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Statements

Subject Item
n2:RIV%2F00216224%3A14230%2F05%3A00013857%21RIV10-MSM-14230___
rdf:type
skos:Concept n6:Vysledek
dcterms:description
School-climate questionnaires as the prevailing assessment tools in the school-climate or school-environment literature have several disadvantages. Some of them stem from the nature of the questionnaire method itself (highly-structured - reducing, no meaning(validity)-checking). Some disadvantages come from the broadness of the concept of climate what aspects of environment are meaningful elements of a particular school climate, are the elements the same or similar across cultures/school systems? In this paper I propose an assessment procedure combing the use of focus groups and follow-up questionnaires with students and their teachers, an analysis framework, and present the results that this procedure yields (based on application in 5 Czech schools). The portrait of a schools environment that this procedure provides should be qualitatively comparable across schools, ie. School-climate questionnaires as the prevailing assessment tools in the school-climate or school-environment literature have several disadvantages. Some of them stem from the nature of the questionnaire method itself (highly-structured - reducing, no meaning(validity)-checking). Some disadvantages come from the broadness of the concept of climate what aspects of environment are meaningful elements of a particular school climate, are the elements the same or similar across cultures/school systems? In this paper I propose an assessment procedure combing the use of focus groups and follow-up questionnaires with students and their teachers, an analysis framework, and present the results that this procedure yields (based on application in 5 Czech schools). The portrait of a schools environment that this procedure provides should be qualitatively comparable across schools, ie.
dcterms:title
School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison
skos:prefLabel
School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison
skos:notation
RIV/00216224:14230/05:00013857!RIV10-MSM-14230___
n4:aktivita
n15:Z
n4:aktivity
Z(MSM0021622406)
n4:dodaniDat
n9:2010
n4:domaciTvurceVysledku
n17:1842439
n4:druhVysledku
n7:O
n4:duvernostUdaju
n12:S
n4:entitaPredkladatele
n11:predkladatel
n4:idSjednocenehoVysledku
541950
n4:idVysledku
RIV/00216224:14230/05:00013857
n4:jazykVysledku
n10:eng
n4:klicovaSlova
school climate; assessment; meaning making; focus groups; questionnaires
n4:klicoveSlovo
n5:assessment n5:focus%20groups n5:school%20climate n5:questionnaires n5:meaning%20making
n4:kontrolniKodProRIV
[5E5589DD3202]
n4:obor
n16:AN
n4:pocetDomacichTvurcuVysledku
1
n4:pocetTvurcuVysledku
1
n4:rokUplatneniVysledku
n9:2005
n4:tvurceVysledku
Ježek, Stanislav
n4:zamer
n13:MSM0021622406
n8:organizacniJednotka
14230