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VII 2.

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The Print Conection 2010.

( 2012).........................................................................223


.
2012. ( , 2012)..........................................................227

..............................................................................................232
CONTENTS

articles and studies

Lidija Mikeljin, Ph. D.


KINDERGARTEN AS A CULTURAL ARTIFACT
(Kindergarten seen from the social-cultural
perspective).................................................................................................11
Miroslava Koji, M. A., Zagorka Markov, Ph. D., Borislav Samardi, Ph. D.
COMPETENCIES OF TEACHERS IN RELATION
TO INDIVIDUAL EDUCATIONAL PLAN IN THE CONTEXT
OF INCLUSION................................................................................................28
Zoran Miji, Ph. D.
ORGANIZING AND PERFORMING CORRECTIVE
EXERCISE IN KINDERGARTENS AND SCHOOLS.....................................43
Jasmina Arsenijevi, Ph. D.
CULTURAL INTELLIGENCE COMPETENCE
FOR THE GLOBAL INFORMATION SOCIETY.............................................56
Mira Vidakovi, Ph. D.
SOCIAL RESPONSIBILITIES OF ENTREPRENEURS.................................73
Milanka Maljkovi, Ph. D.
PRECONDITIONS FOR CREATIVE READING..........................................89
Biljana Jeremi, M. A.
INTEGRATIVE AND INTERDISCIPLINARY APPROACH
IN WORKING WITH PRESCHOOL CHILDREN IN THE
DOMAIN OF MUSIC EDUCATION...............................................................98
Branko Prentovi, M. Sc.
REASONING AND LOGICAL OPERATIONS AND
THE DEVELOPMENT OF BASIC MATHEMATICAL NOTIONS.............114
Gordana Rackov, M. Sc.
THE IMPORTANCE OF APPLYING
PERSONAL COMPUTERS IN MOTIVATING PUPILS..............................130
Dragana Stojanovi, M. A.
VIEWS ON THE THEORY OF TONAL BASES OF MIODRAG
VASILJEVI WITH THE REVIEW OF ITS PLACE IN THE
DEVELOPMENT OF ETHNO-MUSICOLOGICAL RESEARCH
OF SCALE SYSTEMS IN THE TRADITIONAL MUSIC OF SOUTH
SLAVIC AREA SIXTY YEARS LATER......................................................143
Gordana Roganovi, B. A.
SPATIAL ORIENTATION OF MOVEMENT IN DANCES
OF NATIVE SERBS IN VOJVODINA (ON THE EXAMPLES
OF SMALL AND LARGE KOLO).................................................................153
RESEARCH

Joef Kabok, Ph. D., Karolina Lendak Kabok, M. A.


THE DECREASE IN THE NUMBER OF PUPILS AS A FACTOR
IN THE FINANCING OF ELEMENTARY EDUCATION
IN THE REPUBLIC OF SERBIA.....................................................................169
Srbislava Pavlov, M. Sc.
TEACHERS COMMITMENT TO CHANGE IN RELATION
TO THE POSITION PUPILS HOLD IN THE CURRICULUM....................181
Milo Latinovi, M. A.
THEATER IN SCHOOL: EDUCATION AND CREATION..........................192
Slobodan Bala, Specialist
HOW TO PREPARE FOR A FOLK TRADITION CLASS (STUDY)...........206

REVIEWS AND ANALYSES

Milorad Stepanov, M. A.
DEEP BLACK THE PRINT CONNECTION 2010 HISTORICAL
ARCHIVES OF PANCEVOS EXIBITION HELD IN THE GALLERY
OF KIKINDA NATIONAL MUSEUM (JULY 2012)......................................223
Milorad Stepanov, M. A.
ANNUAL EXIBITIONAL IN THE ART GALLERY OF
ILIJA M. KOLARAC IN BELGRADE, 2012 (JULY AUGUST, 2012).......227

Instructions for submitting a journal..........................................................................232



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Dahlberg, G. (1998). From the Home of the People Folkhemmet to the En-
terprise: Reflections on the constitution and reconstitution of the field of
early childhood pedagogy in Sweden, u Popkewitz, T. (ed.) Educational
Knowledge: Changing Relationships between the State, Civil Society and
the Educational Community.
Dahlberg, G., Moss, P., Pence, A. (2005). Ethics and Politics in Early Childhood
education, London and New York: Routledge Falmer.
Engestrm, Y. (1987). Learning by Expanding: An Activity Theoretical Ap-
proach to Developmental Research.
, . (1998). .
. : .
James, A., Prout, A. (1997). Constracting and Reconstracting Childhood: Con-
tempory Issues in the Sociological Study of Childhood, New York: Rout-
ledge.
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Prout, A. and James, A. (2005). A New Paradigm for the Sociology of Childhood?
Provenance, Promise and Problems, u Jenks, Ch. (ed.) Childhood Criti-
cal Concept in Sociology, New York: Taylor and Francis.
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context. New York, NY, US: Oxford University Press.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford
University Press.
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http://www.bifonline.rs

