Using focus groups to give voice to school underachievers by Džinović Vladimir

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Mathematics and science teachers’ beliefs about innovations in teaching: A qualitative study by Džinović Vladimir

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Focus groups: From collecting data to critical pedagogical practice by Pavlović Jelena, Džinović Vladimir

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Cooperation in teaching: The effects of implementing the “trefoil” model by Džinović Vladimir, Marušić Milica

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“I am tilting at windmills”: Tensions in teacher professional identity from the perspective of the model of the agonistic self by Džinović Vladimir, Grbić Sanja, Vesić Dragan

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The challenges of school practitioners’ expectations of school-university and school-institute cooperation by Džinović Vladimir, Gutvajn Nikoleta, Đević Rajka

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The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement by Džinović Vladimir, Đević Rajka, Đerić Ivana

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The role of absenteeism in the prediction of math achievement on the basis of self-concept and motivation: TIMSS 2015 in Serbia by Vesić Dragan, Džinović Vladimir, Mirkov Snežana

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Theoretical assumptions underlying discursive and narrative approaches in psychology by Pavlović Jelena, Džinović Vladimir, Milošević Nikoleta

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Teachers’ perceptions of factors impeding school improvement in Serbia by Jošić Smiljana, Džinović Vladimir, Ćirović Ivana

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Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils? by Malinić Dušica, Džinović Vladimir, Jakšić Ivana M.

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