Femke van der Wilt, D. Froehlich, Chiel van der Veen
Engaging in positive relationships with peers is highly important for children’s learning and development. In the present study, social network analyses were used to investigate how children’s language competence affects their peer relationships in the context of early childhood classrooms. A total of 13 classrooms (N = 248 children) participated. Children’s language competence was measured using tests for oral communicative competence and receptive vocabulary knowledge. Furthermore, a sociometric method was used to obtain network data. Outcomes of social network analyses showed that children are more likely to form relationships with children with high and similar levels of receptive vocabulary knowledge. In addition, weak support was found for the hypothesis that children form relationships with children with high levels of oral communicative
{"title":"The Role of Language Competence in Building Peer Relationships in Early Childhood: A Social Network Perspective","authors":"Femke van der Wilt, D. Froehlich, Chiel van der Veen","doi":"10.5817/sp2021-2-1","DOIUrl":"https://doi.org/10.5817/sp2021-2-1","url":null,"abstract":"Engaging in positive relationships with peers is highly important for children’s learning and development. In the present study, social network analyses were used to investigate how children’s language competence affects their peer relationships in the context of early childhood classrooms. A total of 13 classrooms (N = 248 children) participated. Children’s language competence was measured using tests for oral communicative competence and receptive vocabulary knowledge. Furthermore, a sociometric method was used to obtain network data. Outcomes of social network analyses showed that children are more likely to form relationships with children with high and similar levels of receptive vocabulary knowledge. In addition, weak support was found for the hypothesis that children form relationships with children with high levels of oral communicative","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71355815","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 aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.
{"title":"Influences of Educational Policy on the Pre-Service Education of Teachers in Science and Environmental Education: A Latin American Context","authors":"María Angélica Mejía-Cáceres, L. Freire","doi":"10.5817/sp2021-2-7","DOIUrl":"https://doi.org/10.5817/sp2021-2-7","url":null,"abstract":"This study aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71355928","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 aim of this explorative research study was to identify the relationship between the positions of individual students in their peer social networks and their classroom seating arrangement through sociometry and social network analysis. We examined the social networks of 17 classrooms comprising 363 students (183 boys, 180 girls) attending lower secondary schools (ISCED 2A). We found that positions in social networks could not be connected with single specific seating positions. Nonetheless, certain tendencies can be observed. Students who are perceived as more likeable sit in the middle column of the classroom and are seated close to each other. Locations inhabited by dominant students are positioned further from teachers and further apart from each other. The increase of the values of degree centrality, closeness centrality, and eigenvector centrality is noticeable in desks positioned further away from the teacher. By comparing these results with studies examining seating arrangements as a means of distributing learning opportunities through student participation, specific zones can be observed in the classroom that could benefit the children seated there in their roles as students and at the same time in their roles as classmates.
{"title":"Classroom Space and Student Positions in Peer Social Networks: An Exploratory Study","authors":"Tomáš Lintner, Zuzana Šalamounová","doi":"10.5817/sp2021-2-3","DOIUrl":"https://doi.org/10.5817/sp2021-2-3","url":null,"abstract":"The aim of this explorative research study was to identify the relationship between the positions of individual students in their peer social networks and their classroom seating arrangement through sociometry and social network analysis. We examined the social networks of 17 classrooms comprising 363 students (183 boys, 180 girls) attending lower secondary schools (ISCED 2A). We found that positions in social networks could not be connected with single specific seating positions. Nonetheless, certain tendencies can be observed. Students who are perceived as more likeable sit in the middle column of the classroom and are seated close to each other. Locations inhabited by dominant students are positioned further from teachers and further apart from each other. The increase of the values of degree centrality, closeness centrality, and eigenvector centrality is noticeable in desks positioned further away from the teacher. By comparing these results with studies examining seating arrangements as a means of distributing learning opportunities through student participation, specific zones can be observed in the classroom that could benefit the children seated there in their roles as students and at the same time in their roles as classmates.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71355912","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}
Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers’ narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers’ experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers’ personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.
