Milan Stančić
Biographic Data
| ID | 6156712 |
|---|---|
| NAME | Milan Stančić |
| GIVEN NAMES | Milan |
| FAMILY NAME | Stančić |
| SIGNATURE | STANČIĆ M |
| AFFILIATIONS | University of Belgrade |
| ORCID | 0000-0002-3286-6381 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Peer feedback in higher education
Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effe…
Peer assessment as a learning and self-assessment tool
This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students’ learning, but they also formed part of the formal grading of the course assignment. Thus, the research aimed to explore the students’ experiences with these activities in this specific learning situation – which benefits they perc…
Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effe…
Peer assessment as a learning and self-assessment tool
This paper presents the findings of a four-year mainly qualitative study of peer and self-assessment in university teaching. Peer and self-assessment activities were introduced with the intention of supporting students’ learning, but they also formed part of the formal grading of the course assignment. Thus, the research aimed to explore the students’ experiences with these activities in this specific learning situation – which benefits they perc…
Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effe…
Peer feedback in higher education
Mathematics education (3 works) · Psychology (3 works) · Peer feedback (2 works) · Political science (2 works) · Reflective Practices in Education (2 works) · Social Psychology (2 works) · Student Assessment and Feedback (2 works) · Academic achievement (1 work) · Autonomy (1 work) · Communication (1 work)