Lidija Mikeljin

KINDERGARTEN AS A CULTURAL ARTIFACT


(Kindergarten seen from the social-cultural perspective)

Summary

Even though they have existed in this area for more than 160 years,
preschool institutions (kindergartens) still do not have a clearly defined line of
work. They have been classified, in different periods of time, as belonging to
various other, better developed fields education, health, and social services.
Depending on the historical period, state model and social system, culture,
tradition, richness/poorness and other existing resources, as well as the influence/
status of individuals in relation to the society and state, the systems of preschool
education differ because they have existed in different times, spaces and
communities, and thus their identity has been formed as a social and cultural
construct. If we recognize how important the social context is when members
of a community identify the place and the role of a kindergarten, we can have
the possibility to demonstrate the importance of the social-cultural theory for
understanding kindergarten as a cultural artifact, through analyzing the social
context (social practice and relations), the cultural context (creation of the values,
rights and a set of shared objects) and the discourse context (different perspectives
and forms of expression). These are the very reasons why I analyze the identity
of kindergarten through several different narratives, and the ways in which those
narratives strengthen and build the image of identity and the ways in which we
create our notion of kindergarten in relation to the dominant discourse in the
context of preschool education in Serbia.
Key words: kindergarten, culture, discourse, identity.

27
*1 UDC 37.043.2-056.26/.36
UDC 371.321.1/.2:373.211.24
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Miroslava Koji
Zagorka Markov
Borislav Samardi

COMPETENCIES OF TEACHERS IN RELATION TO INDIVIDUAL


EDUCATIONAL PLAN IN THE CONTEXT OF INCLUSION

Summary

In this article the authors deal with inclusive education from the peda
gogical and juristic aspect, and through the prism of teachers competencies to
carry out this complex process. Seen from the discourse of accepting the different
in the context of a pro-social society, inclusion has no alternative. And in the
broadest sense of its very notion and its essence, inclusion is, according to the
authors of this article, an elementary human right. Systematic support provided as
a possibility to apply individualized educational plan (IEP) offers possibilities for
children with developmental disorders to fulfill their biological potentials within a
preschool institution. The authors starting point was the idea that teachers are an

41
2/2012. , ,

important factor of the inclusive process and therefore they emphasize their role
in the process of making the psychological profile of a child as the initial act in
implementing an IEP. Educated, competent teachers as members of the inclusive
team supported by juristic regulations can contribute to destigmatization of a child
with special needs. In these conditions, this child is better positioned in his/her
peer group from the very start.
Key words: competencies of teachers, inclusion, IEP.

42
*1 UDC 373.2:796.11
UDC 796.11-053.4
, a
: 31. VIII 2012

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, . (2007).
. : .
, ., -, . (2009).
. : .
Gavim, L. M., Dowshen, A. S., Izenberg, N. (2007). Dijete u formi. Zagreb: Mo-
zaik knjiga.
Gallahue, D. L., Frances, C.D. (2003). Developmental Physical Education for All
Children. Champaign, IL: Human Kinetics.
, ., , . (1994/95).
. , 40 (2), . 11.
: .
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. , 60 (2), 157-164. :
.
54

Solberg, G. (2008). Postural Disorders and Musculoskeletal Dysfunction. Diag-


nosis, Prevention and Treatment. Edinburgh: Churchill Livingstone El-
sevier.
Sharkey, J. B., Gaskill, E. S. (2008). . :
.
, . (1997). . :
.
. > http://www.nadlanu.com < 18.
9. 2012.

Zoran Miji

ORGANIZING AND PERFORMING CORRECTIVE EXERCISE IN


KINDERGARTENS AND SCHOOLS

Summary

Various researches have been done in our country aiming to analyze the
postural status of preschool and school children, and the results collected are in
fact alarming (large numbers of children suffer from spinal deformities, flat feet,
bad posture, weakened muscles, obesity) with the tendency of annual percentage
increase. All of these reflect on the psychophysical health of children, becoming
a great problem of the society. Still, all these facts and findings remain on the
paper and in the domain of statistics, since a very small number of kindergartens
and schools organize systematic corrective exercise classes. We often hear the
questions of who should organize and perform corrective exercise classes, whether
the initiators should be health institutions, the Ministry of Education, schools and
teachers, or kindergartens. One of the frequently asked questions is also the one
of whether teachers (both in schools and in kindergartens) are educated enough
to prepare and hold corrective exercises classes. The best results would be seen
if all the institutions responsible for health and education of children and the
Ministries (of health, education and sports) would make certain plans and projects
which they would then delegate to preschool institutions and schools to integrate
them in their annual curricula. The people directly responsible for the corrective
exercise classes would be kindergarten and school teachers, and they would
closely cooperate with school doctors pediatricians, parents, physical therapists
and schools special services, as shown on the scheme.
The programs and plans of corrective exercise classes could be put into
practice within the following organizational work forms already existing in the
physical education domain: a) in kindergartens within the morning work-out,
guided activities, field trips, summer/winter camps, etc. b) in schools in PE
classes, field trips, summer/winter camps.
Key words: children, corrective exercise classes, kindergartens, schools,
teachers.

