Název: Adaptace škály managementu chování a výuky na české podmínky
Variantní název:
- Adaptation of the behavior and instructional management scale to Czech classroom conditions
Zdrojový dokument: Studia paedagogica. 2019, roč. 24, č. 1, s. [135]-155
Rozsah
[135]-155
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2019-1-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/140894
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Management třídy lze nahlížet jako systém strategií, které používá učitel s cílem ovlivnit sociální prostředí třídy tak, aby byly posíleny učební podmínky. Efektivní management třídy vede k lepším vzdělávacím výsledkům žáků a přispívá u učitelů k setrvání v profesi. Rozlišovány bývají dvě oblasti managementu třídy: (a) management chování, který se týká jak prevence nevhodného chování stanovením pravidel apod., tak reakcí na nevhodné chování; (b) management výuky, který je zaměřen na plánování hodin, stanovování výukových cílů, používání výukových metod či podporu samostatné práce žáků. Tyto dvě oblasti managementu třídy lze měřit dvanáctipoložkovou Škálou managementu chování a výuky (Behavior and Instructional Management Scale – BIMS) (Martin & Sass, 2010), jejíž adaptaci do českého prostředí popisuje prezentovaná studie. Rozšířená sada 24 položek BIMS (publikovaná autory BIMS jako základ pro tvorbu dotazníku) byla administrována 123 učitelům z druhého stupně základního vzdělávání v Brně a okolí. Na dvanácti položkách vybraných pro finální verzi původní anglické verze BIMS byla provedena konfirmační faktorová analýza, přičemž dvoufaktorový model managementu chování a výuky odpovídal datům přibližně stejně jako u autorů originální metody. Na rozšířené sadě položek byla provedena explorační faktorová analýza a navržena modifikovaná sada dvanácti položek vhodnějších pro české prostředí. Pro obě verze byla z jištěna vnitřní konzistence na přijatelné úrovni. Originální verzi BIMS lze doporučit pro výzkumné použití v případech, kdy je cílem mezinárodní srovnávání. Námi navržená modifikovaná verze vyžaduje následné potvrzení v navazujících studiích, což je v příspěvku dále diskutováno, včetně možných aplikací pro výzkum.
Classroom management can be viewed as a system of strategies employed by a teacher to influence the social space of the classroom to foster an environment where learning can occur. Teachers' effective classroom management leads to high student achievement and contributes to teachers remaining in the profession. Two basic dimensions of classroom management can be distinguished: (a) behaviour management, which is directed at both preventing misbehaviour by setting rules and so on and reacting to misbehaviour; and (b) instructional management, which is aimed at well-planned lessons and includes aspects of classroom life such as establishing teaching goals, using instructional methods, and monitoring independent student work. These two dimensions of classroom management can be measured by 12 items on the Behavior and Instructional Management Scale (BIMS; Martin & Sass, 2010), the adaptation to Czech conditions of which we describe in this study. The longer 24-item Czech version of the BIMS (published by the BIMS authors as the basis for questionnaire development) was administered to 123 teachers in lower secondary schools in the city of Brno and its surroundings. Confirmatory factor analysis was conducted for the 12-item scale selected from the final version of the original English BIMS version. The two-factor model of behaviour and instructional management fitted to the data in approximately a similar degree as was the case for the authors of the original method. Exploratory factor analysis was conducted for the longer item set. The modified set of 12 items was suggested as a more suitable version for Czech conditions. For both instrument versions, the internal consistency was found to be of an acceptable level. The original version of the BIMS can be recommended for research purposes if the aim is an international comparison. The modified version suggested by us requires further validation in follow-up studies, as we discuss in this study along with further possible research applications.
cze
eng
Reference
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[2] Ayers, W. (2004). Teaching the personal and the political. New York: Teachers College Press.
[3] Baldwin, B., & Martin, N. K. (1994, April). Using factor analysis to establish construct validity of an Inventory of Classroom Management Style. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.
[4] Bromfield, C. (2006). PGCE secondary trainee teachers and effective behaviour management: An evaluation and commentary. Support for Learning, 21(4), 188–193. | DOI 10.1111/j.1467-9604.2006.00430.x
[5] Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management (s. 17–43). Mahwah: Lawrence Erlbaum.
[6] Brophy, J., & McCaslin, M. (1992). Teachers' reports of how they perceive and cope with problem students. The Elementary School Journal, 93(1), 3–66. | DOI 10.1086/461712
[7] Canter, L., & Canter, M. (1992). Lee Canter's assertive discipline: A positive behavior management for today's classroom. Santa Monica: Canter and Associates.
[8] De la Torre Cruz, M. J., & Casanova Arias, P. F. (2007). Comparative analysis of expectancies of efficacy in in-service and prospective teachers. Teaching and Teacher Education, 23(5), 641–652. | DOI 10.1016/j.tate.2007.02.005
[9] Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., & Kennetz, K. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 4, 1–10.
[10] EFPA. (2013). EFPA review model for the description and evaluation of psychological and educational tests: Test review form and notes for reviewers, version 4.2.6. Retrieved from www.efpa.eu/download/650d0d4ecd407a51139ca44ee704fda4
[11] Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755–765. | DOI 10.1177/0013164491513027
[12] Emmer, E. T., & Sabornie, E. J. (Eds.). (2014). Handbook of classroom management. London: Routledge.
[13] Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah: Lawrence Erlbaum.
[14] Ginott, H. G. (1972). Teacher & child: A book for parents and teachers. New York: Avon Books.
[15] Glickman, C. D., & Tamashiro, R. T. (1980). Clarifying teachers' beliefs about discipline. Educational Leadership, 37(6), 459–464.
