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Tiché partnerství: vztahy mezi rodiči a učitelkami na prvním stupni základní školy

100%
Šeďová K.
Studia paedagogica
|
2009
|
issue 1
27-51
EN
Based on a qualitative research with parents and primary school (6–10) female teachers, this text is an empirical study endeavouring to disclose the forms of interaction and communication between the family and the school. The group of parents representing the economic status of the middle-class, who are perceived by female teachers as good and cooperative parents, is specifically focused on. Described is their strategy of silent partnership which typically makes parents conform to teachers’ expectations in order to achieve their own objectives.
2
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Co víme o výukovém dialogu?

100%
Šeďová K.
Studia paedagogica
|
2009
|
issue 2
11-28
EN
The paper is a theoretical study focused on classroom dialogue. It summarized the features characterizing classroom dialogue in formal education as they have been mapped in selected empirical studies by Czech and foreign scholars. The authors of these empirical studies claim there is a general pattern to classroom dialogue but no accounts of how and based on which mechanisms the general pattern has been maintained have been available. Little has been known of how individual characteristics of a teacher are reflected in her/his communication with students.
3
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Mocenské konstelace ve výukové komunikaci

100%
Šeďová K.
Studia paedagogica
|
2011
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issue 1
89-118
EN
This paper addresses the question of power relations between teacher and pupils at lower secondary schools. As her starting point the author takes differences in social power as bound to the institution of school and individual power as bound to the personality and communication style of the teacher, showing how in reality both these types of power merge and cannot be separated from each other. Although communication in the classroom is to a great extent asymmetrical, pupils, too, have a certain amount of power at their disposal; they may resist the teachers’ demands, or even urge their own agenda and demands. The aim of this contribution is to show – based on data obtained from fieldwork research on educational communication – how teachers and pupils are placed in certain power constellations in relation to each other that depend on how relations between them are defined and formed.
4
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Žáci se smějí učitelům: podoby a funkce školního humoru zaměřeného na učitele

100%
Šeďová K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2012
|
vol. 22
|
issue 1
41-65
EN
The article is related to the issue of pupil humor aimed at teachers in the setting of lower secondary schools and is based on an analysis of pupils’ written narratives. The data are categorized according to various situational modes in which the teachers find themselves as objects of humor – unintended comic mode, mode of pupil snare and mode of teacher joke. The analysis shows a number of functions of the school humor, especially in terms of acceptable expression of hostile feelings among pupils and teachers.
5
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Harmony or attack: the function of student humor at lower secondary schools

100%
Šeďová K.
The New Educational Review
|
2015
|
vol. 39
27-38
EN
This paper addresses the phenomenon of school humor, focusing on the question of how it contributes to shaping teacher-student relationships. Based on an analysis of texts written by lower secondary school students, the paper shows that humor at school serves contradictory functions, such as harmonizing teacherstudent relationships on the one hand, and enabling power negotiation aimed at gaining superiority on the other. Analysis of narrative data has identified a specific phenomenon of festive humor. Within its frame, teacher-student relationships nearly always tend to be harmonized.
6
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Zamlčené hodnocení: zpětná vazba ve výukové komunikaci na druhém stupni základní školy

63%
Šeďová K., Švaříček R.
Studia paedagogica
|
2010
|
issue 2
61-86
EN
Based on a field research, this contribution is an empirical study describing the mechanisms of providing the feedback in educational communication in lower secondary (11-15) education. It reveals that the feedback holds its place in the communication structure but there is a certain blankness in it, for teachers seem to deliberately avoid making explicit evaluation statements.
7
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Angažovanost žáků ve výukové kombinaci na druhém stupni základní školy

63%
Šeďová K., Švaříček R.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2010
|
vol. 20
|
issue 3
24-48
EN
The paper deals with the question of pupils’ willingness to communicate and is based on an empirical field research of the educational communication in secondary schools. The text shows the extent to which pupils are involved in communication in the classroom and how it relates to the effectiveness of their learning. At the same time explores the perspective of teachers who treat spontaneous pupils’ engagement in order to achieve the fulfilment of their objectives, among which is dominated by a continuous and smooth running of the lesson on the one hand, and the pedagogical imperative of an activation of all students on the other hand.
8
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Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu

63%
Šeďová K., Švaříček R.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2013
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vol. 23
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issue 4
478-510
EN
The aim of this methodological study is to define basic rules of a good qualitatively oriented empirical study, that means a research report presenting results of qualitative research which is intended for publication in a scientific journal. At the same time we share a distance from explicitly formulated quality criteria of qualitative research that might limit the autonomy of researcher when choosing own research methods and procedures. Our rules should therefore be seen as framework recommendations which enable authors to retain control over the quality of their own research. Presented rules apply to the four key areas of the research report: we address (1) theoretical part of the study, (2) description of the plan and conduct of the research, (3) outcomes of analysis and interpretation of data, and (4) language and style of writing the research report. Gradually we define 16 basic rules of quality writing that we interpret with the aid of methodological literature and annotated examples from published and unpublished qualitative studies. We believe that these rules can be recommended as basic guidelines to beginning authors of scientific texts intended for peer-reviewed journals.
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