent to which requirements/tasks orientated to two types of knowledge  conceptual and procedural  are represented in mathematics textbooks for the domain of measurement and the concept of length. The descriptive method and content analysis technique were applied in the paper. Based on the research of students" achievement for conceptual understanding and procedural knowledge of measuring length, area and volume (Tan Şişman, 2010), we formed a list of indicators that indicate learning opportunities in mathematics textbooks for the aforementioned different types of knowledge about measuring length that are presented to students of the first three grades of primary school. The basic results of the research show that in textbooks for the first grade, length measurement tasks orientated to conceptual understanding dominate, while in the textbooks for the second and third grades, there is a significantly greater presence of those tasks orientated to procedural knowledge. We highlight an interesting research result for textbooks for the third grade from different textbook publishers with smaller differences in the frequency of the presence of tasks focused on conceptual understanding and procedural knowledge compared to the larger difference between the two types of knowledge in the first two grades.

The Transition to Vocational Secondary School in Serbia: A Two-Wave Moderated Mediation Study on School Climate, Teacher Support, Engagement and School Adjustment

The transition from primary to secondary school is a highly stressful period for vocational school students because they need to adjust both to the school and their future vocation at the same time. The current study examines the relationship between the school climate, teacher support, school engagement and subsequent students’ school adjustment by testing a two-wave moderated mediation model. The study included 251 vocational secondary school first-year students from Serbia. A significant indirect effect of the perceived school climate on school adjustment through school engagement was determined. Teacher support had a moderating role on the relationship between school climate and school engagement. Students from Serbia reported lower school engagement and teacher support than their peers from other countries. The findings indicate that school engagement is a mechanism of adjusting to a new school environment and that teachers have a role as catalysts of that adjustment.

Načini reagovanja žrtava u slučajevima vršnjačkog nasilja u beogradskim srednjim školama

The paper presents the research findings on the reactions of victims in bullying cases and the correlations between the reactions and the sex and age of the victims. The research was conducted in the 2020/2021 school year based on a survey of 1,506 students in grades II to IV at 19 secondary schools in the Belgrade District School Authority area. The main findings indicate that the most common reactions of victims are to avoid the bully or hit back, and that most victims do not seek protection. Significant similarities, but also differences, were found in relation to previous findings on reactions of victims in primary school in Serbia. There are two similarities: 1) avoiding the bully is at the top of the list of the most common reactions; and 2) in cases where victims seek protection, they seek it more often from adults than from peers and more often from teachers than from parents. On the other hand, two differences were found: 1) the order of the other reactions on the list differed, with suffering violence being more common among victims from primary school and hitting back being more common among victims from secondary schools; and 2) correlations were found between the reactions of victims and their sex and age in primary school, while they were not found in secondary schools. In relation to schools abroad, the findings are consistent with the fact that most victims do not seek protection, but there are differences in the case of victims seeking protection - in schools abroad they seek it more often from peers than from adults and more often from parents than from teachers, while the opposite is the case in Belgrade schools.

Faze konstrukcije i teškoće u izradi testova znanja u obrazovno-vaspitnoj praksi

The paper presents the results of an empirical research which determined the stages of construction of knowledge tests in educational practice, the difficulties faced by teachers in the process of test development, as well as the ways of overcoming these difficulties. The descriptive-analytical re-search method, content analysis and survey techniques were used in the research. The research sample included 362 subject teachers employed in primary schools in Serbia. All respondents included in the research indicated the difficulties they face in the process of making tests, i.e., the ways of solving these difficulties. A sub-sample of a total of 80 teachers consisted of Serbian language and mathematics teachers who reported on the phases of the knowledge test construction in their practice. The results of the research indicate that teachers perceive only a small number of theoretically defined stages in the construction of knowledge tests. Certain differences were identified in explaining the phases among the teachers of Serbian language and teachers of mathematics. At the same time, two-thirds of the surveyed teachers face difficulties when they prepare knowledge tests independently. The existing difficulties are usually solved by consulting the more experienced colleagues or by searching for a solution independently. The author's recommendation is to enable teachers by means of an additional teacher training courses, to acquire the appropriate knowledge and skills that would help them create the knowledge tests with satisfactory methodological characteristics, and at the same time adequate for the needs of their teaching practice.

