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1

Implikacje teorii dezorganizacji społecznej dla polityki społecznej oraz pracy socjalno-pedagogicznej w środowiskach wielkomiejskich

100%

Bernasiewicz M.

Chowanna

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2019

339-351

EN

The article describes how social disorganization is conditioned by such phenomena as social cohesion, informal social control and the ability of the community to control criminal behaviour. The article reviews the research indicating the harmful practice of creating social housing zones in large cities, in which young people with low cultural and economic capital are concentrated. This tendency is not matched by the regularity of high cohesion and high informal social control in ethnically distinct neighbourhoods, but uniform in this respect, which has been revealed in the research. The response of educators, social workers, and youth activists to disadvantage areas is the organization of street work centers and group work centers in these places.

2

Group Conflict and ‘Confined’ and ‘Collaborative’ Collective Efficacy: The Importance of a Normative Core between Immigrants and Natives in an English Town

99%

Griffiths C.

Polish Sociological Review

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2014

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vol. 185

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issue 1

91-112

EN

It has long been contended by both the ‘old’ and ‘new’ Chicago School that immigration fractures effective community controls, resulting in increased crime, conflict and social disorder. Building on the Chicago School approach, this article provides an extended model of the theory of collective efficacy introducing two new concepts of ‘confined’ and ‘collaborative’ collective efficacy. The article is based on research carried out in an English town that experienced a mass and rapid in-migration of Polish nationals. The results of a survey of Polish migrants (n=78) and native residents (n=172) demonstrate how a perceived ‘normative core’ between diverse groups is the crucial ingredient for collaboration in social control efforts and for dissipating instances of inter-group conflict.

3

Učitelská kolektivní efficacy

71%

Vozková A.

E-psychologie (E-psychology)

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2018

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vol. 12

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issue 4

47-60

EN

This article introduces relatively new concept of teacher collective efficacy. This concept hasn’t gained strong support in research yet but results of existing studies indicate its potential to be useful in educational environment. However, there are some conceptual and methodological issues linked to teacher collective efficacy. First purpose of this article is to introduce theoretical background of self-efficacy and teacher self-efficacy, which is an older and more researched concept with large impact on the development of teacher collective efficacy. Main accent is put on explanation of theoretical issues, that are historically linked with teacher selfefficacy and that partly influenced teacher collective efficacy for example due to used questionnaires. The main part summarizes present definitions and approaches to teacher collective efficacy and important researches. Existing researches are concerned in relation of teacher self-efficacy and teacher collective efficacy and its influence on students, individual teachers or whole teaching staff. Another important part deals with existing measurements of teacher collective efficacy. The conclusion of this article is a proposal for direction of future research and what kind of major problems is necessary to overcome.

CS

Tento článek se věnuje poměrně novému konceptu učitelské kolektivní efficacy, který je zatím méně výzkumně ukotven, ale dosavadní studie ho považují za potencionálně velmi užitečný v pedagogickém prostředí. Potýká se však s určitými koncepčními a metodologickými obtížemi. Cílem je nejprve představit teoretické pozadí v konceptu self-efficacy a učitelské self-efficacy, která je starším a zatím více zkoumaným konstruktem a měla velký vliv na utváření učitelské kolektivní efficacy. Hlavní důraz je kladen na objasnění teoretických obtíží, které jsou historicky spojeny s učitelskou self-efficacy a které částečně ovlivnily i kolektivní efficacy například skrze používané dotazníky. Dále jsou shrnuty dosavadní definice a pojetí učitelské kolektivní efficacy a také důležité výzkumy a jejich výsledky. Ty se týkají například spojení s učitelskou self-efficacy a vlivu kolektivní efficacy na žáky a žákyně, jednotlivé učitele i celý učitelský sbor. Zmíněny jsou i dosavadní používané dotazníky. V závěru jsou navrhnuty možnosti, kam směřovat budoucí výzkum učitelské kolektivní efficacy a které hlavní obtíže je nutné překonat.

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1 Vozková A.

Implikacje teorii dezorganizacji społecznej dla polityki społecznej oraz pracy socjalno-pedagogicznej w środowiskach wielkomiejskich

Group Conflict and ‘Confined’ and ‘Collaborative’ Collective Efficacy: The Importance of a Normative Core between Immigrants and Natives in an English Town

Učitelská kolektivní efficacy