More and more attention is being paid to the prevalence of technology in everyday life. The rise of digital means of communication naturally leads to increased cyber victimization, including various forms of online aggression and victimization. Limited knowledge exists regarding the potential vulnerability of individuals with neurodevelopmental disorders to cyber activities. The objective of this research is to comprehensively review and synthesize existing literature on cybervictimization and cyberaggression, with a specific focus on individuals with neurodevelopmental disorders, particularly those with ADHD. We conducted a systematic review of studies investigating the relationship between neurodevelopmental disorders and cybervictimization/ cyberaggression. An analysis of the reviewed studies suggests that factors such as impulsivity, heightened frustration, and poor social skills may elevate the risk of cybervictimization/cyberaggression among individuals with neurodevelopmental disorders. Overall, we aim to emphasize the significance of future research in understanding the association between neurodevelopmental disorders and cybervictimization/cyberaggression, thereby enhancing our understanding of the risk factors and consequences associated with these detrimental phenomena.
{"title":"A REVIEW OF RESEARCH ON CYBERVICTIMIZATION AND CYBERAGGRESSION IN INDIVIDUALS WITH NEURODEVELOPMENTAL DISORDERS WITH A FOCUS ON ADHD","authors":"Karolina Kudlova, Anna Sleziakova","doi":"10.18355/pg.2023.12.2.1","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.1","url":null,"abstract":"More and more attention is being paid to the prevalence of technology in everyday life. The rise of digital means of communication naturally leads to increased cyber victimization, including various forms of online aggression and victimization. Limited knowledge exists regarding the potential vulnerability of individuals with neurodevelopmental disorders to cyber activities. The objective of this research is to comprehensively review and synthesize existing literature on cybervictimization and cyberaggression, with a specific focus on individuals with neurodevelopmental disorders, particularly those with ADHD. We conducted a systematic review of studies investigating the relationship between neurodevelopmental disorders and cybervictimization/ cyberaggression. An analysis of the reviewed studies suggests that factors such as impulsivity, heightened frustration, and poor social skills may elevate the risk of cybervictimization/cyberaggression among individuals with neurodevelopmental disorders. Overall, we aim to emphasize the significance of future research in understanding the association between neurodevelopmental disorders and cybervictimization/cyberaggression, thereby enhancing our understanding of the risk factors and consequences associated with these detrimental phenomena.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katerina Skalova Prazakova, Anna Kucharska, Klara Spackova
This paper focuses on the pedagogical assessment of primary school pupils' mathematical abilities and skills. The present study includes pupils taught by conventional methods and pupils taught by the so-called Hejny method based on the constructivist approach. Using standardized diagnostic methods, children nominated by teachers as having difficulties in mathematics were compared in terms of their performance in mathematics and non-verbal intellectual abilities with a control group of pupils without identified difficulties. The results showed significant differences in favor of the control group, especially for children taught within a constructivist approach.
{"title":"PEDAGOGICAL ASSESSMENT OF DIFFICULTIES IN MATHEMATICS AMONG PRIMARY SCHOOL PUPILS","authors":"Katerina Skalova Prazakova, Anna Kucharska, Klara Spackova","doi":"10.18355/pg.2023.12.2.7","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.7","url":null,"abstract":"This paper focuses on the pedagogical assessment of primary school pupils' mathematical abilities and skills. The present study includes pupils taught by conventional methods and pupils taught by the so-called Hejny method based on the constructivist approach. Using standardized diagnostic methods, children nominated by teachers as having difficulties in mathematics were compared in terms of their performance in mathematics and non-verbal intellectual abilities with a control group of pupils without identified difficulties. The results showed significant differences in favor of the control group, especially for children taught within a constructivist approach.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper acquaints the reader with ways and forms of activating students within experiential pedagogy through selected works of art. The task is to mediate the experience and stimulate the student to react and reflect. The tasks are part of the project named Walking, and in the form of research in the countryside, they familiarize the students with the basic functions of the forest and field landscape where the students come from. The contribution's author presents research in progress and a cross-section through preparing the selected workstations.
