Title: Keď zasadací poriadok funguje, alebo, Učiteľsko-žiacke preferencie pri obsadzovaní priestoru školskej triedy
Variant title:
- When seating plan works, or, Teacher-pupil preferences when occupying classroom space
Source document: Studia paedagogica. 2012, vol. 17, iss. 2, pp. [71]-92
Extent
[71]-92
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2012-2-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/125664
Type: Article
Language
License: Not specified license
Rights access
embargoed access
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Predmetom tejto štúdie sú pozičné preferencie aktérov školského vzdelávania, teda učiteľov a žiakov, premietnuté do zasadacieho poriadku školských tried druhého stupňa českých základných škôl. Podkladom pre výskum sa stali dáta z priameho pozorovania na dvoch českých základných školách, vidieckej a mestskej, ktorého sa spolu zúčastnilo 56 žiakov a 13 učiteľov. Výsledky výskumu poukazujú na to, že akt rozsadzovania žiakov vo výuke je dynamický viacfaktorový činiteľ, prechádzajúci štyrmi štádiami vývoja – adaptačným, disciplinačným, stabilizačným a liberalizačným. V závislosti od týchto štádií sa menia jeho funkcie, vplyv učiteľov a žiakov na tvorbu zasadacieho poriadku, ako aj preferencie, ktorými sa pri obsadzovaní jednotlivých miest v školskej triede riadia.
This study aims to describe positional preferences of teachers and pupils that are reflected in development and creation of the seating plan in Czech lower secondary classrooms. The research is based on direct observations at two lower secondary schools, one of which is rural and the other urban, which involved altogether 56 pupils and 13 teachers. The research results showed the act of position of pupils within classroom space is a dynamic multi factorial element that develops through four stages – adaptation, disciplinary, stabilization and liberalization. The stages simultaneously predestinate the functions of the seating plan, influence of teachers and pupils when creating it, as well as the preferences teachers and pupils apply when occupying the seating positions.
Note
Tento článok vznikol v rámci projektu Škola: výzkum vnitřních procesů a vnějších podmínek jejího fungování (GA406/09/H040) financovaného Grantovou agenturou České republiky.
References
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[25] ŠVAŘÍČEK, R. Metody sběru dat. In ŠVAŘÍČEK, R., ŠEĎOVÁ, K. a kol. Kvalitativní výzkum v pedagogických vědách. Pravidla hry. Praha: Portál, 2007, s. 142–202.
[26] WALTEROVÁ, E. a kol. Dva světy základní školy? Úskalí přechodu z 1. na 2. stupeň. Praha: Karolinum, 2011.
[27] WHELDALL, K., MORRIS, M., VAUGHAN, P., NG, Y. Y. Rows versus tables: an example of the use of behavioural ecology in two classes of eleven-year-old children. Educational Psychology, 1981, roč. 1, č. 2, s. 171–184. | DOI 10.1080/0144341810010206
[2] BABAD, E., EZER, H. Seating locations of sociometrically measured student types: methodological and substantive issues. British Journal of Educational Psychology, 1993, roč. 63, č. 1, s. 75–87. | DOI 10.1111/j.2044-8279.1993.tb01042.x
[3] BENEDICT, M. E., HOAGH, J. Seating location in large lectures: Are seating preferences or location related to course performance? Journal of Economic Education, 2004, roč. 35, č. 3, s. 215–231. | DOI 10.3200/JECE.35.3.215-231
[4] BRADOVÁ, J. Variácie priestorového usporiadania školskej triedy a ich vplyv na pedagogickú komunikáciu. Studia paedagogica, 2011, roč. 16, č. 1, s. 191–210.
[5] BURDA, J. M., BROOKS , C. I. College classroom seating position and changes in achievement motivation over a semester. Psychological Reports, 1996, roč. 78, č. 1, s. 331–336. | DOI 10.2466/pr0.1996.78.1.331
[6] DALY, J. A., SUITE, A. Classroom Seating Choice and Teacher Perceptions of Students. Journal of Experimental Education, 1981, roč. 50, č. 2, s. 64–69. | DOI 10.1080/00220973.1981.11011803
[7] DOCKRELL, J. E., SHIELD, B. M. Children's perceptions of their acoustic environment at school and at home. Journal of the Acoustical Society of America, 2004, roč. 115, č. 6, s. 2964–2973. | DOI 10.1121/1.1652610
[8] DOCKRELL, J. E., SHIELD, B. M. Acoustical barriers in classrooms: the impact of noise on performance in the classroom. British Educational Research Journal, 2006, roč. 32, s. 509–525.
