magistrsko delo
Darija Premk (Avtor), Janez Krek (Mentor)

Povzetek

Osnovni namen raziskave je bil pridobiti spoznanja o vključenosti staršev v aktivnosti, ki se povezujejo z otrokovim izobraževanjem, in preveriti, kateri dejavniki nanjo najbolj vplivajo. Zanimalo nas je tudi zadovoljstvo staršev s podporo šole, kar smo ugotavljali prek želja staršev po podpori šole in prek pritožb staršev v povezavi z dejavniki, za katere smo na podlagi analize literature predpostavili, da vplivajo na njihovo izrekanje. V anketo smo zajeli starše otrok šestih ljubljanskih osnovnih šol, ki so odgovarjali za otroke v starosti 7 do 15 let. Odzivi anketiranih in analiza njihovih odgovorov je pokazala, da se v povprečju v dejavnosti, povezane z otrokovim izobraževanjem, vključuje poleg obeh staršev še vsaj ena oseba. Otroci so največkrat slišali od anketiranih oziroma vključenih pohvalo, najmanj so jih podpirali pri pripravi pripomočkov za pouk. Razlog za vključevanje je bila največkrat podpora, da otrok vidi, da se lahko obrne na starše. Starši dojemajo otroka kot uspešnega v skladu s svojimi pričakovanji pred njegovim vstopom v šolo, njegov šolski uspeh pa je zanje pomemben. Pokazala so se visoka pričakovanja anketiranih do podpore s strani šole – pri tem si želijo tiste vrste podpor, ki jih že v večji meri izvajajo doma. Največ interesa so pokazali do večjega spodbujanja otrokovega talenta, kritičnega razmišljanja in spoznavanja načinov uspešnega učenja. Pritožbe je izreklo le slabih 20 odstotkov anketiranih, v največjem številu in največkrat učitelju. S pritožbami so želeli doseči pošten odnos do otroka. Analiza vplivov ocene pomembnosti, ki jo starši pripisujejo učnemu uspehu, in ocene staršev glede pričakovanja otrokove uspešnosti v šoli ni pokazala statistično pomembnega vpliva na vključenost staršev. Prav tako analiza podatkov ni dala statistično pomembnega vpliva na pritožbe staršev – preverjali smo v dvojicah dejavnikov, in sicer ocene pomembnosti učnega uspeha in števila vključenih, občutka učinkovitosti staršev in povprečne zaključne ocene ter vrste podpor, ki jih starši želijo s strani šole, in razlogov za vključevanje. Na podlagi rezultatov raziskave lahko zaključimo, da so starši v veliki meri vključeni v številne dejavnosti, povezane z otrokovim izobraževanjem. Starši, ki so v raziskavi sodelovali, šolo in učitelje vidijo kot partnerje pri otrokovem izobraževanju in imajo do podpore z njihove strani visoka pričakovanja.

Ključne besede

lastnosti staršev;sodelovanje šole in staršev;vključenost staršev;zadovoljstvo staršev;pričakovanja staršev;namen šolanja;izobraževanje otrok;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [D. Premk]
UDK: 37.018.26(043.2)
COBISS: 12760649 Povezava se bo odprla v novem oknu
Št. ogledov: 388
Št. prenosov: 73
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Parental involvment in children's education
Sekundarni povzetek: The main purpose of the the research, which we have done, has been to gain the information about parental involvment in activities, which are connected with their child's education and checked, which factors influence it. We also wanted to research the satisfaction of the parents about how supportive the school system is, which we researched according to what the parents wish for from the supportive school and if any parents have complained about the factors and influences for complaints according to the literature of the field. The research included parents of children from six primary schools from Ljubljana, who responded for children aged 7 to 15. The responses of the respondents and the analysis of their answers have shown that in average at least one person besides the child's parents is included in the activities connected with the child's education. The children have mostly heard praise from the respondents or the other involved in children's education. However, the least support is connected with preparation of school supplies for lessons. The reason for parental inclusion is mostly support for the child to see he/she can count on them. Parents think their children are successful in accordance with their expectations before their children entered the school system, their grades are important for them. The research showed high interest of parents in support of the school in the areas in which they already assist their children at home. They expect higher encouragement of their child's talent, critical thinking, and methods of successful learning. There have only been 20% of the respondents who have complained, mostly to the teacher. They wanted to achieve more decent response for the child. The analysis of the importance of grades for parents and also expectations about the child's successfulness at school has not showed any statistically important influence on inclusion of parents. The analysis of the data has also not given any statistically important influence on the parents' complaints – we have checked the factors in pairs, the importance of grades for parents and number of included in children's education, satisfaction of parents with their efficiency of giving support to children and average final grade, sorts of supports parents wish from school and reasons for inclusion. According to this research, our conclusion is that parental involvement is high and present in many activities related to their child's education. Parents, who participated in this research, see school and teachers as partners in their child's education and have high expectations for their support.
Sekundarne ključne besede: parent participation;parent-teacher relation;primary education;sodelovanje staršev;odnos med starši in učiteljem;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Strani: 108 str.
ID: 11360783