{"title":"INTERACTIVE APPROCHES IN EXPERIENTIAL PEDAGOGY","authors":"Xenia Bergerova, Erika Miklosova","doi":"10.18355/pg.2023.12.2.5","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.5","url":null,"abstract":"The paper acquaints the reader with ways and forms of activating students within experiential pedagogy through selected works of art. The task is to mediate the experience and stimulate the student to react and reflect. The tasks are part of the project named Walking, and in the form of research in the countryside, they familiarize the students with the basic functions of the forest and field landscape where the students come from. The contribution's author presents research in progress and a cross-section through preparing the selected workstations.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study is part of a dissertation that deals with the development of reading literacy in a family of preschool children in kindergarten. This study aimed to determine the parental practices that influence preliteracy development in preschool children. For these purposes, a combination of research methods was used - a questionnaire, a diary of parents and an interview with parents. In this post, I present the interviews' results in comparison with the pre-test, which was aimed at determining language and speech skills. The results showed that the differences between parents' practices are noticeable, which to some extent corresponds to the results of individual children in a standardized language and speech skills test. At the end of the thesis, I consider the possible connections of these research findings.
{"title":"THE DEVELOPMENT OF PRELITERACY IN THE FAMILY OF PRESCHOOL CHILDREN","authors":"Aneta Hravova, Zora Syslova","doi":"10.18355/pg.2023.12.2.3","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.3","url":null,"abstract":"The current study is part of a dissertation that deals with the development of reading literacy in a family of preschool children in kindergarten. This study aimed to determine the parental practices that influence preliteracy development in preschool children. For these purposes, a combination of research methods was used - a questionnaire, a diary of parents and an interview with parents. In this post, I present the interviews' results in comparison with the pre-test, which was aimed at determining language and speech skills. The results showed that the differences between parents' practices are noticeable, which to some extent corresponds to the results of individual children in a standardized language and speech skills test. At the end of the thesis, I consider the possible connections of these research findings.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the teaching of the English language (as a foreign/second language) is now compulsory in many European countries at the level of primary education, we still lack research-based information about how young school-age pupils learn English in a formal environment and what skills are needed for the development of cognitive and language skills, these findings cannot simply be applied to childhood. The paper will present a longitudinal study, the aim of which is to map the development of foreign language literacy (reading, writing, and listening) in the first two years of formal English language teaching at primary school and to assess the influence of selected cognitive and linguistic abilities, as well as motivational and environmental factors, on individual differences in performances among pupils. Specifically, the contribution will focus on data analysis from the first testing phase, which took place among monolignous Czech 3rd year students. It will then deal in detail with the psychometric properties of selected test tasks.
{"title":"COGNITIVE AND LINGUISTIC PREDICTORS OF FOREIGN LANGUAGE LITERACY IN YOUNGER CZECH PUPILS - PRELIMINARY ANALYSIS OF RESEARCH INSTRUMENTS","authors":"Katerina Dvorakova, Klara Spackova","doi":"10.18355/pg.2023.12.2.9","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.9","url":null,"abstract":"Although the teaching of the English language (as a foreign/second language) is now compulsory in many European countries at the level of primary education, we still lack research-based information about how young school-age pupils learn English in a formal environment and what skills are needed for the development of cognitive and language skills, these findings cannot simply be applied to childhood. The paper will present a longitudinal study, the aim of which is to map the development of foreign language literacy (reading, writing, and listening) in the first two years of formal English language teaching at primary school and to assess the influence of selected cognitive and linguistic abilities, as well as motivational and environmental factors, on individual differences in performances among pupils. Specifically, the contribution will focus on data analysis from the first testing phase, which took place among monolignous Czech 3rd year students. It will then deal in detail with the psychometric properties of selected test tasks.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper focuses on the issue of communication in children with hydrocephalus at an early age. The clinical picture of hydrocephalus is variable. Therefore, we talk about symptomatic speech disorders. The aim of the paper is a theoretical treatment of the subject and a proposal of research solutions oriented on the possibilities of developing the communication skills of these children. The research design is proposed as a qualitative-quantitative single-case experimental study oriented to children aged early to three years with a postnatal hydrocephalus diagnosis who have undergone lavage and cranioplasty and have a shunt in place. The research will aim to develop and validate an intervention program promoting communication skills in the early childhood hydrocephalus child. The research will be conducted intensively over five days a week for six months. The outcome of the research will be the design of a methodology aimed at supporting the child's communication skills with hydrocephalus at an early age, applicable in special education practice.
