Diferencovaná výuka jako cesta k žákovské participaci
| Title in English | Differentiated instruction as a way towards student participation |
|---|---|
| Authors | |
| Year of publication | 2019 |
| Type | Article in Periodical |
| Magazine / Source | Studia paedagogica |
| MU Faculty or unit | |
| Citation | |
| Web | http://hdl.handle.net/11222.digilib/140895 |
| Doi | http://dx.doi.org/10.5817/SP2019-1-7 |
| Keywords | ability grouping; differentiated instruction; student participation; lower secondary school; case study |
| Description | The goal of this study is to explore two phenomena. First, it concerns the question of whether (and to what extent) student participation changes in homogenous and heterogenous education in lower secondary schools. Second, this study describes how students explain their communicative behavior in these two types of education. The paper is designed as a case study and combines quantitative and qualitative methods. The results show that all students participated considerably more in a class with differentiated instruction, but the reasons for that differed for students from high and low ability groups. Low-ability students took more risks because they know that the teachers would correct their incorrect answers. Moreover, they realized that they had little chance to avoid answering questions in a small group. High-ability students considered their answers more because they were afraid of providing incorrect ones. A higher degree of student participation was also caused by the different approach to education. A shared result for both groups of students lies in the finding that that differentiated instruction ensured the opportunity for all pupils to be involved. |
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