[16] Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah: Lawrence Erlbaum.
[17] Charvát, M. (2014). O sdílení zkušeností s měřením v kontextu výzkumném i psychodiagnostickém. Testfórum, (3), 16–21. | DOI 10.5817/TF2014-3-18
[18] Christofferson, M., Sullivan, A., & Bradley, E. (2015). Preservice teachers' classroom management training: A survey of self-reported training experiences, content coverage, and preparedness. Psychology in the Schools, 52(3), 248–264. | DOI 10.1002/pits.21819
[19] International Test Commission. (2017). The ITC guidelines for translating and adapting tests (2nd ed.). Retrieved from https://www.intestcom.org/files/guideline_test_adaptation_2ed.pdf
[20] Jackson, C., Simoncini, K., & Davidson, M. (2013). Classroom profiling training: Increasing pre-service teachers' confidence and knowledge of classroom management skills. Australian Journal of Teacher Education, 38(8), 30–46. | DOI 10.14221/ajte.2013v38n8.2
[21] Jorgensen, T. D., Pornprasertmanit, S., Schoemann, A. M., & Rosseel, Y. (2018). semTools: Useful tools for structural equation modeling. R package version 0.5-0. Retrieved from https://CRAN.R-project.org/package=semTools
[22] Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. | DOI 10.3102/0034654315626799
[23] Kounin, J. S. (1970). Discipline and group management in the classrooms. New York: Holt, Rinehart & Winston.
[24] Landrum, T. J., & Kauffman, J. M. (2006). Behavioral approaches to classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (s. 47–71). Mahwah: Lawrence Erlbaum.
[25] Li, C. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949. | DOI 10.3758/s13428-015-0619-7
[26] Martin, N. K., & Sass, D. A. (2010). Construct validation of the Behavior and Instructional Management Scale. Teaching and Teacher Education, 26(5), 1124–1135. | DOI 10.1016/j.tate.2009.12.001
[27] Martin, N. K., Yin, Z., & Baldwin, B. (1998). Construct Validation of the Attitudes and Beliefs on Classroom Control Inventory. Journal of Classroom Interaction, 33(2), 6–15.
[28] Martin, N. K., Yin, Z., & Mayall, H. (2007). The Attitudes & Beliefs on Classroom Control Inventory – revised and revisited: A continuation of construct validation. Journal of Classroom Interaction, 42(2), 11–20.
[29] McDonald, R. P. (1999). Test theory: A unified treatment. Mahwah: Lawrence Erlbaum.
[30] Mitchell, M., Bradshaw, C., & Knoff, H. (2013). Examining classroom influences on student perceptions of school climate. Journal of School Psychology, 51(5), 599–610. | DOI 10.1016/j.jsp.2013.05.005
[31] Paulsel, M. L. (2004). Effective instructional practice. Using behavior alteration techniques to manage student behavior. Communication Teacher, 18(2), 44–48. | DOI 10.1080/1740462042000191900
[32] Píšová, M. (2007). Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice.
[33] R Core Team (2018). R: A language and environment for statistical computing. Vienna: R Foundation for Statistical Computing. Retrieved from https://www.R-project.org/
[34] Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers' use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261–1268. | DOI 10.1016/j.tate.2010.03.003
[35] Revelle, W. (2018). psych: Procedures for personality and psychological research. Evanston: Northwestern University. Retrieved from https://cran.r-project.org/web/packages/psych/index.html
[36] Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. | DOI 10.18637/jss.v048.i02
[37] Sass, D. A., Lopes, J., Oliveira, C., & Martin, N. K. (2016). An evaluation of the Behavior and Instructional Management Scale's psychometric properties using Portuguese teachers. Teaching and Teacher Education, 55, 279–290. | DOI 10.1016/j.tate.2016.01.020
[38] Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714. | DOI 10.3102/00028312041003681
[39] Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A crosscase analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. | DOI 10.1177/0022487111404241
[40] Taylor, J. K., & Dale, I. R. (1971). A survey of teachers in their first year of service. Bristol: University of Bristol, Institute of Education
[41] Trunda, J. (2012). Profesní portfolio učitele. Soubor metod k hodnocení a sebehodnocení. Praha: Národní ústav pro vzdělávání.
[42] Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. | DOI 10.1016/S0742-051X(01)00036-1
[43] Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178. | DOI 10.3102/00346543054002143
[44] Vlčková, K., Lojdová, K., Lukas, J., Mareš, J., Šalamounová, Z., Kohoutek, T., Bradová, J., & Ježek, S. (2015). Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství. Brno: Masarykova univerzita.
[45] Vlčková, K., Lojdová, K., Lukas, J., Mareš, J., Škarková, L., Kohoutek, T., Ježek, S., & Květon, P. (2019, in preparation). Management třídy: Studenti učitelství a jejich provázející učitelé. Brno: Munipress.
[46] Wallace, T., Sung, H., & Williams, J. (2014). The defining features of teacher talk within autonomy-supportive classroom management. Teaching and Teacher Education, 42, 54–64. | DOI 10.1016/j.tate.2014.04.005
[47] Willower, D. J., Eidell, T. L., & Hoy, W. K. (1967). Conceptual framework. The Pennsylvania State University Studies, 26, 3–8.
[48] Wolfgang, C. H., & Glickman, C. D. (1980). Solving discipline problems: Strategies for classroom teachers. Boston: Allyn & Bacon.
[49] Wolfgang, C. H., & Glickman, C. D. (1986). Solving discipline problems: Strategies for classroom teachers (2nd ed.). Boston: Allyn & Bacon.