{"title":"SPECIAL-EDUCATIONAL INTERVENTION ORIENTED TO THE DEVELOPMENT OF COMMUNICATION OF A CHILD WITH HYDROCEPHALUS UP TO THE THIRD YEAR OF LIFE","authors":"Maria Olejarova, Bibiana Hlebova","doi":"10.18355/pg.2023.12.2.6","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.6","url":null,"abstract":"This paper focuses on the issue of communication in children with hydrocephalus at an early age. The clinical picture of hydrocephalus is variable. Therefore, we talk about symptomatic speech disorders. The aim of the paper is a theoretical treatment of the subject and a proposal of research solutions oriented on the possibilities of developing the communication skills of these children. The research design is proposed as a qualitative-quantitative single-case experimental study oriented to children aged early to three years with a postnatal hydrocephalus diagnosis who have undergone lavage and cranioplasty and have a shunt in place. The research will aim to develop and validate an intervention program promoting communication skills in the early childhood hydrocephalus child. The research will be conducted intensively over five days a week for six months. The outcome of the research will be the design of a methodology aimed at supporting the child's communication skills with hydrocephalus at an early age, applicable in special education practice.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines peer bullying behaviors among high school students between the ages of 15 and 18 based on teachers' opinions. The sample group consisted of a total of 30 teachers, 22 of whom were female and 8 of whom were male. All these teachers worked in high schools and equivalent schools in Istanbul. A total of 23 of the participants hold undergraduate degrees, and 7 of them hold postgraduate degrees. The participants were selected from different branches. The data were collected using the face-to-face interview technique. Teachers were asked 11 types of questions about peer pressure, and their responses were noted. The data were collected from volunteer teachers who were still on duty. The 'Peer Bullying Questionnaire in Schools', developed by the researchers and determined according to expert opinions and consisting of two parts, was used as a data collection tool. The first part of the peer bullying questionnaire includes the demographic characteristics of the participants, and the second part includes 11 types of questions for teachers about peer pressure. Consequently, this research is a study that reflects the peer bullying cases that students have been exposed to, how students react to such bullying, what kind of attitude teachers have towards such behaviors, how they act as teachers, why bullying behaviors develop, and how they suggest solutions to such behaviors. The results of the present study showed that peer bullying is a highly prevalent problem in high schools, and the students mostly suffered from verbal and social bullying. Familial factors were reported as the major cause of peer bullying. Teachers stated that the first source they used to cope with bullying was the school's psychological counseling and guidance services. The results of the present study were discussed based on the available literature, the study's limitations were indicated, and suggestions for future practical and theoretical studies were presented.
{"title":"EXAMINATION OF PEER PRESSURE IN HIGH SCHOOL STUDENTS BASED ON TEACHERS' OPINIONS","authors":"Işılay Seda Sozen, Mustafa Can Koç","doi":"10.18355/pg.2023.12.2.4","DOIUrl":"https://doi.org/10.18355/pg.2023.12.2.4","url":null,"abstract":"This study examines peer bullying behaviors among high school students between the ages of 15 and 18 based on teachers' opinions. The sample group consisted of a total of 30 teachers, 22 of whom were female and 8 of whom were male. All these teachers worked in high schools and equivalent schools in Istanbul. A total of 23 of the participants hold undergraduate degrees, and 7 of them hold postgraduate degrees. The participants were selected from different branches. The data were collected using the face-to-face interview technique. Teachers were asked 11 types of questions about peer pressure, and their responses were noted. The data were collected from volunteer teachers who were still on duty. The 'Peer Bullying Questionnaire in Schools', developed by the researchers and determined according to expert opinions and consisting of two parts, was used as a data collection tool. The first part of the peer bullying questionnaire includes the demographic characteristics of the participants, and the second part includes 11 types of questions for teachers about peer pressure. Consequently, this research is a study that reflects the peer bullying cases that students have been exposed to, how students react to such bullying, what kind of attitude teachers have towards such behaviors, how they act as teachers, why bullying behaviors develop, and how they suggest solutions to such behaviors. The results of the present study showed that peer bullying is a highly prevalent problem in high schools, and the students mostly suffered from verbal and social bullying. Familial factors were reported as the major cause of peer bullying. Teachers stated that the first source they used to cope with bullying was the school's psychological counseling and guidance services. The results of the present study were discussed based on the available literature, the study's limitations were indicated, and suggestions for future practical and theoretical studies were presented.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Monika Janicek Pavelova, Gabriela Erhardtova, Erik Žovinec