TEACHERS AND POSITIVE EDUCATION: SOME INDICATORS OF TEACHER PSYCHOLOGICAL WELL-BEING

It is often heard that the mental health of the population in Serbia is compromised and that the educational system is continuously deteriorating. However, there is still limited discussion regarding psychological well-being as a positive aspect of mental health that is of significant importance to enhance. The research presented in this paper was conducted with the aim of determining the psychological well-being of teachers, by assessing the levels of some “positive” and “negative” indicators (positive orientation, life satisfaction, hope for the future, exhaustion, perceived stress). The sample included 196 teachers / professional associates (88% female) with work experience ranging from 0 to over 20 years. The following instruments were used to measure indicators of psychological well-being: the Perceived Stress Scale, the Subscale of Exhaustion from the Oldenburg Burnout Inventory, the Optimism‒Pessimism Scale, the Positive Orientation Scale, the Life Satisfaction Scale, and the Hope for the Future Scale. The results show that teachers / professional associates report an increased level of perceived stress, but at the same time, they still find satisfaction in their profession. For participants showing high levels of Job Exhaustion and Perceived Stress, low levels of Life Satisfaction, Job Satisfaction, Positive Orientation, and Hope for the Future can be expected. As a way to improve mental health and psychological well-being of those employed in schools, the introduction of positive education programs in schools in Serbia is suggested.

The importance of devictimizing and depathologizing trans and non-binary persons and their identities in schools in Serbia: Needs, necessities and rights

The aim of this paper is a theoretical and academic analysis on the importance of devictimizing and depathologizing trans and non-binary persons and identities in school, and towards opening the platform for such research in Serbia. Since school is recognized as the key site of materialization of gender agency which often causes discrimination of gender minorities and even violence, it is of utter importance to work on the implementation of recommendations and examples of good practice in schools, especially in the processes of education and knowledge transference. This paper analyses the available research results and concludes by mapping the ideas for future theoretical, academic and practical research routes of this kind in the local context.

Institute for Educational Research, Belgrade

This article aims to test the predictive potential of frequently researched socio-demographic and motivational incentives and time perspectives as a still unexplored personal-level factor affecting the strength of youth emigration intentions and the agency of potential migrants (i.e., activities related to emigration). We tested the incremental validity of motivational incentives and time perspectives in predicting emigration intention and potential migrants’ agency, after accounting for socio-demographic variables. Furthermore, to strengthen the estimation of the effect of education on outmigration propensity, we included respondents’ grade attainment in their current educational level (upper secondary education), their highest intended level of education, and their parents’ level of education. Drawing on psychosocial conceptualisations (Bandura, 2001; Zimbardo and Boyd, 1999) this quantitative study was conducted on a representative sample of 1973 students enrolled in the final grade of upper secondary schools in Serbia. A three-step hierarchical multiple regression analysis was employed for this purpose. The results reveal that emigration intention, as well as potential migrants’ agency, cannot be predicted only based on socio-demographic characteristics. However, motivational incentives are important correlates of both emigration intention and migrants’ agency. Social motivation¬al incentives tend to reduce both emigration intention and migrants’ agency, while economy-related motivational incentives tend to increase emigration intention and migrants’ agency. On the other hand, while time perspectives are not significantly agency. Concretely, present hedonistic and future time perspective orientations tend to increase migrants’ agency. The findings indicate the need for a more differentiated approach in theoretical, empirical and policy considerations.

Instructional Efficiency of STEM Approach in Biology Teaching in Primary School in Serbia

Initiatives by numerous American associations and various European projects constantly remind of the importance of linking science, technology, engineering and mathematics into a holistic approach to teaching and learning, known as the STEM approach. Comprehensive STEM education research mostly focuses on the effects of this approach on students’ performance and their attitudes towards the approach, whereas a significantly smaller number of studies have examined the instructional efficiency of the STEM approach in science teaching by assessing students’ performance, the mental effort invested in solving tasks and their involvement in STEM classes. With the intention to address the mentioned gap, the aim of this study is to determine the instructional efficiency of and students’ involvement in the STEM approach in biology teaching in primary school, compared to the non-STEM approach. The study employed quantitative research methodology and a true experimental design using pretest-posttest experimental and control groups. The results show that the STEM approach in biology teaching increases students’ performance and involvement and also contributes to the reduction of students’ mental effort. Based on the research results, we conclude that biology teachers should apply the STEM approach in presenting scientific concepts, as this contributes both to the quality of the acquired knowledge and its maintenance.

Counselling Elementary School Students — Experiences of School Counsellors from Serbia

Starting from the importance and purpose of school counselling, the article highlights the content-methodical specifics and assumptions of effective counselling work with students, and gives a brief overview of the practice of school counselling in Serbia. On that basis, this study aimed at examining school counsellors’ experiences in counselling elementary/primary school children (e.g., reasons for counselling, ways of implementation and difficulties). A sample of 81 school counsellors participated in a semistructured interview. The results show that undesirable behaviour and learning difficulties are the most common reasons for counselling, initiative is mainly coming from teachers or counsellors, and individual work and corrective counselling are more common. The difficulties respondents mentioned mainly related to the students’ personalities. The experiences of practitioners imply that the counselling practice insufficiently appreciates the importance of an integrative-systematic approach in student counselling. In this regard, the conclusion provides some recommendations that could contribute to improving the practice of counselling in schools in Serbia.

