Detailed Information on Publication Record
2005
School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison
JEŽEK, StanislavBasic information
Original name
School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison
Name in Czech
Diagnostika školního klimatu: Návrh metodiky kombinující focus groups a dotazníkovou metodu.
Authors
JEŽEK, Stanislav (203 Czech Republic, guarantor, belonging to the institution)
Edition
27th ISPA Colloquium: Promoting the well-being of children and youth, 13-17/7/2005, 2005
Other information
Language
English
Type of outcome
Konferenční abstrakt
Field of Study
50100 5.1 Psychology and cognitive sciences
Country of publisher
Greece
Confidentiality degree
není předmětem státního či obchodního tajemství
RIV identification code
RIV/00216224:14230/05:00013857
Organization unit
Faculty of Social Studies
Keywords in English
school climate; assessment; meaning making; focus groups; questionnaires
Tags
International impact, Reviewed
Změněno: 6/8/2018 15:59, doc. Mgr. Stanislav Ježek, Ph.D.
V originále
School-climate questionnaires as the prevailing assessment tools in the school-climate or school-environment literature have several disadvantages. Some of them stem from the nature of the questionnaire method itself (highly-structured - reducing, no meaning(validity)-checking). Some disadvantages come from the broadness of the concept of climate what aspects of environment are meaningful elements of a particular school climate, are the elements the same or similar across cultures/school systems? In this paper I propose an assessment procedure combing the use of focus groups and follow-up questionnaires with students and their teachers, an analysis framework, and present the results that this procedure yields (based on application in 5 Czech schools). The portrait of a schools environment that this procedure provides should be qualitatively comparable across schools, ie. schools can be compared as to what aspects of environment emerged as meaningful or significant and whether the relationships between these aspects seem to be the same. The same extent of comparison should be possible across different cultures/school systems.
In Czech
Dotazníky na školní klima coby převažující diagnostický nástroj v literatuře o školním klimatu mají několik závažných nevýhod. Některé nevýhody vyplývají z podstaty dotazníkové metody samotné (vysoce strukturované - redukující, žádná kontrola sdílení významů -validity). Jiné nevýhody vyplývají z šíře pojmu klima - které aspekty úprostředí jsou smysluplnými prvky klimatu konkrétní školy?, jsou tyto prvky stejné napříč školami, školními kulturami, školskými systémy? Ve svém příspěvku navrhuji diagnostický postup kombinující focus groups a následné dostazníky se studenty a jejich učiteli, interpretační rámec a prezentuji výsledky aplikace tohoto postupu na pěti českých školách.
Links
| MSM0021622406, plan (intention) |
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