教师身份是影响教育过程形式和质量的关键因素之一。本文的研究目的是对中小学教育中教师叙事认同的研究进行分析。我们使用了Web of Science数据库，并选择了2010-2020年的英文研究。分析表明，教师认同的领域可以从个人认同和职业认同及其相互作用的角度来看待。关于教师身份认同的数据主要是作为教师对其职业和自我体验的叙述收集的。专业认同在课堂话语、课程和专业发展的多样性方面进行调查。对教师个人认同的研究主要集中在性别、养育子女、性取向、种族、文化、政治取向和国家认同等方面。这项研究说明了职业身份和个人身份的相互作用。
{"title":"Stories of Teachers’ Identity: Between Personal and Professional Experience","authors":"Kateřina Lojdová, Katarína Vlčková, J. Nehyba","doi":"10.5817/sp2021-2-6","DOIUrl":"https://doi.org/10.5817/sp2021-2-6","url":null,"abstract":"Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers’ narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers’ experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers’ personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71355919","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 topic of this study is the issue of secondary vocational schools in socialist Czechoslovakia. The specific aim of this paper is to capture and interpret the course of the admission procedure and its transformation at this type of school during the 41-year rule of the Communist Party of Czechoslovakia (1948–1989). The research is based on a historiographic approach to the history of everyday life. One of the research methods Studia paedagogica roč. 25, č. 3, 2020 www.studiapaedagogica.cz https://doi.org/10.5817/SP2020-3-3 70 MICHAL ŠIMÁNĚ, LENKA KAMANOVÁ used is an oral history based on interviews with witnesses: teachers who worked at secondary vocational schools during the socialist regime. Our research is further complemented by the study of period legislation and periodicals, such as Odborná škola and Nová škola, and archival sources obtained from the National Archive in Prague. The results of the study provide a previously unrevealed picture of the course and transformation of the admission procedure at secondary vocational schools in socialist Czechoslovakia. They show the ideological interventions of the Communist regime into the form of the admission procedure, for instance through the so-called comprehensive evaluation report of applicants and also through some members of the admission committee. The study pays particular attention to the role of the chairman of the admission committee, which in many cases was held by the headteacher of a secondary vocational school.
{"title":"Přijímací řízení na středních odborných školách v období socialistického Československa","authors":"Michal Šimáně, Lenka Kamanová","doi":"10.5817/sp2020-3-3","DOIUrl":"https://doi.org/10.5817/sp2020-3-3","url":null,"abstract":"The topic of this study is the issue of secondary vocational schools in socialist Czechoslovakia. The specific aim of this paper is to capture and interpret the course of the admission procedure and its transformation at this type of school during the 41-year rule of the Communist Party of Czechoslovakia (1948–1989). The research is based on a historiographic approach to the history of everyday life. One of the research methods Studia paedagogica roč. 25, č. 3, 2020 www.studiapaedagogica.cz https://doi.org/10.5817/SP2020-3-3 70 MICHAL ŠIMÁNĚ, LENKA KAMANOVÁ used is an oral history based on interviews with witnesses: teachers who worked at secondary vocational schools during the socialist regime. Our research is further complemented by the study of period legislation and periodicals, such as Odborná škola and Nová škola, and archival sources obtained from the National Archive in Prague. The results of the study provide a previously unrevealed picture of the course and transformation of the admission procedure at secondary vocational schools in socialist Czechoslovakia. They show the ideological interventions of the Communist regime into the form of the admission procedure, for instance through the so-called comprehensive evaluation report of applicants and also through some members of the admission committee. The study pays particular attention to the role of the chairman of the admission committee, which in many cases was held by the headteacher of a secondary vocational school.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43084546","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}
Roman Švaříček, Jana Straková, Cyril Brom, David Greger, Tereza Hannemann, Jiří Lukavský
Clanek na zakladě kvantitativni a kvalitativni analýz y odpovědi 9810 rodiců zkouma vnimani vzdělavani v domacim prostředi z pohledu rodiců v době uzavřených zakladnich skol z důvodu pandemie COVID-19. Cilem empirickeho setřeni bylo odpovědět na otazky, jake bariery ve vzdělavani doma v době uzavřených zakladnich skol rodice identifikuji, jaka řeseni by uvitali, ale take jaký je vztah mezi rodinou a skolou v situaci vzdělavani doma. Analyzovana data pochazeji z výzkumu Vzdělavani doma, který byl uskutecněn v dubnu 2020 za podpory Ceske televize. Výsledky výzkumu ukazuji, že existuje zasadni rozdil mezi rodici prvostupňových a druhostupňových žaků, kteři jednak vnimaji odlisne bariery a jednak jmenuji jina řeseni nastale situace. Význam výsledků tkvi v tom, že nejenom upozorňuji na bariery ve spolupraci mezi rodinou a skolou, ale naznacuji i možna řeseni problemů, ktere přinesla neocekavana situace.