55
*1 UDC 008:159.95
UDC 005
,
: 01. II 2012.

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57
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conditio sin qua non .

Ang, S., Van Dyne, L., & Koh, C. S. K. (2005). Personality correlates of the four
factor model of cultural intelligence. Group and Organization Manage-
ment, 31: 100-123.
, . (2011). .
,
1/2011. : 54-63.
Arsenijevi, ., Savi, Z. (2011). Interdisciplinarity as a Key of Competitiveness
In Digital Age. Proceedings Knowledge, Education, Media. Novi
Sad: Faculty of Management.
Canton, J. (2006). The Extreme Future The Top Trends That Will Reshape the
World for the Next 5, 10, and 20 Years. New York: Dutton.
Drucker, P. F. (1969). Managements New Role. Harvard Business Review, 47
(6): 49-55.
Druskat, V. U., Wolff, S. B. (2001). Building The Emotional Intelligence f
Groups. Harvard Business Review, 79 (3): 81-90.
Earley, P. C, & Ang, S. (2003). Cultural Intelligence: Individual Interactions
Across Cultures. Palo Alto, Calif: Stanford University Press.
Earley, P. C, & Mosakowski, E. (2004). Cultural Intelligence. Harvard Business
Review, 82 (10): 139-140.
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York:
Basic Books.

70

Goleman, D. (2001a). The Emotionally Intelligent Workplace. San Francisco:


Jossey-Bass.
Goleman, D. (2006). Social Intelligence: The New Science of Social Relation-
ships. New York: Bantam Books.
Goleman, D. (2009). Ecological Intelligence: How Knowing the Hidden Impacts
of What We Buy Can Change Everything. New York: Broadway Business.
Goleman, D. Boyatzis, R., McKee, A. (2001b). Primal Leadership: The Hidden
Driver of Great Performance. Harvard Business School Press.
Hmlinen, R., Saarinen, E. (2004). Systems Intelligence Discovering a hid-
den competence in human action and organizational life. Systems Analy-
sis Laboratory Research Reports. Finland: Helsinki University of Tech-
nology.
Jordan, P. J., Lawrence, S.A. (2009). Emotional intelligence in Teams: Develop-
ment and initial validation of the Workgroup Emotional Intelligence Pro-
file Short Version (WEIP-S). Journal of Management & Organization,
15 (4): 452-469.
Maslow, A. (1954). Motivation and Personality. New York: Harper&Row.
, . (2008). , .
: .
, . . (2007). .
: .
Ridderstrle, J., Nordstrm, K. (2002). Funky Business. Stockholm: BookHouse
Publishing AB.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cogni-
tion, and Personality, 9: 185-211
Senge, P. (1990). The Fifth Discipline. New York: Doubleday Currancy.
Zohar, D., Marshall, I. (2000). SQ: Spiritual Intelligence, The Ultimate Intelli-
gence. London: Bloomsbury.
Zohar, D., Marshall, I. (2004). Spiritual Capital: Wealth We Can Live By. San
Francisco: Berrett-Koehler.

Jasmina Arsenijevi

CULTURAL INTELLIGENCE COMPETENCE FOR THE GLOBAL


INFORMATION SOCIETY

Summary

The increased mobility of working people, the increasing number of


interdisciplinary teams, the internationalization of education, as well as the
blossoming of new media and distance communication systems are constantly
bringing new challenges to an average person living in modern times. If people
are to learn to adjust to them all, they need to learn to act, communicate and
develop successful relationships in a multicultural environment, i.e. to develop
cultural intelligence.

71
2/2012.

This article presents the concept of cultural intelligence through an


introductory part which describes the socio-economic changes, then it offers
an outline of the research context in which this discipline appears, the article
continues with the defining of the term itself, its psychological and social nature,
gives its description as a communication competence, an introduction into the
development of cultural intelligence and the discussion of its importance in certain
professions. Finally, in the conclusion, some of the basic principles of cultural
intelligence are related to the management trends, such as the interdisciplinarity
of teams (especially virtual ones) and the multiculturality and diversity of human
resources.
Key words: cultural intelligence, competence, management, information
society.

72
* UDC 347.72.032
, UDC 005.3


: 07. VI 2012.
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, . (2009). . : .
, . (1998). . : .
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, . (2002). . :
.
Lawrence, B. C.(1995). Decision Making When Ethical Considerations Are In-
volved. Thousand Oaks: Sage Publications.
Mascarenas, A.J. O. (1995). Ehonerating Unethical Marketing Executive Behav-
iores: A Diagnostic Framework. Journal of Marketing, 2/1995.
Stark, A. (1993). Whats the Matter with Business Ethics? Harvard Business Re-
view, June 1993.
Hosmer, L.T. (1987). Ethics of Management. New York: Irwin.

