2 Чланак представља резултат рада на пројекту "Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву ", бр. 179034 (2010-2017), чију реализацију финансира Министарство просвете, науке и техно-лошког развоја Републике Србије.
In this research we set out to determine whether the effect of cultural capital on students? achievement is mediated by self-efficacy. Furthermore, we wanted to determine whether, in the context of this psychological factor, cultural capital maintains a direct effect on students? achievement. The stratified quota sample consisted of 575 eighth grade students from 30 primary schools on the territory of the Republic of Serbia. Mediation effect of self-efficacy was analysed in simple mediation model where cultural capital was predictor variable and achievement criteria. It was found that cultural capital in context of self-efficacy directly contributes to students? achievement (?=.23). Its indirect effect through students? sense of self-efficacy was also recognized (?=.12). The paper also presents the implications of our findings for educational policies and school practices. We discussed the need for revision of curriculum and the importance of formative assessment with special attention to providing a feedback that has positive effect on students? self-efficacy. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 451-03-68/2020-14/200018]
Factors that pre-service class and subject teachers perceive as significant in explaining the occurrence of school failure were examined using mixed methods strategy. The qualitative phase of the study (N = 74) revealed that pre-service teachers recognize a wide range of causes for school failure (16 distinctive categories). The relative significance of the causes was established in the subsequent quantitative phase. The Scale of school failure causes was constructed, applied to 408 pre-service teachers and subjected to exploratory factor analysis, which pointed to the three latent groups of causes explaining 43% of variance. The lack of ability and motivation in students (1 st factor) and the lack of educational support (2 nd factor) were perceived as highly contributing to school failure, while moderate importance was attributed to the causes related to family and social context (3 rd factor). Compared to pre-service subject teachers, pre-service class teachers were more willing to recognize the teachers' responsibility for the occurrence of school failure. Pre-service teachers' perceptions of different factors were related to prior experiences of school success.
Grading is an integral, inevitable part of educational-upbringing process and presents an especially sensitive segment of teaching practice. With regard to that, the aim of our research was directed towards determining and analysing what pupils think about the process of grading and teachers in the context of grading. This research comprised 200 primary school pupils and 200 grammar school pupils. The questions were grouped into three thematic wholes (pupil's perception of teacher's actions in the process of grading; identification of pupil's preferred ways of grading and their reactions to grades and desirable and undesirable characteristics of teachers in the context of grading from pupil's perspective). On the basis of our findings, it can be concluded that pupils think: that teachers apply lower criteria when grading bad pupils, that they use grades as a disciplinary measure and that they are guided by pupil's grades in other subjects when grading. The grade is a strong motivator of a more active engagement of pupils in teaching process, where pupils especially appreciate regular checking and objective grading in teachers and object to excessively strict and unequal criterion of grading. The paper also provides the lists of desirable and undesirable characteristics of teachers in the context of grading, perceived on the part of pupils
Different aspects of family and school life, as well as individual characteristics of the student are related to academic failure in various degrees. Once it has become evident that a student is failing in study and learning, and the causes of the failure have been identified, the question arises of how to help him/her to overcome the existing difficulties. Although there are some authors who hold that the intervention in the domain of failure is inconsistent an unconvincing for a number of reasons, in this paper we shall suggest some solutions and recommendations which have been empirically tested. The first part of the paper discusses the advantages and drawbacks of grouping students according to their abilities as one of the strategies of helping unsuccessful students. In the second part we offer some recommendations for work with unsuccessful students based on their preferred learning styles. The third part focuses on examining the effects of counseling on solving the problem of academic failure. Finally, some general suggestions are offered to students, teachers and parents which might prove useful in enhancing academic attainment of failing students
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