Temat: consequences - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Causes and Consequences of Labelling Gifted Pupils at Selected Elementary Schools
Autorzy:: Machů, Eva
Powiązania:: https://bibliotekanauki.pl/articles/26469808.pdf
Data publikacji:: 2013-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: labelling
gifted pupil
causes and consequences of labelling
Opis:: The article describes qualitative research analyzing causes and consequences of labelling gifted pupils. Causes and consequences were identified after an analysis of semi-structured interviews with gifted pupils, their classmates and teachers. Identified causes included certain pedagogical strategies such as excluding a gifted pupil from a group of their peers, using specific names for classes, excessive media coverage of specialized classes and pupils. Labelling was further promoted by a curriculum differing in its content, processes and materials offered to gifted pupils only. Consequences of labelling included ostracism and ridiculing of gifted pupils by their classmates, rivalry and hostility. The article concludes with proposals which might help to reduce labelling.
Źródło:: The New Educational Review; 2013, 31; 185-194
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Adolescent school-related self-concept in relation to adolescent personality
Autorzy:: Ďuricová, Lenka
Lukáčová, Lucia
Powiązania:: https://bibliotekanauki.pl/articles/2005012.pdf
Data publikacji:: 2016-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: self-concept
self-concept of ability
fear of social consequences
neuroticism
extraversion
conscientiousness
Opis:: The aim of our study was to examine adolescent personality in relation to the adolescent school-related self-concept, in particular to its cognitive aspect according to W.U. Meyer’s conception. In addition to selected personality dimensions, our paper focuses also on gender relations of the adolescent school-related self-concept. The research sample was made up of grammar school and university students (N = 100). The five-factor model of personality NEO-FFI (P.T. Costa, R.R. McCrae) and SCEA-M questionnaire (U. Engler, W.U. Meyer) were used as research tools. The results show a statistically significant relationship between neuroticism and fear of social consequences. There is also a statistically significant relationship between conscientiousness and the self-concept of ability. Statistically significant gender differences in favour of women appear in the dimension of fear of social consequences.
Źródło:: The New Educational Review; 2016, 43; 263-273
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 3.

Tytuł:: Consequences of the COVID-19 Pandemic on Teachers and Teacher Students’ Well-Being: Nominal Group Technique
Autorzy:: Nováková, Janka
Orosová, Oľga
Powiązania:: https://bibliotekanauki.pl/articles/20311539.pdf
Data publikacji:: 2023-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: well-being
consequences of the COVID-19 pandemic
teachers
nominal group technique
teacher students
Opis:: Aim: Examine the consequences of the COVID-19 pandemic on the well-being of teachers (TW) and teacher students (TSW). Method: Nominal Group Technique (NGT) applied in a group of teachers (TG) (n = 23, 100% women, mean age 31.4) and teacher students (TSG) (n = 18, 83.3% women, mean age 21.6). Results: 27 consequences on TW and 21 consequences on TSW found. The highest consensus of 65.2% in the severity of negative consequences on TW was found in the subjective dimension (fear for loved ones) and 56.2% in the severity of positive consequences on TW in the social dimension (spending time with family). The highest consensus of 83.3% in the severity of negative consequences on TSW was found in the social dimension (social isolation). Conclusion: Results of the study contribute to creating interventions to support TW and TSW based on research data.
Źródło:: The New Educational Review; 2023, 73; 11-21
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

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