Mira Vidakovi

SOCIAL RESPONSIBILITIES OF ENTREPRENEURS

Summary

Responsibility, denoting a probability that someone will be held responsible


for his actions or will face some kind of social sanction, is very complex notion
because this complexity includes not only the relation of man and society, but
also mans attitude towards himself. In this context, concept of responsibility is
comprised of several elements, as well as variety of responsibilities, depending on
criteria by which we assess the situation.
Social responsibility implies an obligation of entrepreneur to make an
adequate choice and carry out sufficient actions which will help out in the process
of achieving prosperity and other interests of community as well as those of the
organization. Research of ethics of corporate activities, roles that corporations
play in community and their social accountability became interesting during
sixties and seventies, which was promoted by different social movements that
criticized traditional way of management, based solely on achieving personal
interests and profit. That is why during eighties we witnessed an evolution of a
new concept, a concept of social responsibility. At the same time, many leaders
and entrepreneurs, as well as their workers, realized that their responsibility can
not and should not be associated only to their organization, but rather, it has to
expand to the whole society. This paper is concerned with the elements of social
responsibility, importance of social responsibility of an entrepreneur in the process
of organizing and operating in the scope of a modern society.
Key words: responsibility, social accountability, organization, entrepre
neur, society.

88
* UDC 028.8-053.2

: 28. VI 2012.
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2/2012.

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Milanka Maljkovi

PRECONDITIONS FOR CREATIVE READING

Summary

In the contemporary literary-scientific methodology, the interpretation of


a literary text is based on its priority for reading, and by reading we imply the
kind of reading which brings pleasure, contemplation and creation. Such a reading
is one of the key elements of modern-day literature classes, which is a fact that
has broad implications relating to the teaching of literature and to the teaching
process in general. That is why the main task of the native language teacher who

96

introduces pupils to reading is to train pupils to read as properly as their age would
allow it, and become active and competent readers. This means that they should
read a literary text and at the same time enjoy themselves, contemplate and create.
This is exactly how the two great writers and readers, Johan Wolfgang Goethe
and Ivo Andri imagined and described a reader. The only questions are what
we should do and how we should act in order to introduce our pupils to proper
reading and reach the quality we aspire.
Key words: beginning reading, creating, reasoning, child, teacher.

97
*1 UDC 37.036-053.4:78
,
: 31. VIII 2012.

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1.

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,

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Andrejevi, D. (2005). Rana intervencija u Evropi trendovi u 17 evropskih ze-


malja. Beograd: Zadubina Andrejevi.
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arts. International Journal of Education & the Arts, 9(11). Retrieved [22.
4. 2012.] from http://www.ijea.org/v9n11/
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dobi. Zbornik radova. Meditacija kao pomo u prevenciji i ranoj inter-
venciji poremeaja u ponaanju dece u predkolske djece (.21-33).
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Best, D. (1995). Collective, integrated arts: The expedient generic myth. Arts Ed-
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112

efer, J. (2005): Kreativne aktivnosti u tematskoj nastavi. Beograd: Institut za


pedagoka istraivanja.
evkui, S., efer, J. (2006). Akciono istraivanje novog pristupa nastavi
poznavanja drutva u etvrtom razredu osnovne kole. Nastava i vaspi-
tanje, . 3: 269-282.

Biljana Jeremi

INTEGRATIVE AND INTERDISCIPLINARY APPROACH IN


WORKING WITH PRESCHOOL CHILDREN IN THE DOMAIN OF
MUSIC EDUCATION

Summary

Preschool children participating in the educational process spend most


of their active time with their teachers. Many authors believe that the preschool
period is the period of the most turbulent psychosomatic development in a persons
lifetime. That is why we must enable preschool children to develop in the best
conditions possible and devote our attention to them within guided music education
activities. An integrative approach as a principle in the educational process makes
this possible within the music education classes. A teacher should at all times be
informed about the scientific innovations happening in the educational process in
general and the innovations directly related to the music education, and try to be
an active participant in these changes. That is why it is important that as many
teachers as possible get their academic degrees, and education that also gives
them competences in the domain of music education. Guided activities within
the methodology of music education are of special importance for the integrative
approach to a child. These activities affect the child integratively by developing
their cognitive, motoric, emotional and social abilities. The latest Protocol on the
preschool teachers professional development asks for the teacher to be an active
participant of the researches and show stronger competences. All that can enable a
closer interlinking of the profession and science in the pedagogical practice in the
future, which can contribute to establishing a firmer position of the music education
in the kindergarten and demarginalization of this domain. Positive changes in the
quality of preschool education could also be initiated by interdisciplinary teams of
experts in which a music pedagogue would hold an important position.
Key words: integrative approach, music education, preschool children,
teacher.

113
* UDC 371.3::51

, a : 05. IX 2012.

