APA 6th Edition Buljubašić Kuzmanović, V. (2009). Kooperativno učenje kao indikator kvalitete odgoja i obrazovanja. Život i škola, LV (21.), 50-57. Retrieved from https://hrcak.srce.hr/37081
MLA 8th Edition Buljubašić Kuzmanović, Vesna. "Kooperativno učenje kao indikator kvalitete odgoja i obrazovanja." Život i škola, vol. LV, no. 21., 2009, pp. 50-57. https://hrcak.srce.hr/37081. Accessed 15 May 2021.
Chicago 17th Edition Buljubašić Kuzmanović, Vesna. "Kooperativno učenje kao indikator kvalitete odgoja i obrazovanja." Život i škola LV, no. 21. (2009): 50-57. https://hrcak.srce.hr/37081
Harvard Buljubašić Kuzmanović, V. (2009). 'Kooperativno učenje kao indikator kvalitete odgoja i obrazovanja', Život i škola, LV(21.), pp. 50-57. Available at: https://hrcak.srce.hr/37081 (Accessed 15 May 2021)
Vancouver Buljubašić Kuzmanović V. Kooperativno učenje kao indikator kvalitete odgoja i obrazovanja. Život i škola [Internet]. 2009 [cited 2021 May 15];LV(21.):50-57. Available from: https://hrcak.srce.hr/37081
IEEE V. Buljubašić Kuzmanović, "Kooperativno učenje kao indikator kvalitete odgoja i obrazovanja", Život i škola, vol.LV, no. 21., pp. 50-57, 2009. [Online]. Available: https://hrcak.srce.hr/37081. [Accessed: 15 May 2021]
Abstracts In a quality school the importance of individual work and competition is
reduced while greater emphasis is placed on team work and cooperation. Cooperative
learning, team work and cooperation are considered to be the most important principles,
crucial for the success in the 21st century (Greene, 1996). Based on these assumptions,
the aim of the paper is to examine whether cooperative learning can be confirmed as a
significant indicator of a good quality teaching and whether it may positively influence
the relationships and processes within a group, in particular among six graders (N = 69)
and eight graders (N = 78) in one primary school in Osijek.
The results of the research showed that cooperative learning, as an indicator of
educational quality, is evident in the school environment, interaction and
communication as well as in the students' more efficient relationship towards
themselves, the others and the community in general. When it comes to the educational
process, the indicators of quality mostly relate to the relationships, readiness to help and
cooperate, socializing and peer acceptance as well as one's own responsibility for
learning. According to the sudents' responses, cooperative learning is perceived as
interesting and useful leading to a relaxed atmosphere whereby the students may
overcome their fears of negative evaluation and school failure.