Grading is an integral, inevitable part of educational-upbringing process and presents an especially sensitive segment of teaching practice. With regard to that, the aim of our research was directed towards determining and analysing what pupils think about the process of grading and teachers in the context of grading. This research comprised 200 primary school pupils and 200 grammar school pupils. The questions were grouped into three thematic wholes (pupil's perception of teacher's actions in the process of grading; identification of pupil's preferred ways of grading and their reactions to grades and desirable and undesirable characteristics of teachers in the context of grading from pupil's perspective). On the basis of our findings, it can be concluded that pupils think: that teachers apply lower criteria when grading bad pupils, that they use grades as a disciplinary measure and that they are guided by pupil's grades in other subjects when grading. The grade is a strong motivator of a more active engagement of pupils in teaching process, where pupils especially appreciate regular checking and objective grading in teachers and object to excessively strict and unequal criterion of grading. The paper also provides the lists of desirable and undesirable characteristics of teachers in the context of grading, perceived on the part of pupils
This paper deals with the phenomenon of teachers? personal initiative in school everyday life as the significant factor of the quality of teaching and learning. Our goal is to explore how teachers assess their initiative - to what extent and in which way they show initiative, and what are the factors that encourage and hinder its demonstration. The first part of the paper analyses the very construct of ?initiative? - its determinants and the relation with similar constructs. The second part of the paper presents results of the research that included 182 teachers from urban primary schools from the entire territory of Serbia. Teachers gave their opinion about the presence and demonstration of personal initiative by replying to items in the questionnaire constructed for the purposes of this research. Obtained data were processed using both quantitative and qualitative methods. The results indicate that the majority of teachers consider themselves as persons of initiative. They believe that there is plenty of space to show initiative in creating atmosphere in the class, lecturing and in cooperation with parents and colleagues, while the least space for that is in organizational functioning of school and professional development. Teachers do not think that there are bigger obstacles to demonstrating their initiative; however, they are of the opinion that there is a lack of developed support to such demonstration when it comes to school environment factors. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralastva u obrazovanju do novih uloga i identiteta u drustvu) i br. 47008: Unapredjivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije]
This paper explores student initiative or student engagement in activities in school environment, as an aspect of students? functioning that is assumed to be a prerequisite for their contribution to the quality of instruction and better use of possibilities for education and development in school environment. We approach this topic from teachers? perspective since it is our aim to observe how teachers assess the initiative of their students (how important it is, how it is manifested, how present it is in different segments of school activities). In the first part of the paper we analyze the construct ?student initiative? and a similar construct ?student engagement?. In the second part of the paper we present the results of a research in which primary school teachers (N=182) from the territory of Serbia expressed their views on student initiative. Teachers? answers to open- and close-ended questions from the questionnaire (19 items in total) were processed by quantitative and qualitative methodology. Research results indicate that the majority of teachers believed that student initiative was a very important general feature of behavior in school environment, independent of age, which was most present in the domain of peer socializing and relationship with teachers, and least present in the very domains of student functioning that teachers deemed the most desirable (mastering the curriculum, regulation of disciplinary issues). [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralastva u obrazovanju do novih uloga i identiteta u drustvu i br. 47008: Unapredjivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije]
The paper presents the results of one part of empirical research conducted for the purpose of conceiving the proposal of educational standards for the subject Geography at the end of primary school education. The goal was to determine the extent to which the students were trained to orient themselves and use cartographic method in the process of using geographical map. Research comprised the representative sample of 919 students of the final grade in 159 Serbian primary schools. Achievement Test served for studying the levels of students' knowledge and skills in the field of Geographic Skills. Besides this, the questionnaire studied students' opinion on learning outcomes in this field, and by analyzing contingency tables, the correlation between students' success in geography at the end of the first term of the eighth grade and their opinion about learning outcomes in the afore-mentioned field was determined. The findings of this research indicate that students are not sufficiently trained to orient themselves in space and on geographical map, as well as to use geographical map in instruction. Besides, it was established that there is a correlation between students' success and their opinion on learning outcomes in the field of Geographic Skills
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