Název: Učitelský pohled na školní ne/úspěšnost na 1. stupni základní školy: potřeba nové definice
Variantní název:
- Teacher's perspectives on school failure and success in primary education: the need for a new definition
Zdrojový dokument: Studia paedagogica. 2023, roč. 28, č. 1, s. [9]-34
Rozsah
[9]-34
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2023-1-1
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.78623
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Výzkumy ukazují vysokou souvislost školní úspěšnosti a celkového pozitivního vývoje jedince. Na úspěšnost žáků a žákyň mají klíčový vliv vyučující, a to svými požadavky, pedagogickými postupy a hodnoticími kritérii. Tento článek představuje výsledky výzkumu učitelského pojetí školní neúspěšnosti ve 2. ročníku ZŠ. Prostřednictvím 29 učitelských rozhovorů jsme zjistili, že vyučující jsou k pojmu "školní neúspěšnost" kritičtí. Identifikovali jsme tři pojetí školní neúspěšnosti. Ta byla porovnána s tím, jak vyučující hodnotili děti ve svých třídách (n = 652). Navzdory deklarované nefunkčnosti pojmu "školně ne/úspěšný žák" jej vyučující používají, a to diferencovaně, a vnímají skupiny žáků jako odlišné zejména v subškále kognitivní schopnosti a školní výkony. V závěru proto argumentujeme pro redefinici pojmu školní ne/úspěšnost tak, aby byl vyučujícími akceptován a zohlednil opomíjené dimenze.
Research has shown a high correlation between school success and the overall positive development of an individual. Teachers (through their requirements, pedagogical procedures, and evaluation criteria that are based on their concept of school success and failure) are a key influence on whether students are successful. The article presents the results of research on teachers' ideas of unsuccessful pupils in the second year of primary (ISCED 1) school. Through 29 teacher interviews, it was found that teachers are critical of the concept of school failure and are reluctant to use it. However, three concepts of school failure were identified. Those were compared with how teachers assessed the children in their classes (n = 652). Despite the declared non-functionality of the terms "school failure" and "unsuccessful pupil", teachers use the terms differently and perceive those groups of pupils as different, especially in cognitive abilities and school performance. Therefore, we argue for the redefinition of the concepts of school failure and success so that they are accepted by teachers and take into account the neglected dimensions in the old conceptions.
Reference
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[2] Alban-Metcalfe, J. (1998). School failure in the United Kingdom. European Journal of Teacher Education, 21(2–3), 367–395. https://doi.org/10.1080/0261976980210214
[3] Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (2003). On the success of failure: A reassessment of the effects of retention in the primary school grades. Cambridge University Press.
[4] Arensmeier, C. (2021). Institutionalizing school failure: From abandoning to reintroducing a failing grade-the rationales behind Swedish grading reforms. Journal of Educational Change, 23, 221–252. https://doi.org/10.1007/s10833-021-09421-7
[5] Blându, V. C. (2019). Aspects regarding school integration of pupils with learning difficulties. In E. Soare & C. Langa (Eds.), Education facing contemporary world issues (vol. 67). European Proceedings of Social and Behavioural Sciences (s. 518–526). Future Academy. https://doi.org/10.15405/epsbs.2019.08.03.61
[6] Cavaco, C., Alves, N., Guimarães, P., Feliciano, P., & Paulos, C. (2021). Teachers' perceptions of school failure and dropout from a gender perspective: (Re)production of stereotypes in school. Educational Research for Policy and Practice, 20(1), 29–44. https://doi.org/10.1007/s10671-020-09265-7
[7] Clarke, V., & Braun, V. (2013). Successful qualitative research: A practical guide for beginners. Sage publications.
[8] Clycq, N., Ward Nouwen, M. A., & Vandenbroucke, A. (2014). Meritocracy, deficit thinking and the invisibility of the system: Discourses on educational success and failure. British Educational Research Journal, 40(5), 796–819. https://doi.org/10.1002/berj.3109
[9] Darling-Hammond, L., & McCloskey, L. (2008). Assessment for learning around the world: What would it mean to be internationally competitive? Phi Delta Kappan, 90(4), 263–272. https://doi.org/10.1177/003172170809000407
[10] Doshi A., Patrick K., Sallis J. F., & Calfas K. (2003). Evaluation of physical activity web sites for use of behavior change theories. Annals of Behavioral Medicine: A Publication of the Society of Behavioral Medicine, 25(2), 105–111. https://doi.org/10.1207/S15324796ABM2502_06
[11] Drexlerová, A., Šeďová, K., & Sedláček, M. (2019). The relationship between grading and teacher judgment. Journal of Pedagogy, 10(2), 9–35. https://doi.org/10.2478/jped-2019-0005
[12] Felcmanová, L. (2015). Předškolní péče a vzdělávání. In D. Greger, J. Simonová, & J. Straková (Eds.). Spravedlivý start? Nerovné šance v předškolním vzdělávání při přechodu na základní školu (s. 9–23). Univerzita Karlova, Pedagogická fakulta.
