Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov

100%
Zemančíková V.
Sociální pedagogika (Social Education)
|
2014
|
vol. 2
|
issue 1
22-36
EN
The study examines results from undertaken research among teachers of primary and secondary schools in Slovakia. The object of the research was problematic behaviour of students. The results have shown that teachers of different school types indicate various levels of experience with problematic behaviour of students, and also evaluate themselves to prevent and solve problematic behaviour. The results have also shown that the teachers mainly associate the job of the social pedagogue at school with problematic behaviour of students.
2
Publication available in full text mode
Content available

Problem Behaviour of Pupils with Specific Learning Disabilities in Teachers’ Reflections

63%
Zemančíková V., Mikulová I.
The New Educational Review
|
2022
|
vol. 70
145-155
EN
The research aimed to find out the manifestations and rate of occurrence of problem behaviour among pupils with specific developmental learning disabilities in teachers’ reflections. Differences in the rate of occurrence of pupils’ problem behaviour were compared with regard to their current level of education, position in the class, and academic achievement. Data were gathered by content analysis of text documents – pupil pedagogical profiles including the Conners Rating Scale for teachers (1969, 1999). Data were processed by SPSS, the method of statistical inference, Mann-Whitney U-test, and Kruskal-Wallis analysis of variance. A variability of SLD pupils’ behaviours was discovered. The most pronounced manifestations included internalising problem behaviours; externalising problem behaviours were mostly disruptive and inattentive behaviours. SLD pupils with poor academic achievement were characterised by significantly more frequent manifestations of problem behaviour.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.