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SummaryIn the mid-19th century Vuk Stefanović Karadžić collected folk tales in the broader South-Slavic region and published them in a collection titled Serbian Folk Tales. Folk fairy tales make the major part of the collection. In this paper, the authors determine the folk fairy tale structure according to the methodology proposed by Vladimir Propp in the Morphology of the Folktale. The aim of the paper is to investigate, whether these fairy tales can be fully described using Propp’s Morphology. Propp’s model of the meta-folk fairy tale was developed inductively based on a rich, comprehensive, yet limited, corpus of Russian folk fairy tales, which opens up space for further testing of the proposed model.The hypothesis was set that the analyzed folk fairy tales completely conform to the plot structure of the meta-folk fairy tale with a maximum of 31 functions as proposed by Propp. The hypothesis is grounded in: 1. the time when the folktales were collected (mid-19th century, the same time as the Russian collection analyzed by Propp) and 2. the similarity of the South Slavic peoples with the peoples of the Slavic East.However, after categorial and structural analyses of the corpus were performed, it was clear that the hypothesis could not be accepted in its entirety. In the analyzed folk fairy tales, no new functions were found as compared to the 31 functions identified by Propp, but some of these functions were altered as compared to those to be expected in folk tales. This alteration occurred not only regarding the changed order of functions, assimilation and cases of dual morphological meanings of functions, but also in terms of the fantastic category of the marvelous, which is the core feature of the fairy tale genre, whose nature was changed. The study identified the rationalization of some magical motifs, which partially mitigates the quality of the miraculous in the fairy tale and found out that, in some cases, the marvelous was mitigated and “shifted” towards the (merely) fantastic. This was achieved by introducing oniric elements. One of the important conclusions of our study of the fairy tale is that these fairy tales, although labeled as folk tales, feature significant authorial intervention.

Our aim in this study was to determine students’ and teachers’ attitudes towards cheating in assessing students’ performance. We used mixed methodology and the main research method was a case study. We aimed to describe how our respondents: 1. recognize ethical misconduct (EM) in several situations given through case studies, 2. understand the roles of each subject involved, 3. predict consequences of the EM and how they understand its possible causes, 4. create individual answers to EM or resolve problem situations. The research sample of students (120) includes participants from three basic study programs and two postgraduate programs in the field of education. A sample of teachers (42) was obtained from a number of faculties by random selection. Our respondents have identified most forms of EM reasonably well, although in some situations, the respondents recognized other errors (poor organization of time for learning, professors’ strict deadline for paper submission, etc.) as EM. Therefore, the issues of ethics are not completely clear to all respondents, which leads to the conclusion that universities must organize training in this field. Both groups of respondents understand EM in a similar way, and whether it is a professor or a student (or students) who commits EM has not affected their responses. Our results suggest that it is necessary to work on the prevention of fraud by discussing the consequences (especially the long-term ones, which were not considerably discussed in the comments), by learning ethical reasoning, by developing functional strategies of learning for the purpose of preventing fraud.

Over the last several decades, the issue of academic integrity has emerged as one of the major concerns of higher education institutions throughout the world. Amongst different strategies for combating academic dishonesty, educational interventions in the form of online tutorials are becoming increasingly popular. In this paper, we empirically examine, using a sample of Montenegrin students and the matching method, the relation between online tutorials and four forms of student misconduct, namely cheating, plagiarism, fabrication or falsification, and aiding and abetting academic dishonesty. In addition, we examine whether students that received the certificate after passing an academic integrity test in online tutorial perceived different forms of academic misconduct more seriously than students who participated in the online tutorial but did not receive the certificate. Our results indicate that online tutorial can be useful for enhancing students’ awareness of certain types of academic dishonesty (cheating, fabricating/falsifying, and aiding/abetting), while for others (plagiarism), it remains ineffective. Similarly, we found that getting a certificate after completing tutorial did not amplify students’ attitudes towards certain dishonest behaviors (cheating or fabrication/falsification), but it enhanced students’ perceived seriousness of plagiarism and aiding/abetting dishonesty. The result of this analysis may have important implications for university managers and policy makers when designing strategies for combating particular types of dishonesty in academia.

This paper discusses a teaching methodology approach to the acquisition of literary terms in the lower grades (1 to 5) of primary schools in Montenegro. In the first part of the paper, the author presents the theoretical framework of the research problem, giving a short analysis of the curriculum. The objective of this study was to identify teachers' opinions on the adoption of literary terms in the lower grades. The technique of focus interviewing was used on a sample of 45 classroom teachers. The research results have proved that teachers fail to devote enough attention to literary and theoretical concepts. Their personal opinion is that they are not satisfied with the cognitive effects of teaching literature. Some of the reasons given can be categorized as objective difficulties, while there are those that should be recognized as a need for additional training for teachers. The results of this study correspond with findings reported by numerous authors and with nearly unanimous assessment of experts that teaching literature must be reformed in many ways if we wish the crisis of reading as a global phenomenon to start being systematically treated from the very beginning of compulsory education.