[9] ERIKSEN, A., WINTERMUTE, M. Students, structures, spaces: Activities in the built environment. Menlo Park, California: Addison-Wesley, 1983.
[10] GALTON, M., HARGREAVES, L., COMBER, C., WALL, D., PELL, A. Inside the primary classroom: 20 years on. London: Routledge, 1999.
[11] GAVOR A, P. Učitel a žáci v komunikaci. Brno: Paido, 2005.
[12] HAMM, J. V., FAIRCLOTH, B. S. The role of friendship in adolescents' sense of school belonging. In WAY, N., HAMM, J. V. The experience of close friendship in adolescence. New directions for child and adolescent development. San Francisco: Jossey-Bass, 2005, s. 61–78. | DOI 10.1002/cd.121
[13] HASTINGS, N., SCHWIESO, J. Tasks and tables: The effect of seating arrangements on task engagement in primary classrooms. Educational Research, 1995, roč. 37, č. 3, s. 279–291. | DOI 10.1080/0013188950370306
[14] JONES, K., CHARLTON, T., WILKIN, J. Classroom behaviours which first and middle school teachers in St. Helena find troublesome. Educational Studies, 1995, roč. 21, č. 2, s. 139–153. | DOI 10.1080/0305569950210201
[15] KUTNICK, P., BLATCHFOR D, P., BAINES, E. Pupil groupings in primary school classroom: Sites for learning a social pedagogy? British Education Research Journal, 2002, roč. 28, č. 2, s. 188–206. | DOI 10.1080/01411920120122149
[16] MacPHERSON, J. C. The feral classroom. London: Routledge & Kegan Paul, 1983.
[17] MARX, A., FUHRER, U., HARTIG, T. Effects of classroom seating arrangements on children's question-asking. Learning Environments Research, 1999, roč. 2, č. 3, s. 249–263. | DOI 10.1023/A:1009901922191
[18] MOORE, D., GLYNN, T. Variations in question rate as a function of position in the classroom. Educational Psychiatry, 1984, roč. 4., č. 2, s. 232–248.
[19] NEWCOMB, A. F., BAGWELL, C. L. Children's friendship relations: A meta-analytic review. Psychological Bulletin, 1995, roč. 117, č. 2, s. 306–347. | DOI 10.1037/0033-2909.117.2.306
[20] PERKINS, K. K., WIEMAN, C. The surprising impact of seat location on student performance. The Physics Teacher, 2005, roč. 43, č. 1, s. 30–33. | DOI 10.1119/1.1845987
[21] REBETA, J. L., BROOKS, Ch. I., O'BRIEN, J. P., HUNTER, G. A. Variations in Trait-Anxiety and Achievement Motivation of College Students as a Function of Classroom Seating Position. The Journal of Experimental Education, 1993, roč. 61, č. 3, s. 257–267.
[22] SCHNITZEROVÁ, E., RAČKOVÁ, M. Niektoré kvantitatívne charakteristiky pedagogickej interakcie v situácii frontálneho vyučovania na ZŠ. Psychológia a patopsychológia, 1995, roč. 30, č. 3, s. 293–301.
[23] SCHWEBEL, A. I., CHERLIN, D. L. Physical and social distancing in teacher-pupil relationships. Journal of Educational Psychology, 1972, roč. 63, č. 6, s. 543–550. | DOI 10.1037/h0034081
[24] SOMMER, R. Classroom ecology. Journal of Applied Behavioral Science, 1967, roč. 3, č. 4, s. 489–503. | DOI 10.1177/002188636700300404
[25] ŠVAŘÍČEK, R. Metody sběru dat. In ŠVAŘÍČEK, R., ŠEĎOVÁ, K. a kol. Kvalitativní výzkum v pedagogických vědách. Pravidla hry. Praha: Portál, 2007, s. 142–202.
[26] WALTEROVÁ, E. a kol. Dva světy základní školy? Úskalí přechodu z 1. na 2. stupeň. Praha: Karolinum, 2011.
[27] WHELDALL, K., MORRIS, M., VAUGHAN, P., NG, Y. Y. Rows versus tables: an example of the use of behavioural ecology in two classes of eleven-year-old children. Educational Psychology, 1981, roč. 1, č. 2, s. 171–184. | DOI 10.1080/0144341810010206