Teachers' styles of resolving interpersonal conflicts with students in elementary schools
Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Bulić Aid [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch ; srp |
| Erschienen: |
2018 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Specijalna Edukacija i Rehabilitacija - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017, 17(2018), 4, Seite 419-438 |
|---|---|
| Übergeordnetes Werk: |
volume:17 ; year:2018 ; number:4 ; pages:419-438 |
| Links: |
|---|
| Katalog-ID: |
DOAJ03243488X |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ03243488X | ||
| 003 | DE-627 | ||
| 005 | 20230307170246.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230226s2018 xx |||||o 00| ||eng c | ||
| 035 | |a (DE-627)DOAJ03243488X | ||
| 035 | |a (DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng |a srp | ||
| 050 | 0 | |a LC8-6691 | |
| 100 | 0 | |a Bulić Aid |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Teachers' styles of resolving interpersonal conflicts with students in elementary schools |
| 264 | 1 | |c 2018 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. | ||
| 650 | 4 | |a teacher | |
| 650 | 4 | |a conflict | |
| 650 | 4 | |a conflict resolution style | |
| 650 | 4 | |a student | |
| 653 | 0 | |a Special aspects of education | |
| 773 | 0 | 8 | |i In |t Specijalna Edukacija i Rehabilitacija |d Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017 |g 17(2018), 4, Seite 419-438 |w (DE-627)77728751X |w (DE-600)2754034-0 |x 24061328 |7 nnns |
| 773 | 1 | 8 | |g volume:17 |g year:2018 |g number:4 |g pages:419-438 |
| 856 | 4 | 0 | |u https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4 |z kostenfrei |
| 856 | 4 | 0 | |u https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/1452-7367 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2406-1328 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 912 | |a GBV_ILN_11 | ||
| 912 | |a GBV_ILN_20 | ||
| 912 | |a GBV_ILN_22 | ||
| 912 | |a GBV_ILN_23 | ||
| 912 | |a GBV_ILN_24 | ||
| 912 | |a GBV_ILN_39 | ||
| 912 | |a GBV_ILN_40 | ||
| 912 | |a GBV_ILN_60 | ||
| 912 | |a GBV_ILN_62 | ||
| 912 | |a GBV_ILN_63 | ||
| 912 | |a GBV_ILN_65 | ||
| 912 | |a GBV_ILN_69 | ||
| 912 | |a GBV_ILN_70 | ||
| 912 | |a GBV_ILN_73 | ||
| 912 | |a GBV_ILN_74 | ||
| 912 | |a GBV_ILN_95 | ||
| 912 | |a GBV_ILN_105 | ||
| 912 | |a GBV_ILN_110 | ||
| 912 | |a GBV_ILN_151 | ||
| 912 | |a GBV_ILN_161 | ||
| 912 | |a GBV_ILN_213 | ||
| 912 | |a GBV_ILN_230 | ||
| 912 | |a GBV_ILN_285 | ||
| 912 | |a GBV_ILN_293 | ||
| 912 | |a GBV_ILN_370 | ||
| 912 | |a GBV_ILN_602 | ||
| 912 | |a GBV_ILN_2014 | ||
| 912 | |a GBV_ILN_2044 | ||
| 912 | |a GBV_ILN_2086 | ||
| 912 | |a GBV_ILN_4012 | ||
| 912 | |a GBV_ILN_4037 | ||
| 912 | |a GBV_ILN_4112 | ||
| 912 | |a GBV_ILN_4125 | ||
| 912 | |a GBV_ILN_4126 | ||
| 912 | |a GBV_ILN_4249 | ||
| 912 | |a GBV_ILN_4305 | ||
| 912 | |a GBV_ILN_4306 | ||
| 912 | |a GBV_ILN_4307 | ||
| 912 | |a GBV_ILN_4313 | ||
| 912 | |a GBV_ILN_4322 | ||
| 912 | |a GBV_ILN_4323 | ||
| 912 | |a GBV_ILN_4324 | ||
| 912 | |a GBV_ILN_4325 | ||
| 912 | |a GBV_ILN_4326 | ||
| 912 | |a GBV_ILN_4338 | ||
| 912 | |a GBV_ILN_4367 | ||
| 912 | |a GBV_ILN_4700 | ||
| 951 | |a AR | ||
| 952 | |d 17 |j 2018 |e 4 |h 419-438 | ||
| author_variant |
b a ba |
|---|---|
| matchkey_str |
article:24061328:2018----::ecestlsfeovnitresnlofitwtsue |
| hierarchy_sort_str |
2018 |
| callnumber-subject-code |
LC |
| publishDate |
2018 |
| allfields |
(DE-627)DOAJ03243488X (DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4 DE-627 ger DE-627 rakwb eng srp LC8-6691 Bulić Aid verfasserin aut Teachers' styles of resolving interpersonal conflicts with students in elementary schools 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. teacher conflict conflict resolution style student Special aspects of education In Specijalna Edukacija i Rehabilitacija Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017 17(2018), 4, Seite 419-438 (DE-627)77728751X (DE-600)2754034-0 24061328 nnns volume:17 year:2018 number:4 pages:419-438 https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4 kostenfrei https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf kostenfrei https://doaj.org/toc/1452-7367 Journal toc kostenfrei https://doaj.org/toc/2406-1328 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2018 4 419-438 |
| spelling |
(DE-627)DOAJ03243488X (DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4 DE-627 ger DE-627 rakwb eng srp LC8-6691 Bulić Aid verfasserin aut Teachers' styles of resolving interpersonal conflicts with students in elementary schools 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. teacher conflict conflict resolution style student Special aspects of education In Specijalna Edukacija i Rehabilitacija Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017 17(2018), 4, Seite 419-438 (DE-627)77728751X (DE-600)2754034-0 24061328 nnns volume:17 year:2018 number:4 pages:419-438 https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4 kostenfrei https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf kostenfrei https://doaj.org/toc/1452-7367 Journal toc kostenfrei https://doaj.org/toc/2406-1328 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2018 4 419-438 |
| allfields_unstemmed |
(DE-627)DOAJ03243488X (DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4 DE-627 ger DE-627 rakwb eng srp LC8-6691 Bulić Aid verfasserin aut Teachers' styles of resolving interpersonal conflicts with students in elementary schools 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. teacher conflict conflict resolution style student Special aspects of education In Specijalna Edukacija i Rehabilitacija Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017 17(2018), 4, Seite 419-438 (DE-627)77728751X (DE-600)2754034-0 24061328 nnns volume:17 year:2018 number:4 pages:419-438 https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4 kostenfrei https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf kostenfrei https://doaj.org/toc/1452-7367 Journal toc kostenfrei https://doaj.org/toc/2406-1328 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2018 4 419-438 |
