• Qualitative Research
• Grounded Theory
• Inductive and Deductive Content Analysis
• Narrative Analysis
• Discourse Analysis

I offer consultation services for individual research groups in social research, social research organizations and institutions.

I hold a PhD in pedagogy (educational science) and for my PhD research I used MAXQDA for analyzing teachers’ written narratives and transcripts of focus groups based on Grounded Theory approach (narrative and discourse analysis).

Besides using MAXQDA in my own research, I am trying to apply it within teaching of the course Teacher as Researcher at the Faculty of Philosophy in Belgrade which is focused on qualitative research methodology, ethnographic and action research, but also on mixed method approaches in educational research.

Stančić, M. (2020). Peer assessment as a learning and self-assessment tool: a look inside the black box. Assessment & Evaluation in Higher Education.

Stančić, M. (2015). Nastavničke refleksije o evaluaciji sopstvenog rada [Teachers' reflections on evaluation of their work]. Nastava i vaspitanje [Journal of Education], Vol. 64, No. 4, p. 697-713.

Stančić, M. (2014). Načini evaluacije i građenje značenja kvaliteta rada nastavnika (doktorska disertacija) [Evaluation and meaning making of teachers’ work quality – doctoral thesis]. Filozofski fakultet Univerziteta u Beogradu.

Radulović, L. & M. Stančić (2014). Kako nastavnici vide saradnju sa pedagogom [How teachers see cooperation with pedagogues]; u N. Matović, V. Spasenović & R. Antonijević (ur.), Identitet profesije pedagog u savremenom obrazovanju, zbornik radova sa nacionalnog naučnog skupa Januarski susreti pedagoga [Identity of profession of pedagogue in contemporary education, Proceedings from national conference January gathering of pedagogues] (p.117-122). Beograd: Filozofski fakultet Univerziteta u Beogradu, Institut za pedagogiju i andragogiju. 

Stančić, M., Jovanović, O., & Simić, N. (2013). Perspektive o nastavi budućih nastavnika: U šta veruju, čemu bi težili i šta bi radili u nastavi [Teaching perspective of future teachers: What do they believe in, aspire for and what would they do in their teaching]. Andragoške studije [Andragogical studies], No.1, p.131 -146.

Radulović, L., & M. Stančić (2012). Portfolio kao sredstvo evaluacije iskustva učenja u nastavi [Portfolio as a tool for evaluation of learning experience in teaching]; in Š. Alibabić, S. Medić & B. Bodroški-Spariosu (Eds.), Kvalitet u obrazovanju: izazovi i perspektive [Quality in education: Challenges and perspectives] (p.259-283). Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.