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Branko Prentovi

REASONING AND LOGICAL OPERATIONS AND THE


DEVELOPMENT OF BASIC MATHEMATICAL NOTIONS

Summary

In this article, we analyze the mutual influences of educational activities


on the forming of different mental operations (reasoning and logical) and the
educational work of developing basic mathematical notions. For this purpose,
we describe the following mental operations: seriation, analysis, synthesis,
comparison, classification, generalization, and we give sample tasks which
illustrate them. The tasks are mathematical and can be useful to teachers when
helping children develop their notions on concrete mathematical objects such as:
group, number, plane geometric shapes, etc.
Key words: number, group, triangle, reasoning and logical operations,
seriation, analysis, synthesis.

129
*
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UDC 371.315.7:004.42
O ,
: 20. VII 2012.

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Gordana Rackov

THE IMPORTANCE OF APPLYING


PERSONAL COMPUTERS IN MOTIVATING PUPILS

Summary

Learning is hard intellectual work and it is very hard to make someone


learn something if they do not want to. Therefore, motivation is a very important
factor for all learning and it must be constantly developed and encouraged in
different ways so the pupils could achieve the best possible results.
This article discusses the importance of pupils motivation, with a special
emphasis on the importance of using computers to motivate them. Application
of information-communication technologies in school contributes to pupils
intellectual activity because it raises the external dynamics of teaching, and
therefore increases motivation for learning. The use of computers in teaching and
extracurricular activities encourages creativity of education and all its processes.
In addition to that, its interaction and rapid feedback make the contents seem more
attractive and more appealing to pupils.
Key words: motivation, personal computer, educational software, con
temporary education.

142
* UDC 78.072:929 Vasiljevi M.
UDC 781.7 (497.11)
,
: 11. VI 2012.

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153
2/2012.

, . (1950). I.
. : .
, . (1953). . : .
, . (1955). II, . -
: .
, . (1955).
. , . 4-5: 145-157.
, . (1958).
. III : 199-209.
, . (1960). . :
.
, . (1965). . : .
, . (2003). . :
.
, . (1955). . , . 4-5:
145-157.
Pekkila, E. (2006). History, Geography and Diffusion: Ilmari Krohns Early In-
fluence on the Study of European Folk Music. Ethnomusicology Vol. 50,
No. 2: 353-359.

Dragana Stojanovi

VIEWS ON THE THEORY OF TONAL BASES OF MIODRAG


VASILJEVI WITH THE REVIEW OF ITS PLACE IN THE
DEVELOPMENT OF ETHNO-MUSICOLOGICAL RESEARCH OF
SCALE SYSTEMS IN THE TRADITIONAL MUSIC OF SOUTH SLAVIC
AREA SIXTY YEARS LATER

Summary

In the context of the development of ethnomusicology in Serbia and


Yugoslavia in the mid-twentieth century, the systematic field work, research
and theoretical work of Miodrag Vasiljevi holds an important place, especially
his theory of the tonal bases of traditional music of South Slavic area which,
because of its ambitious construction, has always provoked different responses in
professional field, and yet has maintained its attractiveness to ethnomusicologists.
This article describes and at the same time questions Vasiljevis theory of
tonal bases by analyzing it again sixty years after it was developed. The author
examines its elements, logical constructions and controversies, and at the same
time suggests the possibilities to review this theory in the context of contemporary
ethnomusicology.
Key words: tonal bases theory, traditional music, Miodrag Vasiljevi.

154
* UDC 394.3 (=163.41)

, : 10. VII 2012.



( )

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(, 2006; 2011)
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(, 2006: 315-351).
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2/2012.

3,
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-

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(Stojkovi,
1929; , 1951, 1953a, 1953b, 1980; Maleti, 1986; , 1983,
1964; , 1984, 1990, 2007; , 1996; , 1971).
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157
2/2012.

. (Stojkovi, 1029; Maleti, 1986; Dopua, 1953).



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(Stojkovi, 1929; Dopua, 1953; Maleti, 1986; , 1973: 100-
101).


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XIX (, 1894).
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(Rakoevi, 2011: 355), 8, 9,


(, 1949: 190-192), 10, -
11, 12, (,
2011), 13, (, 2011: 368),
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159
2/2012.

.14

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128-204).

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http://www.music.sanu.ac.rs/Dokumenta/Saradnici/IlijinMilica_CV.pdf
17
(. 4. . 151), (. 5. . 152),
(. 6. . 153-155), (. 18. 176-177),
(. 19. . 177), (. 21. 179-183), - (. 25. .
188), - (. 26. . 189), (. 27. .
189) - - (. 28. . 190-192),
- (. 30. . 193-198), - (. 32. . 200-
201), (. 33. . 202), (. 34. . 202-204).
(1949).

160

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( , 1949: 176-204 , 1991: 19-39).

1940. 1952.
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(, 2009).
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(, 124). ,
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19, 20, (, 1949:
151), (, 1949: 191-192),
(, 1949: 95), (, 1949: 152),
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, , , , 1952.
61. (, 2009: 124).
19
(1938) ; (1983: 107);
Rakoevi (2011: 336, 337, 338-340, 341-342, 343-346); (1934),
(1941) (1942) (); (1956)
, (1934) ; (1918)
.
20
(1918) ; (1994:
47).

