Název: Kluků je škoda, holky na to nemají : genderové aspekty v hodnocení nejslabších žáků třídy
Variantní název:
- Boys are unfortunate, girls do not have what it takes : gender aspects in the assessment of students with low academic achievement
Zdrojový dokument: Studia paedagogica. 2018, roč. 23, č. 1, s. [9]-28
Rozsah
[9]-28
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2018-1-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/137838
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Předložená studie se zabývá prospěchově nejslabšími žáky třídy a mírou jejich participace na výukové komunikaci. Jejím cílem je z jistit, jak učitelka vnímá a hodnotí tyto žáky a zda její hodnocení koresponduje se zapojením žáků do komunikace. K odhalení hodnoticího úsudku byla využita metoda opakovaných polostrukturovaných rozhovorů s učitelkou druhého stupně základní školy. Podoba a frekvence interakcí mezi učitelkou a žáky byla z jišťována strukturovaným pozorováním vyučovacích hodin. Hlavním výsledkem případové studie je z jištění, že učitelka jednak vnímá skupinu s nejslabším prospěchem genderově diferencovaně a jednak se tito žáci diferencovaným z působem projevují v komunikaci. Chlapci jsou ve výuce aktivní a učitelkou jsou označováni jako zvláštní, ve vleku obtížných rodinných situací, které zapříčiňují jejich slabý školní výkon. Naopak dívky jsou komunikačně pasivnější a zároveň jsou učitelkou vnímány jako tiché a hodné, ale bez akademických schopností a bez potenciálu ke zlepšení.
The present study focuses on students with low academic achievement and the extent of their participation in classroom communication. The aim of this study was to determine how such students were perceived and assessed by their teacher and whether the teacher's evaluation corresponded with their participation. Repeated semi-structured interviews with a lower secondary school teacher were used to establish how she evaluated her students. The nature and frequency of the interactions between the teacher and the students were examined by structured observations of lessons. The main result of this case study is that the teacher perceived students with low academic achievement differently based on gender. It transpired that she evaluated their participation in communication based on their gender as well. The teacher explained the low achievement of communicative boys based on their difficult family situations and considered them to be distinct. In contrast, the teacher perceived less communicative girls to be quiet and obedient and understood them as possessing no academic skills or potential to improve.
Note
Tento text je výstupem z projektu GA17-03643S financovaného Grantovou agenturou České republiky.
Reference
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[3] Bohlmann, N. L., & Weinstein, R. S. (2013). Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments. Journal of Applied Developmental Psychology, 34(6), 288–298. | DOI 10.1016/j.appdev.2013.06.003
[4] Bressoux, P., & Pansu, P. (2015). Pupils' self-perceptions: The role of teachers' judgment controlling for big-fish-little-pond effect. European Journal of Psychology of Education, 31(3), 341–357. | DOI 10.1007/s10212-015-0264-7
[5] Campbell, T. (2015). Stereotyped at seven? Biases in teacher judgement of pupils' ability and attainment. Journal of Social Policy, 44(3), 517–547. | DOI 10.1017/S0047279415000227
[6] Canal, L., Bonini, N., Micciolo, R., & Tentori, K. (2012). Consistency in teachers' judgments. European Journal of Psychology of Education, 27(3), 319–327. | DOI 10.1007/s10212-011-0073-6
[7] Carrington, B., Tymms, P., & Merrell, Ch. (2008). Role models, school improvement and 'gender gap' – Do men bring out the best in boys and women the best in girls? British Educational Research Journal, 34(3), 315–327. | DOI 10.1080/01411920701532202
[8] Drexlerová, A. (2017). Jak vidím své žáky – hodnoticí úsudek učitelky o jednotlivých žácích v 6. třídě. Orbis Scholae, 11(2).
[9] Glock, S., & Kleen, H. (2017). Gender and student misbehavior. Evidence from implicit and explicit measures. Teaching and Teacher Education, 67, 93–103. | DOI 10.1016/j.tate.2017.05.015
[10] Higgins, C. S. (2011). Teacher-student relationship development: A qualitative study of interpersonal connections in an early childhood classroom (Dizertační práce). Ohio: College of Education and Human Ecology, The Ohio State University.
[11] Chang, J. (2011). A case study of the "Pygmalion Effect": Teacher expectations and student achievement. International Education Studies, 4(1), 198–201. | DOI 10.5539/ies.v4n1p198
[12] Jackson, C., & Nyström, A. (2015). Smart students get perfect scores without studying much: Why is an effortless achiever identity attractive, and for whom is it possible? Research Papers in Education, 30(4), 393–410. | DOI 10.1080/02671522.2014.970226
[13] Jarkovská, L. (2009). Školní třída pod genderovou lupou. Sociologický časopis, 45(4), 727–752.
[14] Jarkovská, L., & Lišková, K. (2008). Genderové aspekty českého školství. Sociologický časopis, 44(4), 683–701.
