Teachers’ Work with Taxonomy of Educational Objectives as One of the Forms of the Gifted Preschoolers’ Development

Machů, Eva; Lukeš, Petr

doi:10.2478/atd-2019-0011

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…On the part of the teacher and the school, it is especially the reasonable difficulty of learning requirements (Mitchell & Carbone, 2011) in relation to different groups of students, which is generally understood on the part of an individual´s approach to education. However, it is related to the teacher's knowledge of what students he/she has in front of him/her, especially in terms of the motivational type of student and in terms of his current level of development of dispositions (Machů & Lukeš, 2019). With this knowledge, it seems to be a strategic task for the teacher to strengthen the need for successful performance in students, i.e.…”

Section: Discussionmentioning

confidence: 99%

Primary School Students’ Performance Orientation - The Czech Republic Research

Vomáčková

Chytrý

2021

Acta Educationis Generalis

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Introduction: The current school is strongly focused on student performance. Each student faces a large number of learning tasks, which place considerable demands on them, arouse in them a different degree of interest, evoke a different degree of commitment to work, are associated with different expectations or have a different degree of attractiveness. Performance situations are associated with pleasant experiences but also with experiences of failure, which in their essence affect the activity or passivity of the student, and thereby affect the prioritization of the necessity to excel or the need to avoid failure. These needs are the basis of performance orientation, which is analysed in the paper. The aim is to verify whether the motivational orientation of students is related to their beneficial outcomes. Methods: The quantitative nature of the paper made it possible to use both indicators of descriptive statistics (mean, median, mode, standard deviation) and inductive statistics (Mann-Whitney U test, Pearson's Chi-square test, Shapiro-Wilk normality test). The surveyed sample of 363 respondents consisted of an available selection of students from 14 primary schools in five regions of the Czech Republic in 2019. The data were collected physically at schools using a standardized questionnaire. Students were acquainted with its purpose and content. Statistical analysis of the data was carried out electronically, both in terms of methodology in accordance with the research design of Hrabal and Pavelková (2011). Results: The analysis of the data of the sample of respondents revealed that the performance orientation of problem students differs statistically significantly from that of the performance motivation of non-problem students in two cases: 1) the need for successful performance, where differences were verified using hypothesis H1 and 2) in the ratio of performance needs, where the differences were verified using hypothesis H4. In other cases, no statistically significant difference was found between the two groups. Discussion: The presented findings correspond to current domestic (Krykorková & Váňová, 2010) and foreign research (Weiner, 2000). They draw attention to the importance of a positive motivation of the student in terms of his degree of involvement in the development of his own dispositions, which affects the benefit of the student. Positively motivated students achieve better results with a comparable intellect than non-motivated students (Man & Mareš, 2005). The role of the teacher and his knowledge of motivational types of students is of paramount importance in this respect. Limitations: The sample under examination of respondents does not bring a representative sample in terms of the representation of students according to school years, regions of the Czech Republic or according to the representation of so-called problem or non-problem students. The outcomes of the survey can thus be applied only to a given sample of respondents. Conclusion: The benefitting for students in the sample showed lower positive motivation than their intellectually comparable non-problem classmates. It is a question of reserves, the use of which is a challenge not only for themselves, but also for the school and parents. The largest differences between the two groups were recorded in the specific ratio of positive and negative motivation 4: 2 within the T1 type and in the ratio 1: 3 within the T6 type. The attempt to determine the causes of this fact, especially proposing a remedy, is a topic for further research in this area.

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Section: Discussionmentioning

confidence: 99%

Primary School Students’ Performance Orientation - The Czech Republic Research

Vomáčková

Chytrý

2021

Acta Educationis Generalis

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“…In total, 342 studies met our inclusion criteria (see Supplementary D and O for a complete list). In two cases, two publications were based on the same data but reported different outcome measures and were thus treated as one study (Chao et al, 2016(Chao et al, , 2017Machů, 2015;Machů & Lukeš, 2019).…”

Section: Description Of Included Studiesmentioning

confidence: 99%

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

et al. 2023

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Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positive beliefs toward inclusive education. Teachers are provided with professional development opportunities, but are these effective in improving their learning process and positively impacting students’ behavior? We conducted a meta-analysis to address this question. The screening of 12,050 search results revealed 342 eligible studies with more than 155,000 participants and 1123 effects from four outcome categories: teachers’ knowledge, skills, and beliefs and students’ behavior. We observed positive, though varying, effects on all four outcome categories: large effects on teachers' knowledge regarding inclusive education (g = 0.93), moderate effects on teachers’ skills (g = 0.49), small effects on teachers’ beliefs (g = 0.23), and small-to-moderate effects on student behavior (g = 0.37). We also examined factors that might explain the differences in the strength of training effects. The data suggest that long-term training with high practical relevance and active learning opportunities facilitates transfer to schools.

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“…In total, 342 studies met our inclusion criteria (see Supplementary C and N for a complete list). In two cases, two publications were based on the same data but reported different outcome measures and were thus treated as one study (Chao et al, 2016(Chao et al, , 2017Machů, 2015;Machů & Lukeš, 2019).…”

Section: Description Of Included Studiesmentioning

confidence: 99%

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

Donath

Lüke

Graf

et al. 2022

Preprint

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Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positive beliefs toward inclusive education. Teachers are provided with professional development opportunities, but are these effective in improving their learning process and positively impacting students’ behavior and achievement? We conducted a systematic review and meta-analysis to address this question. The screening of 12,050 search results revealed 342 eligible studies with more than 155,000 participants and 1,123 effects from four outcome categories: teachers’ knowledge, skills, and beliefs and students’ behavior and achievement. We observed positive, though varying, effects on all four outcome categories: large effects on knowledge regarding inclusive education (g = 0.93), moderate effects on teachers’ skills (g = 0.49), small effects on teachers’ beliefs (g = 0.23) and small-to-moderate effects on student behavior (g = 0.37). We also examined factors that might explain the differences in the strength of training effects. The data suggest that long-term training with high practical relevance and active learning opportunities facilitates transfer to schools.

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Teachers’ Work with Taxonomy of Educational Objectives as One of the Forms of the Gifted Preschoolers’ Development

Cited by 4 publications

References 12 publications

Primary School Students’ Performance Orientation - The Czech Republic Research

Primary School Students’ Performance Orientation - The Czech Republic Research

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Systematic Review and Meta-Analysis

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