• Logic of qualitative research
• Content analysis
• Thematic analysis
• Narrative inquiry
• Collaborative inquiry
• Constructivist grounded theory
• Action research
• Policy analysis
• Typological analysis
• Visual techniques
• Interviews and focus group discussions
• Surveys
• Reporting qualitative data
• Trustworthiness in qualitative research

Consultations for research teams, policy makers, organizations and individuals and group workshops (in-person and online).

I hold a PhD in Psychology and my main fields of expertise are teacher professional development, inclusive education, student motivation and wellbeing and psychological counselling. I have been using MAXQDA since 2012 in the following projects:

1. Images of intercultural education and their implications for teacher training, realized in cooperation with PHZ Zug, Switzerland (2011-2012) – in-depth interviews analysis
2. Monitoring and Evaluation of Inclusive Education, supported by World Bank Group (2015) - interviews and focus group discussion analysis, case studies
3. eSchool4S, project within the framework of the EU program Lifelong Learning Programme (LLP), Comenius-Multilateral Networks (2014-2016) – educational policy analysis
4. Inclusion of refugee and migrant children and their parents – needs assessment and parent support, supported by Save the Children (2017-2018) – interview and focus group discussions analysis, observations

During my doctoral studies I had opportunity to teach master’s students how to conceptualize the qualitative and mixed-method research, how to conduct interviews and focus group discussions, and how to interpret and report various types of qualitative data.  I also had a chance to introduce them to basic functions and features of MAXQDA. 

Orlović-Lovren, V., Petrović, D., & Simić, N. (2019). Sustainable development: Between Global Policy and Teachers' Conceptions, In V. Orlović-Lovren, Peeters, J. & Matović, N. (Eds.) Quality of Education: Global Development Goals and Local Strategies (pp. 99–116). Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade and Department of Social Work and Social Pedagogy, Centre for Innovation in the Early Years, Ghent University.

Simić, N., Vranješević, J. i Ilić, I. (2019). Muslim Refugees in Serbia – Narrating Gender Role Identity Change. Issues in Ethnology and Anthropology, 14(4), 1273–1293.

Simić, N. (2019). Profesionalne brige nastavnika [Teacher professional concerns]. Belgrade: Institute of Psychology, Faculty of Philosophy

Pavlović Babić, D., Simić, N., Friedman, E. (2017). School-level facilitators of inclusive education: the case of Serbia, European Journal of Special Needs Education, 33(4), 449–465