Mathematics accompanies us throughout our lives. Difficulties in acquiring mathematical ideas can appear even without the presence of a math learning disability – developmental dyscalculia. Our lack of success can result from various external or endogenous causes. People who have a higher level of math anxiety often have difficulties in everyday life, wherever mathematics occurs in some way. Therefore, it is important to pay attention to this issue and look for possible solutions and qualitatively discuss questions related to math anxiety. Why and what level of anxiety do individual mathematical tasks cause in some people? Is it not only the fear and anxiety of failure in mathematics but also of failure in everyday life in solving everyday problems, such as counting up purchases, planning financial transactions, interest, discounts, etc.? These difficulties cause fear, stress and anxiety in individuals, and the impairment of mathematical skills is transferred into adulthood. Chinn (2020) reports that up to 22% of adults in the UK have difficulties with the mathematics that limit them in everyday life. The paper is aimed at finding out the level of math anxiety in a selected population of students and analyzing the questionnaire "How I feel about math" Chinn (2020) translated into Slovak. The research group consisted of 11-16-year-old Slovak students. The aim of the paper is to point out the importance of investigating mathematics anxiety in the diagnosis of a mathematical learning disability. At the same time, to draw attention to the fact that students with special educational needs experience a higher level of math anxiety than their peers. The authors point out that there are no significant gender differences in the experience of math anxiety in the Slovak sample of students and confirm, as stated by Chinn, that 4-6% of neuro-typical (normal) children experience a high level of math anxiety.
{"title":"LEVEL OF MATH ANXIETY AMONG THE STUDENTS OF THE 5TH – 9TH YEAR OF STUDY IN SLOVAKIA","authors":"Monika Janicek Pavelova, Gabriela Erhardtova, Erik Žovinec","doi":"10.18355/pg.2023.12.1.5","DOIUrl":"https://doi.org/10.18355/pg.2023.12.1.5","url":null,"abstract":"Mathematics accompanies us throughout our lives. Difficulties in acquiring mathematical ideas can appear even without the presence of a math learning disability – developmental dyscalculia. Our lack of success can result from various external or endogenous causes. People who have a higher level of math anxiety often have difficulties in everyday life, wherever mathematics occurs in some way. Therefore, it is important to pay attention to this issue and look for possible solutions and qualitatively discuss questions related to math anxiety. Why and what level of anxiety do individual mathematical tasks cause in some people? Is it not only the fear and anxiety of failure in mathematics but also of failure in everyday life in solving everyday problems, such as counting up purchases, planning financial transactions, interest, discounts, etc.? These difficulties cause fear, stress and anxiety in individuals, and the impairment of mathematical skills is transferred into adulthood. Chinn (2020) reports that up to 22% of adults in the UK have difficulties with the mathematics that limit them in everyday life. The paper is aimed at finding out the level of math anxiety in a selected population of students and analyzing the questionnaire \"How I feel about math\" Chinn (2020) translated into Slovak. The research group consisted of 11-16-year-old Slovak students. The aim of the paper is to point out the importance of investigating mathematics anxiety in the diagnosis of a mathematical learning disability. At the same time, to draw attention to the fact that students with special educational needs experience a higher level of math anxiety than their peers. The authors point out that there are no significant gender differences in the experience of math anxiety in the Slovak sample of students and confirm, as stated by Chinn, that 4-6% of neuro-typical (normal) children experience a high level of math anxiety.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42366649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study deals with the search for connections between writing disorders and graphomotor skills, as well as with the development of graphomotor difficulties in children with dysgraphia and the secondary development of attention. The authors of the study present the results of qualitative research aimed at monitoring changes in the field of graphomotor skills in children who participated in the program “Method of Good Start”. The examined sample consisted of 3 respondents who were diagnosed with a writing disorder. By implementing this method, there was not only the development of motor and graphomotor skills but also improved attention in selected children. Concerning individuals with a diagnosed attention disorder, we talk about both impaired attention in all its components and a weakened level of motor skills. The authors of the study thus describe the Method of Good Start and point out the possibility of using it for the development or intervention of pupils with ADHD/ADD. Consequently, the study focuses on constructive criticism of the Method of Good Start from the point of view of motivation, which is a strong activation factor for individuals with ADHD, and thus would correspond to the current interests of elementary-aged children.