| allfieldsGer |
(DE-627)DOAJ03243488X (DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4 DE-627 ger DE-627 rakwb eng srp LC8-6691 Bulić Aid verfasserin aut Teachers' styles of resolving interpersonal conflicts with students in elementary schools 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. teacher conflict conflict resolution style student Special aspects of education In Specijalna Edukacija i Rehabilitacija Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017 17(2018), 4, Seite 419-438 (DE-627)77728751X (DE-600)2754034-0 24061328 nnns volume:17 year:2018 number:4 pages:419-438 https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4 kostenfrei https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf kostenfrei https://doaj.org/toc/1452-7367 Journal toc kostenfrei https://doaj.org/toc/2406-1328 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2018 4 419-438 |
| allfieldsSound |
(DE-627)DOAJ03243488X (DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4 DE-627 ger DE-627 rakwb eng srp LC8-6691 Bulić Aid verfasserin aut Teachers' styles of resolving interpersonal conflicts with students in elementary schools 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. teacher conflict conflict resolution style student Special aspects of education In Specijalna Edukacija i Rehabilitacija Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017 17(2018), 4, Seite 419-438 (DE-627)77728751X (DE-600)2754034-0 24061328 nnns volume:17 year:2018 number:4 pages:419-438 https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4 kostenfrei https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf kostenfrei https://doaj.org/toc/1452-7367 Journal toc kostenfrei https://doaj.org/toc/2406-1328 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2018 4 419-438 |
| language |
English |
| source |
In Specijalna Edukacija i Rehabilitacija 17(2018), 4, Seite 419-438 volume:17 year:2018 number:4 pages:419-438 |
| sourceStr |
In Specijalna Edukacija i Rehabilitacija 17(2018), 4, Seite 419-438 volume:17 year:2018 number:4 pages:419-438 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
teacher conflict conflict resolution style student Special aspects of education |
| isfreeaccess_bool |
true |
| container_title |
Specijalna Edukacija i Rehabilitacija |
| authorswithroles_txt_mv |
Bulić Aid @@aut@@ |
| publishDateDaySort_date |
2018-01-01T00:00:00Z |
| hierarchy_top_id |
77728751X |
| id |
DOAJ03243488X |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ03243488X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307170246.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2018 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ03243488X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield><subfield code="a">srp</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LC8-6691</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Bulić Aid</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Teachers' styles of resolving interpersonal conflicts with students in elementary schools</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2018</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">conflict</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">conflict resolution style</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">student</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Special aspects of education</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Specijalna Edukacija i Rehabilitacija</subfield><subfield code="d">Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017</subfield><subfield code="g">17(2018), 4, Seite 419-438</subfield><subfield code="w">(DE-627)77728751X</subfield><subfield code="w">(DE-600)2754034-0</subfield><subfield code="x">24061328</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:17</subfield><subfield code="g">year:2018</subfield><subfield code="g">number:4</subfield><subfield code="g">pages:419-438</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1452-7367</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2406-1328</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">17</subfield><subfield code="j">2018</subfield><subfield code="e">4</subfield><subfield code="h">419-438</subfield></datafield></record></collection>
|
| callnumber-first |
L - Education |
| author |
Bulić Aid |
| spellingShingle |
Bulić Aid misc LC8-6691 misc teacher misc conflict misc conflict resolution style misc student misc Special aspects of education Teachers' styles of resolving interpersonal conflicts with students in elementary schools |
| authorStr |
Bulić Aid |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)77728751X |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
DOAJ |
| remote_str |
true |
| callnumber-label |
LC8-6691 |
| illustrated |
Not Illustrated |
| issn |
24061328 |
| topic_title |
LC8-6691 Teachers' styles of resolving interpersonal conflicts with students in elementary schools teacher conflict conflict resolution style student |
| topic |
misc LC8-6691 misc teacher misc conflict misc conflict resolution style misc student misc Special aspects of education |
| topic_unstemmed |
misc LC8-6691 misc teacher misc conflict misc conflict resolution style misc student misc Special aspects of education |
| topic_browse |
misc LC8-6691 misc teacher misc conflict misc conflict resolution style misc student misc Special aspects of education |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Specijalna Edukacija i Rehabilitacija |