[13] Galindo, E., Candeias, A. A., Pires, H. S., Grácio, L., & Stück, M. (2018). Behavioral skills training in Portuguese children with school failure problems. Frontiers in Psychology, 9.https://doi.org/10.3389/fpsyg.2018.00437
[14] George D., & Mallery P. (2003). SPSS for windows step by step: A simple guide and reference 11.0 update (4thEd.). Allyn and Bacon.
[15] Glass, G. V., Peckham, P. D., & Sanders, J. R. (1972). Consequences of failure to meet assumptions underlying the fixed effects analyses of variance and covariance. Review of Educational Research, 42(3), 237–288. https://doi.org/10.3102/00346543042003237
[16] Griethuijsen, R. A. L. F., Eijck, M. W., Haste, H., Brok, P. J., Skinner, N. C., Mansour, N., Gencer, A. S., & BouJaoude, S. (2014). Global patterns in students' views of science and interest in science. Research in Science Education, 45(4), 581–603. https://doi.org/10.1007/s11165-014-9438-6
[17] Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
[18] Hendl, J. (2012). Přehled statistických metod. Portál.
[19] Hrabal, V., & Pavelková, I. (2010). Jaký jsem učitel. Portál.
[20] Chráska, M. (2016). Metody pedagogického výzkumu. Grada.
[21] Chvál, M., Procházková, I., & Straková, J. (2015). Hodnocení výsledků vzdělávání didaktickými testy. Česká školní inspekce.
[22] Janssens, F., & van Amelsvoort, G. (2008). School self-evaluations and school inspections in Europe: An exploratory study. Studies in Educational Evaluation, 34(1), 15–23. https://doi.org/10.1016/j.stueduc.2008.01.002
[23] Kaščák, O., & Pupala, B. (2011). PISA v kritickej perspektíve. Orbis Scholae, 5(1), 53–70. https://doi.org/10.14712/23363177.2018.74
[24] Kolář, Z., & Šikulová, R. (2009). Hodnocení žáků. Grada.
[25] Košíková, V. (2011). Psychologie ve vzdělávání a její psychodiagnostické aspekty. Grada.
[26] Lix, L. M., Keselman, J. C., & Keselman, H. J. (1996). Consequences of assumption violations revisited: A quantitative review of alternatives to the one-way analysis of variance "F" test. Review of Educational Research, 66(4), 579–619. https://doi.org/10.2307/1170654
[27] Looney, J. W. (2011). Integrating formative and summative assessment: Progress toward a seamless system? OECD Education Working Papers, 58. http://dx.doi.org/10.1787/5kghx3kbl734-en
[28] McDonald, R. P. (1978). Generalizability in factorable domains: "Domain validity and generalizability". Educational and Psychological Measurement, 38(1), 75–79. https://doi.org/10.1177/001316447803800111
[29] Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58(6–7), 449–456. https://doi.org/10.1037/0003-066X.58.6-7.449
[30] Niwayama, K., Maeda, Y., Kaneyama, Y., & Sato, H. (2020). Increasing teachers' behavior-specific praise using self-monitoring and a peer teacher's feedback: The effect on children's academic engagement. Preventing School Failure: Alternative Education for Children and Youth, 64(4), 271–280. https://doi.org/10.1080/1045988X.2020.1749978
[31] Norwich, B. (2008). Dilemmas of difference, inclusion and disability: International perspectives on placement. European Journal of Special Needs Education, 23(4), 287–304. https://doi.org/10.1080/08856250802387166
[32] Novick, M. R., & Lewis, C. (1967). Coefficient alpha and the reliability of composite measurements. Psychometrika, 32(1), 1–13. https://doi.org/10.1007/BF02289400
[33] Parsons, S., & Platt, L. (2017). The early academic progress of children with special educational needs. British Educational Research Journal, 43(3), 466–485. https://doi.org/10.1002/berj.3276
[34] Rist, R. C. (2017). On understanding the processes of schooling: The contributions of labeling theory. In A. R. Sadovnik, P. Cookson, S. Semel, & R. Coughlan (Eds.), Exploring Education: An introduction to the foundations of education (pp. 165–176). Routledge. https://doi.org/10.4324/9781315408545
[35] Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools: A review of school effectiveness research. London, Institute of Education.
[36] Simonová, J. (2017). Charakteristiky dobré základní školy z pohledu rodičů. Pedagogická orientace, 27(1), 136–159. http://dx.doi.org/10.5817/PedOr2017-1-136
[37] Singer, E. (2008). Coping with academic failure, a study of Dutch children with dyslexia. Dyslexia, 14(4), 314–333. https://doi.org/10.1002/dys.352
[38] Soukup, P., Trahorsch, P., & Chytrý, V. (2021). Míry věcné významnosti s intervaly spolehlivosti a ukázka jejich využití v pedagogické praxi. Studia paedagogica, 26(3), 131–166. https://doi.org/10.5817/SP2021-3-6
[39] Starý, K., Laufková, V., Stará J., Novotná K., Šťastný V., & Svobodová Z. (2016). Formativní hodnocení ve výuce. Portál.
[40] Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
[41] Vlah, N., Štimac, O., & Galović, I. (2020). Socio-pedagogical characteristics of students who need additional help in learning and behaviour modification: Elements of school-based preventive program. Croatian Journal of Education, 21(4), 1295–1331.