Favouring of Gifted Pupils by Elementary Teachers: A Labelling Theory Perspective

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F24%3A63566298" target="_blank" >RIV/70883521:28150/24:63566298 - isvavai.cz</a>

Výsledek na webu

<a href="https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=5292&context=tqr" target="_blank" >https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=5292&context=tqr</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.46743/2160-3715/2024.5292" target="_blank" >10.46743/2160-3715/2024.5292</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Favouring of Gifted Pupils by Elementary Teachers: A Labelling Theory Perspective

Popis výsledku v původním jazyce

Improving the quality of care for gifted pupils also brings problems related to their favouring. Favouring, as a part of the labeling theory, leads to the selection of gifted and stagnation in their development, making it one of the risk factors. This study identifies and analyses pedagogical situations leading to favouring of gifted pupils. The qualitative research is conducted in the elementary schools in the Czech Republic (Central Europe). Data are obtained through observation of school lessons and from interviews with teachers and were subsequently analysed by the situational analysis. The study has found five typical situations, such as teachers’ increased expectations of gifted pupils, privileges only for gifted pupils, gifted pupil as the teacher’s assistant, additional tasks only for gifted pupils, and gifted pupil as the captain of group work. We also detect typical features leading to favouring as a privilege, representation, performance, segregation, lack of purpose, and rigidity. The study draws attention to the existence of high-quality formalized care for the gifted (anchoring care in school legislation), for which school practice is not sufficiently prepared.

Název v anglickém jazyce

Favouring of Gifted Pupils by Elementary Teachers: A Labelling Theory Perspective

Popis výsledku anglicky

Improving the quality of care for gifted pupils also brings problems related to their favouring. Favouring, as a part of the labeling theory, leads to the selection of gifted and stagnation in their development, making it one of the risk factors. This study identifies and analyses pedagogical situations leading to favouring of gifted pupils. The qualitative research is conducted in the elementary schools in the Czech Republic (Central Europe). Data are obtained through observation of school lessons and from interviews with teachers and were subsequently analysed by the situational analysis. The study has found five typical situations, such as teachers’ increased expectations of gifted pupils, privileges only for gifted pupils, gifted pupil as the teacher’s assistant, additional tasks only for gifted pupils, and gifted pupil as the captain of group work. We also detect typical features leading to favouring as a privilege, representation, performance, segregation, lack of purpose, and rigidity. The study draws attention to the existence of high-quality formalized care for the gifted (anchoring care in school legislation), for which school practice is not sufficiently prepared.

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

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Qualitative Report

ISSN

1052-0147

e-ISSN

—

Svazek periodika

29

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

18

Strana od-do

"50 "- 67

Kód UT WoS článku

001139414900001

EID výsledku v databázi Scopus

2-s2.0-85181084058