[15] Jones, S., & Myhill, D. (2004a). 'Troublesome boys' and 'compliant girls': Gender identity and perceptions of achievement and underachievement. British Journal of Sociology of Education, 25(5), 547–561. | DOI 10.1080/0142569042000252044
[16] Jones, S., & Myhill, D. (2004b). Seeing things differently: Teachers' constructions of underachievement. Gender and Education, 16(4), 531–546. | DOI 10.1080/09540250042000300411
[17] Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls' and boys' verbal engagement in physics instruction. Learning and Instruction, 23, 33–42. | DOI 10.1016/j.learninstruc.2012.09.002
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[19] Martin, A., & Marsh, H. (2005). Motivating boys and motivating girls: Does teacher gender really make a difference? Australian Journal of Education, 49(3), 320–334. | DOI 10.1177/000494410504900308
[20] Meissel, K., Meyer, F., Yao, E. S., & Rubie-Davies, Ch. M. (2017). Exploring student characteristics that influence teacher judgments of student ability. Teaching and Teacher Education, 65, 48–60. | DOI 10.1016/j.tate.2017.02.021
[21] Myhill, D. (2002). Bad boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28(3), 339–352. | DOI 10.1080/01411920220137430
[22] Newberry, M. (2010). Identified phases in the building and maintaining of positive teacher-student relationships. Teaching and Teacher Education, 26(8), 1695–1703. | DOI 10.1016/j.tate.2010.06.022
[23] Newberry, M. (2013). Reconsidering differential behaviors: Reflection and teacher judgment when forming classroom relationships. Teacher Development, 17(2), 195–213. | DOI 10.1080/13664530.2012.753946
[24] Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers' perceptions of young children's cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335–360. | DOI 10.3102/0002831210374874
[25] Rubie-Davies, Ch. M. (2007). Classroom interactions: Exploring the practices of high- and low-expectation teachers. British Journal of Educational Psychology, 77(2), 289–306. | DOI 10.1348/000709906X101601
[26] Rubie-Davies, Ch. M., Hattie, J.,& Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76(3), 429–444. | DOI 10.1348/000709905X53589
[27] Santini, J. (2014). Reflections on expectations. Odyssey, 15(1), 74–78.
[28] Sedláček, M. (2007). Případová studie. In R. Švaříček & K. Šeďová, et al., Kvalitativní výzkum v pedagogických vědách (s. 96–112). Praha: Portál.
[29] Sharp, A. C., Brandt, L., Tuft, E. A., & Jay, S. (2016). Relationship of self-efficacy and teacher knowledge for prospective elementary education teachers. Universal Journal of Educational Research, 4(10), 2432–2439. | DOI 10.13189/ujer.2016.041022
[30] Smetáčková, I. (2006). Gender ve škole. Příručka pro budoucí i současné učitelky a učitele. Praha: Otevřená společnost.
[31] Smith, E. (2003). Understanding underachievement: An investigation into the differential attainment of secondary school pupils. British Journal of Sociology of Education, 24(5), 575–586. | DOI 10.1080/0142569032000127143
[32] Stoicescu, S., & Ghinea, V. (2013). Pygmalion teaching style, is there a need for it? Management & Marketing Challenges for the Knowledge Society, 8(4), 699–722.
[33] Šeďová, K., Sucháček, P., & Majcík, M. (2015). Kdopak to mluví? Participace žáků ve výukové komunikaci na druhém stupni základní školy. Pedagogika, 65(2), 143–162.
[34] Šeďová, K., & Šalamounová, Z. (2016). Teacher expectancies, teacher behaviour and students' participation in classroom discourse. Journal of Educational Enquiry, 15(1), 44–61.
[35] Urhahne, D., Chao, S., Florineth, M. L., Silke Luttenberger, S., & Paechter, M. (2011). Academic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology, 81(1), 161–177. | DOI 10.1348/000709910X504500
[36] Urhahne, D., & Zhu, M. (2015). Accuracy of teachers' judgments of students' subjective well-being. Learning and Individual Differences, 43, 226–232. | DOI 10.1016/j.lindif.2015.08.007
[37] Walker, H. M., Marquez, B., Yeaton, P., Pennefather, J., Forness, S. R., & Vincent, C. G. (2015). Teacher judgment in assessing students' social behavior within a response-tointervention framework: Using what teachers know. Education and Treatment of Children, 38(3), 363–382. | DOI 10.1353/etc.2015.0019
[38] Yin, R. K. (2009). Case study research: Design and methods. Los Angeles: Sage Publications.
[39] Young, L. E., Horan, S. M., & Frisby, B. N. (2013). Fair and square? An examination of the relationships among classroom justice and relational teaching messages. Communication Education, 62(4), 333–351. | DOI 10.1080/03634523.2013.800216
[40] Younger, M., & Warrington, M. (1996). Differential achievement of girls and boys at GCSE: Some observations from the perspective of one school. British Journal of Sociology of Education, 17(3), 299–313. | DOI 10.1080/0142569960170304