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Quality in differentiation of instruction with respect to development of pupils' giftedness - self-evaluation of teachers

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dc.title Quality in differentiation of instruction with respect to development of pupils' giftedness - self-evaluation of teachers en
dc.contributor.author Machů, Eva
dc.contributor.author Kočvarová, Ilona
dc.contributor.author Petrujová, Jana
dc.relation.ispartof ICERI2016: 9th International Conference of Education, Research and Innovation
dc.identifier.issn 2340-1095 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
dc.citation.spage 7421
dc.citation.epage 7426
dc.event.title 9th Annual International Conference of Education, Research and Innovation (iCERi)
dc.event.location Seville
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2016-11-14
dc.event.edate 2016-11-16
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED- The International Academy of Technology, Education and Development
dc.identifier.doi 10.21125/iceri.2016.0696
dc.relation.uri https://library.iated.org/view/MACHU2016QUA
dc.subject teaching quality en
dc.subject self-evaluation en
dc.subject teacher en
dc.subject giftedness en
dc.subject gifted pupil en
dc.subject inclusive education en
dc.subject differentiation of instruction en
dc.subject questionnaire en
dc.description.abstract The article deals with differentiation of instruction in context of inclusive education on the level of lower-secondary schools (ISCED 2) in the Czech Republic. The aim is to evaluate the quality in differentiation of instruction with respect to development of pupils' giftedness and to compare the quality according to chosen teachers' characteristics. 609 teachers took part in the study. They evaluated their quality of differentiation in a questionnaire. Exploratory factor analysis showed 2 factors covering the original 9 items, first of them is focused on curriculum differentiation, the second one is aimed at the differentiation of teaching methods. They together explain 45 % of total variance and their overall internal consistency is satisfactory (Cronbach's alpha = 0,77). The findings show, that teachers are more able to differentiate curriculum, than to differentiate didactic approaches in a heterogeneous classroom. Women cope with differentiation better than men. Teachers working predominantly in humanities cope with differentiation better than those who work mainly in natural sciences. Expert teachers have better results than beginners. Certificated teachers show the same level of quality in comparison to the uncertificated ones. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1007731
utb.identifier.obdid 43875027
utb.identifier.wok 000417330207061
utb.source d-wok
dc.date.accessioned 2018-02-26T10:20:03Z
dc.date.available 2018-02-26T10:20:03Z
dc.description.sponsorship project IGA [IGA/FHS/2016/002]
utb.contributor.internalauthor Machů, Eva
utb.contributor.internalauthor Kočvarová, Ilona
utb.fulltext.affiliation Eva Machů1, Ilona Kočvarová1, Jana Petrůjová2 1 Department of School Pedagogy, Faculty of Humanities, Tomas Bata University in Zlín (CZECH REPUBLIC) 2 Department of Pedagogical Sciences, Faculty of Humanities, Tomas Bata University in Zlín (CZECH REPUBLIC)
utb.fulltext.dates -
utb.fulltext.references [1] Gates, J. (2010). Children With Gifts and Talents: Looking Beyond Traditional Labels. Roeper Review. vol. 32, n.3. [2] Gurgur, H. & Uzuner, Y. (2011) Examining the implementation of two co-teaching models: teamteaching and station teaching. International Journal of Inclusive Education, 15 (6), 589 – 610. [3] Heward, W. L. (2013). Exceptional Children. An Introduction to Special Education. Ohio: Pearson Education. [4] Kasíková, H. & Straková, J (2011). Diverzita a diferenciace v základní škole. Praha: Nakladatelství Karolinum. [5] Machů, E. & Kočvarová, I. (2013). Kvalita školy z hlediska péče o nadané žáky. Zlín: Univerzita Tomáše Bati ve Zlíně. [6] Nind, M., Rix, J., Sheehy, K. & Simmons, K. (2013). Curriculum and Pedagogy in Inclusive Education. London and New York: Routledge. [7] Porter, L. (1999). Gifted Young Children. A guide for teachers and parents. Buckingham: Open University Press. [8] Riley, T. L. (2011). Teaching Gifted Students in the Inclusive Classroom. USA: Prufrock. [9] Van Tassel-Baska, J. & Stambaugh, T. (2005). Challenges and possibilities for servis gifted learners in the regular classroom. Theory Into Practice, 44, 211-217. [10] Westberg, K. & Daoust, M. E. (2004). The results of the classroom practices servey replication in two states. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
utb.fulltext.sponsorship Thanks to Bc. Jana Petrůjová, student of FHS TBU in Zlín, for the participation on data collection. The publication has been produced with the support of the project IGA, No. IGA/FHS/2016/002.
utb.wos.affiliation [Machu, Eva; Kocvarova, Ilona] Tomas Bata Univ Zlin, Fac Humanities, Dept Sch Pedag, Zlin, Czech Republic; [Petrujova, Jana] Tomas Bata Univ Zlin, Fac Humanities, Dept Pedag Sci, Zlin, Czech Republic
utb.fulltext.projects IGA/FHS/2016/002
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