The school environment-related predictors of fights and bullying among School-Age Children in Serbia

Abstract Background The health and development of school-age children is a contemporary topic of various health policies and programs, which has become even more of a focus in critical situations such as the COVID-19 pandemic. The study aims to assess the prevalence of school-age children's participation in fights and bullying in Serbia, and to examine the relevance of students’ socio-demographic characteristics and perceptions of school and relations with other students and professors for participation in fights and bullying. Methods A secondary analysis of the original data of the 2017 HBSC study is performed on 3267 students in a nationally representative sample of primary and high schools in Serbia. Predictors of taking part in fights and taking part in bullying were examined by using univariate and multivariate logistic regression. Results The main results show that 50.8% of boys and 17.1% of girls have taken part in fights, while 17.7% boys and 10.4% of girls have taken part in bullying. Students who felt a large and very large burden of school obligations were 1.43 times more likely to participate in bullying at least once, while they were 1.38 and 2.12 times more likely to participate in multiple fights and 4.04, 1.24, and 2.78 times more likely to participate multiple times in bullying. Fights among school-age children are significantly positively associated with living with relatives/legal guardians and poor quality of life. Conclusions The prevalence of participating in at least one fight/bullying is higher than in multiple fights/bullying. These associations suggest a necessity to enhance the monitoring and control of peer behavior among school-age children. The findings of the study imply key enablers of protection, such as building relationships based on team spirit and work, friendly behavior, empathy, and help, which should be included in the value system of school and family activities in programs to combat fights and bullying in school-age children. Key messages • In Serbia, every second boy and every fifth girl participated in fights, while less than every fifth boy and every tenth girl participated in bullying. • Study results can inform school and healthcare actors’ efforts to improve school-age children’s development and health capacity for life.

Drinking water quality as a risk factor for pupils’ health in rural schools in Serbia

Abstract Background Access to safe drinking water in schools is essential for a good health, wellbeing, learning and dignity of pupils. The rural schools are most frequently connected to the rural water supply system or own water supply source, where the monitoring of drinking water quality is scarced. The study was conducted in the rural regions in Serbia in 2016, aiming at assessing drinking water quality and sanitary conditions of school water supply facilities. Methods In total 238 school facilities, including 108 in Šumadija and 130 in Pomoravlje District were investigated using laboratory testing of drinking water and sanitary inspection. Results Study revealed that 32% of analysed samples showed microbiological faecal contamination with bacteria E. coli, while 52% of samples showed physico-chemical non-compliance with the national standards, where higher nitrates were the most common cause. Overall non-compliance of drinking water from school rural water supply systems amounted to 66% of tested water samples. This study also showed the main technical shortcomings of school water supply facilities and distribution networks such as the lack of fencing of the water source, damaged or absence of drainage channels from the well concrete floor and poor construction characteristics of wells. Conclusions The results of this study, particularly presence of E. coli in drinking water may affect pupils’ health and is a consequence of poor sanitary conditions and maintenance of small rural drinking water supply systems and individual wells. It is necessary to provide continuous disinfection of water available in schools and to undertake measures for technical improvements in order to provide better sanitary protection of water sources and other water supply facilities in rural schools. Key messages • Drinking water quality in schools is vital for children public health. • Raise awareness of local community on drinking water safety and enforce continuous monitoring of drinking water quality in small rural water supply systems in schools.

STATUS AND CONCEPT OF THE SCHOOL SUBJECT HARMONY IN SECONDARY MUSIC EDUCATION

The paper analyses the curricula of the school subject Harmony (The Science of Harmony) throughout the period of twelve decades (1899‒2020), i.e. since the foundation of the first music school in Serbia up to the present day. The necessary and frequently unavoidable changes of these curricula have passed through five stages, or five steps in the development of the educational system and the concept of the school subject Harmony taught in secondary music schools. The examination of the dynamics and range of changes applied in order to define the goals, content, structure and character of the school subject Harmony is based on the analysis and classification of the available resources and data. The aim of this research is twofold: to examine the level and type of changes occurring in the Harmony curricula and to analyze and interpret the impact of the study of Harmony on personality and character of musicians of multiple career profiles. Music school students are thus allowed to devise their own career path and apply the acquired knowledge in practice when either playing an instrument, or singing, playing in an orchestra, analyzing music literature or simply exhibiting their creativity and potentials in various ways.