{"title":"DEVELOPMENT OF GRAPHOMOTORICS AND CORRECTION OF GRAPHOMOTOR DIFFICULTIES IN PRIMARY SCHOOL PUPILS","authors":"P. Jedlickova, Anna Sleziakova","doi":"10.18355/pg.2023.12.1.4","DOIUrl":"https://doi.org/10.18355/pg.2023.12.1.4","url":null,"abstract":"The present study deals with the search for connections between writing disorders and graphomotor skills, as well as with the development of graphomotor difficulties in children with dysgraphia and the secondary development of attention. The authors of the study present the results of qualitative research aimed at monitoring changes in the field of graphomotor skills in children who participated in the program “Method of Good Start”. The examined sample consisted of 3 respondents who were diagnosed with a writing disorder. By implementing this method, there was not only the development of motor and graphomotor skills but also improved attention in selected children. Concerning individuals with a diagnosed attention disorder, we talk about both impaired attention in all its components and a weakened level of motor skills. The authors of the study thus describe the Method of Good Start and point out the possibility of using it for the development or intervention of pupils with ADHD/ADD. Consequently, the study focuses on constructive criticism of the Method of Good Start from the point of view of motivation, which is a strong activation factor for individuals with ADHD, and thus would correspond to the current interests of elementary-aged children.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43929239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research focuses on the current trend of increasing the quality of education, which brings increased demands on teacher competencies when introducing differentiated instruction for primary school students from the very beginning of their schooling. When teaching mathematics, teachers encounter a variety of pupils' attitudes toward solving tasks and ways of acquiring new knowledge and skills. However, many teachers are not adequately prepared to do this, and there are very few relevant literature and research investigations to help them in practice. The purpose of this research study is to analyze the pedagogical means of differentiating learning tasks and to analyze aspects of the scope, content and timing of tasks in the subject of mathematics for primary school pupils. The aim of the study is to present the means of differentiation of learning tasks in the real process of education. Based on several case studies of teachers from the Pardubice, Hradec Králové and Central Bohemia regions, we present good practice examples of what aspects of differentiation of learning tasks teachers use in heterogeneous groups of pupils.
{"title":"THE PHENOMENON OF DIFFERENTIATION OF THE LEARNING TASK AS A WAY TO SUPPORT ALL PUPILS IN THE CLASSROOM","authors":"Monika Semradova","doi":"10.18355/pg.2023.12.1.2","DOIUrl":"https://doi.org/10.18355/pg.2023.12.1.2","url":null,"abstract":"The research focuses on the current trend of increasing the quality of education, which brings increased demands on teacher competencies when introducing differentiated instruction for primary school students from the very beginning of their schooling. When teaching mathematics, teachers encounter a variety of pupils' attitudes toward solving tasks and ways of acquiring new knowledge and skills. However, many teachers are not adequately prepared to do this, and there are very few relevant literature and research investigations to help them in practice. The purpose of this research study is to analyze the pedagogical means of differentiating learning tasks and to analyze aspects of the scope, content and timing of tasks in the subject of mathematics for primary school pupils. The aim of the study is to present the means of differentiation of learning tasks in the real process of education. Based on several case studies of teachers from the Pardubice, Hradec Králové and Central Bohemia regions, we present good practice examples of what aspects of differentiation of learning tasks teachers use in heterogeneous groups of pupils.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47929289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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