161
2/2012.

(, 1994: 25-26), 21,


22
.

(, 2003: 47),
(, 2011: 76).

,

, , (
, 2011: 76).



.
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22
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162

, (, 1963; Dopua, 1953).


, -
-
, 23,
-
,
(, 1929).
,
(, 2005),
.
,
,

.

, . (2005).
XII XV . : .
49.
, . (2009). .
. : .
. .
, . (1980). . :
, . 30, . 3.
, . (1984). , -
. : -. : 191-314.
, . (1992). . .
.
, . (2007). , 1. .
.
, . (1994). . .
6. : .
: 13-76.
23

, .
,
. ,
, , ,
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. (, , )
... ,
(divide et impera )
(, 2006: 332-337).

163
2/2012.

, . (1994). ( ).
. .
. . : 75-84.
Dopua, J. (1951). Sistem razvrstavanja narodnih igara (plesova) Bosne i Herce-
govine po oblicima. Bilten Instituta za prouavanje folklora u Srajevu
1. Sarajevo: 21-31.
Dopua, J. (1953). Narodne igre kuprekog kraja. Bilten Instituta za proavanje
Folklora u Srajevu 2. Sarajevo: 161-200.
, . (1980). .
,
, XXXIV/1979, . : 43-72.
, . (1963). . 26.
: .
Zeevi, S. (1964). Ljeljenovo kolo. Folklor. Sv.
9-10. Beograd.
, . (1983). . : .
Zbirka srpskih, bunjevakih, maarskih, slovakih, rusinskih i rumunskih igara.
(bez godine izdanja). Novi Sad: Savez muzikih drutava Vojvodine:
3-26.
Ivanan, I. (1971). Folkor i scena. Prosvjetni sabor Hrvatske. Zagreb. Muzika
biblioteka.
, . (1929).
- (1703). .
. 50. : .
, . (1894). : . .
, . . (2006). . : Fenix Libris.
-, . (1996).
( ).
: .
, . (2009). , , . :
.
, . (1994). . .
. .
. : 7-48.
, ., , . ., , . (1998).
. : , .
Maleti, A. (1986). Knjiga o plesu. Zagreb: Kulturno-prosvjetni sabor Hrvatske.
, ., , ., , . (1994).
.
. .
. : 73-74.
, . (1973). . , 14.
: .
, . (1991). , . .
1. . . :
, : 97-140.

164

Rakoevi, S. (2011). Igre plesnih struktura Tradicionalna igra i muzika za


igru Srba u Banatu u svetlu uzajmnih uticaja. Fakultet muzike umetnos-
ti u Beogradu. Etnomuzikoloke studije disertacije. Beograd. Sveska
2/2011.
Stojkovi, M. (1929). Oposun, naoposun, i trokratno naoposun okretanje.
Zbornik za narodni ivot junih Slavena. br. 27. Zagreb: 25-41.
, . (2003). .
. COMP-PRESS.KFT. .
, . (2006). . :
.

Gordana Roganovi

SPATIAL ORIENTATION OF MOVEMENT IN DANCES OF NATIVE SERBS


IN VOJVODINA (ON THE EXAMPLES OF SMALL AND LARGE KOLO)

Summary

In the material collected from the existing ethno-coreological literature on


native Serbs in Vojvodina and from our own field researches, we have found data
which lead us to believe there existed a different practice in performing traditional
dances, with the spatial orientation of movement (the direction of moving while
dancing) to the left. If we compare the written data of older authors who worked
in the first half of the 20th century and the data from the second half of the 20th
century, we can see how the spatial orientation of movement changed in time: the
former practice of dancing the Small kolo and moving to the left turned around
and the right side was generally accepted. On the other hand, the Large kolo, with
its direction of movement to the left is maybe the only surviving trace of the
formerly practiced spatial orientation following the left arm, and moving clock-
wise.
Key words: right and left side, Large kolo and Small kolo, good and bad,
positive and negative, direction or the course of movement, spatial orientation.

165

J *1 UDC 373.3/.4:336 (497.11)

: 09. IX 2012.
,


,

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,
.
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1.
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(, 2005).

. -
, , , ,
, , -
, -
, (Karaman Aksentije-
1* jozef.kabok@vojvodina.gov.rs
2/2012. ,

vi, Denona Bogovi, Jei, 2006).


,


(, , 2010).
(
, 2011) ()
2009. , 119,4
,
4,4 %.
,
, 7,3
% 6,0 % ,
, 5,6 %, 4,5 %
4,3 %,
2,7 % (Eurostat, 2009).
,
.
,
, (
, 2011), 2009/2010. , 3.505 ,
31.015 , 606.321 ,
,
, 38.413 . (
, 2011), , 537
, 8.570 , 160.909 ,

10.464 .
,
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171
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1
, 2007. 2010.