{"title":"Spolupráce rodiny a školy v době uzavřených základních škol","authors":"Roman Švaříček, Jana Straková, Cyril Brom, David Greger, Tereza Hannemann, Jiří Lukavský","doi":"10.5817/sp2020-3-1","DOIUrl":"https://doi.org/10.5817/sp2020-3-1","url":null,"abstract":"Clanek na zakladě kvantitativni a kvalitativni analýz y odpovědi 9810 rodiců zkouma vnimani vzdělavani v domacim prostředi z pohledu rodiců v době uzavřených zakladnich skol z důvodu pandemie COVID-19. Cilem empirickeho setřeni bylo odpovědět na otazky, jake bariery ve vzdělavani doma v době uzavřených zakladnich skol rodice identifikuji, jaka řeseni by uvitali, ale take jaký je vztah mezi rodinou a skolou v situaci vzdělavani doma. Analyzovana data pochazeji z výzkumu Vzdělavani doma, který byl uskutecněn v dubnu 2020 za podpory Ceske televize. Výsledky výzkumu ukazuji, že existuje zasadni rozdil mezi rodici prvostupňových a druhostupňových žaků, kteři jednak vnimaji odlisne bariery a jednak jmenuji jina řeseni nastale situace. Význam výsledků tkvi v tom, že nejenom upozorňuji na bariery ve spolupraci mezi rodinou a skolou, ale naznacuji i možna řeseni problemů, ktere přinesla neocekavana situace.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45745548","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}
Research has shown that students in vocational secondary school programs have worse results than students in general-education programs do, even when their initial results and family background are taken into account. Researchers have noted possible causes of this phenomenon in the school climate. In this article, the school climate is operationalized through a culture of academic futility. We examine whether the feeling of academic futility affects the performance in mathematics and reading literacy of third-year students at grammar schools, secondary vocational schools, and apprenticeship schools, taking into account their family background and initial knowledge. The analysis used multi-level modeling in MPlus and was performed on a set of 2,846 students from 143 classes in 79 schools who were administered tests and questionnaires at the beginning of secondary school and then again in the middle of their third year. The results confirm the effect of academic futility on student achievement and show slight differences in its effect between the two subjects.
{"title":"Vztah akademické marnosti a výsledků žáků: různé mechanismy pro matematiku a čtenářskou gramotnost","authors":"Jana Straková, Jaroslava Simonová","doi":"10.5817/sp2020-3-2","DOIUrl":"https://doi.org/10.5817/sp2020-3-2","url":null,"abstract":"Research has shown that students in vocational secondary school programs have worse results than students in general-education programs do, even when their initial results and family background are taken into account. Researchers have noted possible causes of this phenomenon in the school climate. In this article, the school climate is operationalized through a culture of academic futility. We examine whether the feeling of academic futility affects the performance in mathematics and reading literacy of third-year students at grammar schools, secondary vocational schools, and apprenticeship schools, taking into account their family background and initial knowledge. The analysis used multi-level modeling in MPlus and was performed on a set of 2,846 students from 143 classes in 79 schools who were administered tests and questionnaires at the beginning of secondary school and then again in the middle of their third year. The results confirm the effect of academic futility on student achievement and show slight differences in its effect between the two subjects.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41310420","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 numbers of citations are considered to be indicators of a researcher’s reputation and contributions in academia, citations can also be assigned a certain economic value. This economic approach can be observed in Czechia, too, which motivates some researchers to gain citations using ethically problematic methods. Therefore, the aim of this study is to discuss issues related to citations. Selected excerpts, which originate from the authors’ academic experience and observations, document how researchers coerce citations and establish citation cartels. Viewed from the perspective of Merton’s scientific ethos, these practices undermine openmindedness, transparency, and a critical approach in research. We present some recommendations for ethically correct citations in the conclusion of this paper.