| hierarchy_parent_id |
77728751X |
| hierarchy_top_title |
Specijalna Edukacija i Rehabilitacija |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)77728751X (DE-600)2754034-0 |
| title |
Teachers' styles of resolving interpersonal conflicts with students in elementary schools |
| ctrlnum |
(DE-627)DOAJ03243488X (DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4 |
| title_full |
Teachers' styles of resolving interpersonal conflicts with students in elementary schools |
| author_sort |
Bulić Aid |
| journal |
Specijalna Edukacija i Rehabilitacija |
| journalStr |
Specijalna Edukacija i Rehabilitacija |
| callnumber-first-code |
L |
| lang_code |
eng srp |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2018 |
| contenttype_str_mv |
txt |
| container_start_page |
419 |
| author_browse |
Bulić Aid |
| container_volume |
17 |
| class |
LC8-6691 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Bulić Aid |
| title_sort |
teachers' styles of resolving interpersonal conflicts with students in elementary schools |
| callnumber |
LC8-6691 |
| title_auth |
Teachers' styles of resolving interpersonal conflicts with students in elementary schools |
| abstract |
Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. |
| abstractGer |
Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. |
| abstract_unstemmed |
Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 |
| container_issue |
4 |
| title_short |
Teachers' styles of resolving interpersonal conflicts with students in elementary schools |
| url |
https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4 https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf https://doaj.org/toc/1452-7367 https://doaj.org/toc/2406-1328 |
| remote_bool |
true |
| ppnlink |
77728751X |
| callnumber-subject |
LC - Social Aspects of Education |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| callnumber-a |
LC8-6691 |
| up_date |
2024-07-04T01:11:50.345Z |
| _version_ |
1803608926817615872 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ03243488X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307170246.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2018 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ03243488X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJdd4bae6a9b1449dab96c8bedc0cc11c4</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield><subfield code="a">srp</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LC8-6691</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Bulić Aid</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Teachers' styles of resolving interpersonal conflicts with students in elementary schools</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2018</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Teachers' styles of resolving conflicts with students are at the same time behavioral examples which students observe and might adopt. Depending on the nature of the conflict resolution i.e. if it is constructive or destructive in nature, they can represent protective factors or factors of risk in students' development. With regard to that, the aim of our research was to determine conflict resolution styles that teachers use at schools and examine possible differences in those styles in regard to teachers' gender, age and length of service. The sample consisted of 116 teachers from seven elementary schools based in the city of Tuzla. The instruments used in this research were: a questionnaire with questions about gender, age and length of service, and a modified scale for measuring conflict resolution styles ROCHI-II (Rahim, 1983). The findings of this research show that constructive conflict resolution styles are used more often than destructive ones. No significant differences in styles were observed with regard to gender or age, but there were significant differences with regard to the length of service. More experienced teachers used adaptive style more often when resolving conflicts with students. The findings have shown that the democratization processes and constructive communication between teachers and students are more frequent and represent a protective factor against disorders in students' behavior. However, rare occurrences of destructive conflict resolution styles, as risk factors for disorders in students' behavior, are a sign that further education in the field of educational communication is needed, while taking into account differences between teachers' styles depending on the length of service.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">conflict</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">conflict resolution style</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">student</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Special aspects of education</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Specijalna Edukacija i Rehabilitacija</subfield><subfield code="d">Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017</subfield><subfield code="g">17(2018), 4, Seite 419-438</subfield><subfield code="w">(DE-627)77728751X</subfield><subfield code="w">(DE-600)2754034-0</subfield><subfield code="x">24061328</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:17</subfield><subfield code="g">year:2018</subfield><subfield code="g">number:4</subfield><subfield code="g">pages:419-438</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/dd4bae6a9b1449dab96c8bedc0cc11c4</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2018/1452-73671804419B.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1452-7367</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2406-1328</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">17</subfield><subfield code="j">2018</subfield><subfield code="e">4</subfield><subfield code="h">419-438</subfield></datafield></record></collection>
|
| score |
7.399088 |