2007 7.381.579 68.102 102.805 -34.703
2008 7.350.222 69.083 102.711 -33.628
2009 7.320.087 70.299 104.000 -33.701

2010 7.291.436 68.304 103.211 -34.907

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2006/7., 2007/8., 2008/9. 2009/10. .
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175
2/2012. ,

. . / 2006/7. 2007/8. 2008/9. 2009/10.


1.
169.361 165.805 162.981 160.909

%
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%
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%
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177
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17 %, 20 % 22 % , 3 %, 4 % 6 %
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2014/2015. ,
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. ,


.

Glen, J., Nellis, G., J. (2010) The Price You Pay: The Impact of State - Funded
Secondary School Performance on Residential Property Values in Eng-
land, Panekonomikus, LVII, . 4, . 405-428.
Eurostat (2009) <http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-
QA-09-036/EN/KS-QA-09-036-EN.PDF > 30.06 2012.
, ., , . (2010) , Management,
57, . 5-13.
, . (2011) :
,
:
, , 27. 2011. , -
, UDC 373.3/.5.057(497.11).
179
2/2012. ,

Karaman Aksentijevi, N., Denona Bogovi N., Jei, Z. (2006) Education, po-
verty and income inequality in the Republic of Croatia, Zbornik radova
Ekonomskog fakulteta Rijeka, , 24, .1, . 19-37.
Ka, ., . (2005) ,
, ,
, 1, . 5-19.
(-
.42/1993).
(2011) ,
.
, . (2012) -
, , VII ,
1, . 11-24.
(
72/2009 - ).
, ., , ., , . (2010)
,
, . 23, . 15-21.

Joef Kabok
Karolina Lendak Kabok

THE DECREASE IN THE NUMBER OF PUPILS AS A FACTOR


IN THE FINANCING OF ELEMENTARY EDUCATION IN THE
REPUBLIC OF SERBIA

Summary

The article analyzes the application of the current model of financing


elementary education from the aspect of demographic changes, namely the decrease
in the number of pupils in the Republic of Serbia, and especially in the Autonomous
Province of Vojvodina. The goal of the research was to use the available data for
determining the influence of the current financing models and budget planning
methodology to the amount and the dynamics of financing each pupil from the
state budget. The research results show that the model of financing applied in the
Republic of Serbias elementary education is not elastic towards demographic
changes, since the decrease in the number of pupils in elementary schools has not
caused a proportional decrease in the funds allocated to elementary education from
the state budget. In the conditions of constant decrease of the number of elementary
school pupils, if the current financing model is applied the amount of budget funds
per pupil is enlarged faster than the whole elementary education budget. These
facts and data indicate the need for applying a new model of financing elementary
education in the Republic of Serbia. This new model should be based on financing
education per pupil and thus improve the quality of the educational process.
Key words: elementary education, financing model, demographic changes,
pupil.

180
* UDC 371.13
UDC 37.014.5

,
: 18. VII 2012.

: 130 (
) ,
, ,

.

,
.

.
: , ,
.

1.

.
XX ,
,
-
.
.
() ,
, , , , (, 1996: 15).
, -
.
-
, status quo.
--
.
, ,
(ibidem).

*srbislavapavlov@yahoo.com
2/2012.

Status quo ,
.
, ,
(John, P.), ,
,
.
,
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.
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.
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: 1)
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; 2)

; 3)
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; 5)
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,
(: , 2005: 609).

,

.
- (Sparks and Loucks-Horsly)

: 1)
; 2)
,
; 3) ; 4)
; 5)
, ,
(ibidem).

, ,
.

182

,
, .

.
, ,
.
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, ,
(. implicit theories) (. implicit be
liefs). ,
.
,
, ,
(, 2002: 84).

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, (, 1997: 410).
.

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(, 2005).
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(, 1997: 411).
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183
2/2012.

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.
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130 46 0,90


130 66 0,93

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XXI (2005: 928-929) .
185
2/2012.

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Cronbach-Alpha
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= 0,85,
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0,469, R2 0,220, 22%

186

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0,516b,
Rb2 je 0,267, 27%

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0,555, Rc2 = 0,309, 31%

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187
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Srbislava Pavlov

TEACHERS COMMITMENT TO CHANGE IN RELATION TO THE


POSITION PUPILS HOLD IN THE CURRICULUM

Summary

In this research, the author has worked with the sample of 130 teachers
(upper and lower grade) from Northern Banat, specifically the municipalities
of Kikinda, oka and Novi Kneevac, in an attempt to test the hypothesis of a
statistically relevant connection between the teachers commitment to change and
the position the pupils hold in the curriculum. After applying regressive analysis
we were able to determine which predictor variables define our dependent
variable Commitment to change, and we noticed that the attitudes related to the
variable Approach to pupils stood out in the first model. A significant finding of
this research is the fact that our teachers are committed to change and well aware
of the importance of each pupils personality and individuality.
Key words: teacher, commitment to change, pupils position.