{"title":"Citační etika v pedagogickém výzkumu: k vynucování citací a zakládání citačních kartelů","authors":"P. Knecht, F. Tůma","doi":"10.5817/sp2020-3-7","DOIUrl":"https://doi.org/10.5817/sp2020-3-7","url":null,"abstract":"Although numbers of citations are considered to be indicators of a researcher’s reputation and contributions in academia, citations can also be assigned a certain economic value. This economic approach can be observed in Czechia, too, which motivates some researchers to gain citations using ethically problematic methods. Therefore, the aim of this study is to discuss issues related to citations. Selected excerpts, which originate from the authors’ academic experience and observations, document how researchers coerce citations and establish citation cartels. Viewed from the perspective of Merton’s scientific ethos, these practices undermine openmindedness, transparency, and a critical approach in research. We present some recommendations for ethically correct citations in the conclusion of this paper.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42072899","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}
Innovations created by teachers, teacher communities, and schools in their daily practices play a key role in improving the quality and effectiveness of education. As protocols, central regulations, and ready-made teaching materials do not provide solutions to all problems emerging in daily practice, it is necessary to invent new and original solutions to respond to the challenges teachers and schools encounter in their everyday work. As in other knowledge-based professions, creativity and innovativeness are necessary skills for teachers and teacher communities so that they can work effectively. In many countries, schools are encouraged to support innovative work behavior and are expected to manage change and innovation processes effectively. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that enable capturing school/department-level innovation processes. The article focuses on one specific problem area: the relationship between innovation activity/behavior and organizational (workplace) characteristics.
{"title":"Individuální inovační chování a charakteristika pracoviště: potenciál výzkumu inovací ve vzdělávání","authors":"Gábor Halász","doi":"10.5817/sp2020-3-4","DOIUrl":"https://doi.org/10.5817/sp2020-3-4","url":null,"abstract":"Innovations created by teachers, teacher communities, and schools in their daily practices play a key role in improving the quality and effectiveness of education. As protocols, central regulations, and ready-made teaching materials do not provide solutions to all problems emerging in daily practice, it is necessary to invent new and original solutions to respond to the challenges teachers and schools encounter in their everyday work. As in other knowledge-based professions, creativity and innovativeness are necessary skills for teachers and teacher communities so that they can work effectively. In many countries, schools are encouraged to support innovative work behavior and are expected to manage change and innovation processes effectively. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that enable capturing school/department-level innovation processes. The article focuses on one specific problem area: the relationship between innovation activity/behavior and organizational (workplace) characteristics.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48889921","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}
Šárka Portešová, Michal Jabůrek, Martin Tancoš, Edita Chvojková, Simona Válková
The aim of this pilot study was to describe the process of screening children for intellectual giftedness in a Czech school. The main topic of this study was to compare two procedures for identifying gifted pupils: teacher nomination (including the ranking of children by their assumed level of giftedness) and the results of a groupadministered fluid intelligence test (CFT 20-R). In addition, the length of the teachers’ experience was considered as a factor that might influence the relationship between teacher nominations and CFT 20-R results. The sample consisted of 6 form teachers from a selected primary school who evaluated 106 pupils from the 4th and 5th grades. The level of agreement between the two procedures was quite low and was not influenced by the length of experience in our sample of teachers. However, our study found a weak relationship between the teachers’ ranking of nominated pupils and the pupils’ fluid intelligence as measured by the test. The discussion section of this paper examines these findings and gives possible recommendations for future directions regarding the identification of giftedness and related training of teachers.
{"title":"Shoda pedagogické nominace a skupinového testu inteligence při skríningu intelektového nadání – sonda do problematiky","authors":"Šárka Portešová, Michal Jabůrek, Martin Tancoš, Edita Chvojková, Simona Válková","doi":"10.5817/sp2020-3-5","DOIUrl":"https://doi.org/10.5817/sp2020-3-5","url":null,"abstract":"The aim of this pilot study was to describe the process of screening children for intellectual giftedness in a Czech school. The main topic of this study was to compare two procedures for identifying gifted pupils: teacher nomination (including the ranking of children by their assumed level of giftedness) and the results of a groupadministered fluid intelligence test (CFT 20-R). In addition, the length of the teachers’ experience was considered as a factor that might influence the relationship between teacher nominations and CFT 20-R results. The sample consisted of 6 form teachers from a selected primary school who evaluated 106 pupils from the 4th and 5th grades. The level of agreement between the two procedures was quite low and was not influenced by the length of experience in our sample of teachers. However, our study found a weak relationship between the teachers’ ranking of nominated pupils and the pupils’ fluid intelligence as measured by the test. The discussion section of this paper examines these findings and gives possible recommendations for future directions regarding the identification of giftedness and related training of teachers.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41647550","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：