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dc.title | Quality in differentiation of instruction with respect to development of pupils' giftedness - self-evaluation of teachers | en |
dc.contributor.author | Machů, Eva | |
dc.contributor.author | Kočvarová, Ilona | |
dc.contributor.author | Petrujová, Jana | |
dc.relation.ispartof | ICERI2016: 9th International Conference of Education, Research and Innovation | |
dc.identifier.issn | 2340-1095 Scopus Sources, Sherpa/RoMEO, JCR | |
dc.date.issued | 2016 | |
dc.citation.spage | 7421 | |
dc.citation.epage | 7426 | |
dc.event.title | 9th Annual International Conference of Education, Research and Innovation (iCERi) | |
dc.event.location | Seville | |
utb.event.state-en | Spain | |
utb.event.state-cs | Španělsko | |
dc.event.sdate | 2016-11-14 | |
dc.event.edate | 2016-11-16 | |
dc.type | conferenceObject | |
dc.language.iso | en | |
dc.publisher | IATED- The International Academy of Technology, Education and Development | |
dc.identifier.doi | 10.21125/iceri.2016.0696 | |
dc.relation.uri | https://library.iated.org/view/MACHU2016QUA | |
dc.subject | teaching quality | en |
dc.subject | self-evaluation | en |
dc.subject | teacher | en |
dc.subject | giftedness | en |
dc.subject | gifted pupil | en |
dc.subject | inclusive education | en |
dc.subject | differentiation of instruction | en |
dc.subject | questionnaire | en |
dc.description.abstract | The article deals with differentiation of instruction in context of inclusive education on the level of lower-secondary schools (ISCED 2) in the Czech Republic. The aim is to evaluate the quality in differentiation of instruction with respect to development of pupils' giftedness and to compare the quality according to chosen teachers' characteristics. 609 teachers took part in the study. They evaluated their quality of differentiation in a questionnaire. Exploratory factor analysis showed 2 factors covering the original 9 items, first of them is focused on curriculum differentiation, the second one is aimed at the differentiation of teaching methods. They together explain 45 % of total variance and their overall internal consistency is satisfactory (Cronbach's alpha = 0,77). The findings show, that teachers are more able to differentiate curriculum, than to differentiate didactic approaches in a heterogeneous classroom. Women cope with differentiation better than men. Teachers working predominantly in humanities cope with differentiation better than those who work mainly in natural sciences. Expert teachers have better results than beginners. Certificated teachers show the same level of quality in comparison to the uncertificated ones. | en |
utb.faculty | Faculty of Humanities | |
dc.identifier.uri | http://hdl.handle.net/10563/1007731 | |
utb.identifier.obdid | 43875027 | |
utb.identifier.wok | 000417330207061 | |
utb.source | d-wok | |
dc.date.accessioned | 2018-02-26T10:20:03Z | |
dc.date.available | 2018-02-26T10:20:03Z | |
dc.description.sponsorship | project IGA [IGA/FHS/2016/002] | |
utb.contributor.internalauthor | Machů, Eva | |
utb.contributor.internalauthor | Kočvarová, Ilona | |
utb.fulltext.affiliation | Eva Machů1, Ilona Kočvarová1, Jana Petrůjová2 1 Department of School Pedagogy, Faculty of Humanities, Tomas Bata University in Zlín (CZECH REPUBLIC) 2 Department of Pedagogical Sciences, Faculty of Humanities, Tomas Bata University in Zlín (CZECH REPUBLIC) | |
utb.fulltext.dates | - | |
utb.fulltext.references | [1] Gates, J. (2010). Children With Gifts and Talents: Looking Beyond Traditional Labels. Roeper Review. vol. 32, n.3. [2] Gurgur, H. & Uzuner, Y. (2011) Examining the implementation of two co-teaching models: teamteaching and station teaching. International Journal of Inclusive Education, 15 (6), 589 – 610. [3] Heward, W. L. (2013). Exceptional Children. An Introduction to Special Education. Ohio: Pearson Education. [4] Kasíková, H. & Straková, J (2011). Diverzita a diferenciace v základní škole. Praha: Nakladatelství Karolinum. [5] Machů, E. & Kočvarová, I. (2013). Kvalita školy z hlediska péče o nadané žáky. Zlín: Univerzita Tomáše Bati ve Zlíně. [6] Nind, M., Rix, J., Sheehy, K. & Simmons, K. (2013). Curriculum and Pedagogy in Inclusive Education. London and New York: Routledge. [7] Porter, L. (1999). Gifted Young Children. A guide for teachers and parents. Buckingham: Open University Press. [8] Riley, T. L. (2011). Teaching Gifted Students in the Inclusive Classroom. USA: Prufrock. [9] Van Tassel-Baska, J. & Stambaugh, T. (2005). Challenges and possibilities for servis gifted learners in the regular classroom. Theory Into Practice, 44, 211-217. [10] Westberg, K. & Daoust, M. E. (2004). The results of the classroom practices servey replication in two states. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented. | |
utb.fulltext.sponsorship | Thanks to Bc. Jana Petrůjová, student of FHS TBU in Zlín, for the participation on data collection. The publication has been produced with the support of the project IGA, No. IGA/FHS/2016/002. | |
utb.wos.affiliation | [Machu, Eva; Kocvarova, Ilona] Tomas Bata Univ Zlin, Fac Humanities, Dept Sch Pedag, Zlin, Czech Republic; [Petrujova, Jana] Tomas Bata Univ Zlin, Fac Humanities, Dept Pedag Sci, Zlin, Czech Republic | |
utb.fulltext.projects | IGA/FHS/2016/002 |