191
* UDC 37.036:792-053.5

: 28. VIII 2012.

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204
:

Milo Latinovi

THEATER IN SCHOOL: EDUCATION AND CREATION

Summary

The topic Theater and school; text selection, dramaturgical interventions


and casting, is a theoretical attempt focused on preparing and training teachers for
performing several very important phases of preparing a theatrical performance
with school children. The description of the activities and the steps taken in this
process, preparation of the creative activities, as well as other peoples experiences
applicable in certain work methods, all imply the comprehensiveness of theatrical
creation and its educational elements which can help improve the educational
process. The basic motive is to put the work done in a theatre troop into the
function of the school system which is, regardless of all the innovations and new
technologies, still functioning at the level of authority. Work with a theatre troop
affects a childs conscience and the shaping of his/her ethical and esthetical being.
Also, the prism of working with a theatrical troop reflects multidicsciplinarity, i.e.
correlation of subjects, from literature and history to physical education. One of
the most important aspects of this method is the insistence on the work continuum,
i.e. the process itself which is defined as a unique artistic search and thus made
equal to the preparations and actions performed in professional theatre.
Key words: school yard, educating children and teachers, group activity,
process, artistic search.

205
*1 UDC 371.3

: 18. VI 2012.
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Slobodan Bala

HOW TO PREPARE FOR A FOLK TRADITION CLASS (STUDY)

Summary

The pupils are introduced to the basic principles and rules of accom
modation and living in the past and in present and given the opportunity to
compare the life in a country household to a modern environment, as well as to
find the differences between the rural and the urban identity while accepting and
promoting the idea that differences are the cultural wealth of the world, which can
open up the way towards the society of knowledge and competencies in which a
special place and role are given to the teaching practice.
Learning about oneself through mutual connecting and cooperation with
others is based on an interactive theory of psychological development, according to
which social interaction is the basic constructive factor of the pupils development
and an incentive for further development of their social knowledge.
By discovering the causes of changes, by working and producing in a
team, by adjusting ones own opinions to the group with the purpose of finding
a mutual solution, pupils get connected and they cooperate, creatively discover
the world around them and it results in an interest and openness to the others and
different.
219
The article focuses on the comparative method and learning through
experience as an important methodical determinant of education, i.e. the shaping
and understanding of personal, authentic experiences which the pupils were able
to gather on a farm they visited while exchanging attitudes within a group.
Keeping in mind the importance of constant improving of the teaching
practice, this article represents an integration of theory and practice, aiming to
inspire new ideas for improving the teaching process as well as further development
of the didactic theory and possible questioning of the theoretical knowledge in the
actual pedagogical learning space.
Key words: teaching process, folk tradition, pupil, teacher, education.

220


: 10. VII 2012.

THE PRINT CONECTION 2010



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( ),
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: Opai, Zorana. Odrastanje u multikulturalnim sredi-
nama u srpskoj knjievnosti za decu i mlade. Detinjstvo <http://www.
komunikacija.org.rs/komunikacija/casopisi/Detinjstvo/XXXV_4/index_
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(tamaragrujic77@gmail.com
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234

VII, 2.
2012.


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Prof. dr Mihai Radan (Filoloki, istorijski i teoloki fakultet, Departman


za moderne jezike i knjievnost, Srpski i hrvatski jezik i knjievnost, Zapadni
univerzitet, Temivar, Rumunija), prof. dr Mihaela Rducea (Fakultet za soci
ologiju i psihologiju, Departman nauke o vaspitanju, Zapadni univerzitet, Te
mivar, Rumunija), prof. dr Mitja Krajnan (Pedagoki fakultet, Univerzitet u
Ljubljani, Slovenija), prof. dr Marela Batisti Zorec (Pedagoki fakultet, Uni
verzitet u Ljubljani, Slovenija), prof. dr Robi Krofli (Filozofski fakultet, Odsek
za pedagogiju i andragogiju, Univerzitet u Ljubljani, Slovenija), prof. dr Arjana
Miljak (Filozofski fakultet, Sveuilite u Zagrebu, Hrvatska), dr Dejan Mihajlovi
(Institute of Tehnology Monterrey in Siudad, Mexico), prof. dr Zoran Trpunec,
dekan (Fakultet za menadment resursa CKM, Sveuilite Hercegovina, Mostar,
BiH), doc. dr Goran Sui (Filozofski fakultet, Sveuilite u Splitu, Hrvatska),
doc. dr eljko Poega (Ekonomski fakultet, Osijek, Hrvatska), prof. dr Vesna
Bedekovi, dekan (Visoka kola za menadment i turizam, Virovitica, Hrvatska).


57, 23300
vsov@businter.net
www.vaspitacka.edu.rs


300

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CIP -
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371.3(082)


/
. - 2008 - . - : , 2009 - . - 24 cm

. - :

ISSN 2217-5725
COBISS.SR - ID 263951879