Teachers’ perceptions of and solutions for student school failure
Апстракт
School failure is an important aspect of students’ development and their progression through the process of education, as well as for the functioning of the education system itself. The paper reports the results of a qualitative study exploring the relationship between primary school teachers’ perceptions of student school failure and the solutions suggested for its overcoming. Obtained data pointed to the differences of the solutions for the problem of student school failure suggested by teachers with respect to their own time perspective (an orientation towards past, present or future). There were also certain differences in the suggested solutions for the problem of student school failure depending on teachers’ conceptualisation of school failure (poor grades or misbehaving), but these differences were less prominent. It has been concluded that it is needed to include the knowledge about the role of personal time perspective into in-service teacher training in order to raise teacher...s’ skills for coping with the problem of student school failure.
Кључне речи:
student school failure / time perspective / conceptualisation of student school failure / teachers / primary school / qualitative studyИзвор:
Quality, social justice and accountability in education worldwide, 2015, 13, Part 2Издавач:
- Bulgaria : Bulgarian Comparative Education Society
Финансирање / пројекти:
- Унапређивање квалитета и доступности образовања у процесима модернизације Србије (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
- Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву (RS-MESTD-Basic Research (BR or ON)-179034)
Напомена:
Повезане информације:
- Друга верзија
https://files.eric.ed.gov/fulltext/ED568634.pdf
Институција/група
IPITY - CONF AU - Maksić, Slavica PY - 2015 UR - http://ipir.ipisr.org.rs/handle/123456789/725 AB - School failure is an important aspect of students’ development and their progression through the process of education, as well as for the functioning of the education system itself. The paper reports the results of a qualitative study exploring the relationship between primary school teachers’ perceptions of student school failure and the solutions suggested for its overcoming. Obtained data pointed to the differences of the solutions for the problem of student school failure suggested by teachers with respect to their own time perspective (an orientation towards past, present or future). There were also certain differences in the suggested solutions for the problem of student school failure depending on teachers’ conceptualisation of school failure (poor grades or misbehaving), but these differences were less prominent. It has been concluded that it is needed to include the knowledge about the role of personal time perspective into in-service teacher training in order to raise teachers’ skills for coping with the problem of student school failure. PB - Bulgaria : Bulgarian Comparative Education Society C3 - Quality, social justice and accountability in education worldwide T1 - Teachers’ perceptions of and solutions for student school failure IS - Part 2 VL - 13 UR - https://hdl.handle.net/21.15107/rcub_ipir_725 ER -
@conference{ author = "Maksić, Slavica", year = "2015", abstract = "School failure is an important aspect of students’ development and their progression through the process of education, as well as for the functioning of the education system itself. The paper reports the results of a qualitative study exploring the relationship between primary school teachers’ perceptions of student school failure and the solutions suggested for its overcoming. Obtained data pointed to the differences of the solutions for the problem of student school failure suggested by teachers with respect to their own time perspective (an orientation towards past, present or future). There were also certain differences in the suggested solutions for the problem of student school failure depending on teachers’ conceptualisation of school failure (poor grades or misbehaving), but these differences were less prominent. It has been concluded that it is needed to include the knowledge about the role of personal time perspective into in-service teacher training in order to raise teachers’ skills for coping with the problem of student school failure.", publisher = "Bulgaria : Bulgarian Comparative Education Society", journal = "Quality, social justice and accountability in education worldwide", title = "Teachers’ perceptions of and solutions for student school failure", number = "Part 2", volume = "13", url = "https://hdl.handle.net/21.15107/rcub_ipir_725" }
Maksić, S.. (2015). Teachers’ perceptions of and solutions for student school failure. in Quality, social justice and accountability in education worldwide Bulgaria : Bulgarian Comparative Education Society., 13(Part 2). https://hdl.handle.net/21.15107/rcub_ipir_725
Maksić S. Teachers’ perceptions of and solutions for student school failure. in Quality, social justice and accountability in education worldwide. 2015;13(Part 2). https://hdl.handle.net/21.15107/rcub_ipir_725 .
Maksić, Slavica, "Teachers’ perceptions of and solutions for student school failure" in Quality, social justice and accountability in education worldwide, 13, no. Part 2 (2015), https://hdl.handle.net/21.15107/rcub_ipir_725 .