The Teacher's Perceptual Errors and Their Influence on The Number of Positive Reactions and Instructions Towards Pupils
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F19%3A43895002" target="_blank" >RIV/44555601:13430/19:43895002 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.21125/iceri.2019.0143" target="_blank" >http://dx.doi.org/10.21125/iceri.2019.0143</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/iceri.2019.0143" target="_blank" >10.21125/iceri.2019.0143</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Teacher's Perceptual Errors and Their Influence on The Number of Positive Reactions and Instructions Towards Pupils
Popis výsledku v původním jazyce
The presented empirical study deals with the influence of perceptual errors and subsequent preferential attitudes of the teacher on the number of positive reactions towards the pupil and on the number of instructions (pupil evocation). The research was conducted in two classes (4th and 5th) of primary school. In the pre-research, an observation sheet was first created based on the observation involved. The main survey (participant observation) took place in a two-month interval in twenty random lessons. To relate the number of positive responses and instructions of the teacher towards the pupil based on the teacher's preferential attitude, a questionnaire was created to diagnose the perceived intelligence and effort of the pupil by the teacher. Within the inductive statistics, 7/8 formulated hypotheses confirming the uneven distribution of the number of positive reactions and instructions due to the perceived level of intelligence and pupil's effort by the teacher were confirmed.
Název v anglickém jazyce
The Teacher's Perceptual Errors and Their Influence on The Number of Positive Reactions and Instructions Towards Pupils
Popis výsledku anglicky
The presented empirical study deals with the influence of perceptual errors and subsequent preferential attitudes of the teacher on the number of positive reactions towards the pupil and on the number of instructions (pupil evocation). The research was conducted in two classes (4th and 5th) of primary school. In the pre-research, an observation sheet was first created based on the observation involved. The main survey (participant observation) took place in a two-month interval in twenty random lessons. To relate the number of positive responses and instructions of the teacher towards the pupil based on the teacher's preferential attitude, a questionnaire was created to diagnose the perceived intelligence and effort of the pupil by the teacher. Within the inductive statistics, 7/8 formulated hypotheses confirming the uneven distribution of the number of positive reactions and instructions due to the perceived level of intelligence and pupil's effort by the teacher were confirmed.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
ICERI2019 PROCEEDINGS
ISBN
978-84-09-14755-7
ISSN
—
e-ISSN
—
Počet stran výsledku
5
Strana od-do
437-441
Název nakladatele
ICERI
Místo vydání
Seville
Místo konání akce
Spain - Seville
Datum konání akce
11. 11. 2019
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000530109200061