Teachers' evaluation of importance of selected determinants of education of socially disadvantaged pupils

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F17%3A63517581" target="_blank" >RIV/70883521:28150/17:63517581 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.eriesjournal.com/index.php/eries/article/view/156/146" target="_blank" >https://www.eriesjournal.com/index.php/eries/article/view/156/146</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2017.100104" target="_blank" >10.7160/eriesj.2017.100104</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teachers' evaluation of importance of selected determinants of education of socially disadvantaged pupils

Popis výsledku v původním jazyce

Education of socially disadvantaged pupils is a current issue widely discussed, especially in the context of the philosophy of inclusive education. The present article focuses on presentation of results of a research study aimed at finding out the relevance to teachers of selected determinants involved in education of socially disadvantaged pupils. For this purpose the Q-methodology was used. We found that teachers teaching at the selected elementary schools saw as the most relevant determinants of education of socially disadvantaged pupils reduced class numbers and interest of the socially disadvantaged pupils in their own education, while determinants of the teacher&apos;s side (social environment the teacher comes from, their religious belief and race) were considered less relevant.

Název v anglickém jazyce

Teachers' evaluation of importance of selected determinants of education of socially disadvantaged pupils

Popis výsledku anglicky

Education of socially disadvantaged pupils is a current issue widely discussed, especially in the context of the philosophy of inclusive education. The present article focuses on presentation of results of a research study aimed at finding out the relevance to teachers of selected determinants involved in education of socially disadvantaged pupils. For this purpose the Q-methodology was used. We found that teachers teaching at the selected elementary schools saw as the most relevant determinants of education of socially disadvantaged pupils reduced class numbers and interest of the socially disadvantaged pupils in their own education, while determinants of the teacher&apos;s side (social environment the teacher comes from, their religious belief and race) were considered less relevant.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal on Efficiency and Responsibility in Education and Science

ISSN

2336-2375

e-ISSN

—

Svazek periodika

10

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

10

Strana od-do

24-33

Kód UT WoS článku

000415623200005

EID výsledku v databázi Scopus

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