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Title:RAZLIKA MED GLASSERJEVO KVALITETNO ŠOLO IN TRADICIONALNO ŠOLO
Authors:ID Kogovšek, Nika (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf UNI_Kogovsek_Nika_2013.pdf (452,09 KB)
MD5: D2826CDE7F922426B2ABB6BB77518656
PID: 20.500.12556/dkum/6f891b10-c5d9-4274-bee4-3cf5ec5a4527
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Diplomska naloga z naslovom Razlike med tradicionalno šolo in Glasserjevo kakovostno šolo je sestavljena iz dveh delov. V prvem, teoretičnem delu, je opisana tradicionalna šola, njen razvoj, splošna načela vzgoje in izobraževanja v njej. Na drugi strani pa Glasserjeva šola, teorija iz katere izhaja, celostno vedenje, Glasserjeve potrebe in svet kakovosti. Pri obeh šolah sem se predvsem osredotočila na ocenjevanje, motivacijo in odnose, ki se pojavljajo pri učnem procesu. V drugem, empiričnem delu, so predstavljeni rezultati ankete, ki sem jo izvedla na eni izmed tradicionalnih šol in na osnovni šoli Preserje pri Radomljah, ki deluje kot Glasserjeva kakovostna šola. Interpretacija rezultatov temelji na počutju v šoli in razredu, odnosu med sošolci ter učenci in učitelji ter na motivaciji za učenje in opravljanje nalog. V prvem sklopu, ki se navezuje na počutje učencev v šoli in razredu, je opazna tendenca razlike pri tem, kako se učenci posamezne šole počutijo v njej. V drugem sklopu, ki se navezuje na odnose, je prišlo do statistično pomembne razlike pri tem, da so se učenci Glasserjeve šole v večjem številu (79,7 %) odločili, da rešujejo konflikte s sošolci, kot pa učenci tradicionalne šole (64,9 %). Prav tako pa je prišlo do statistično značilne razlike med posameznima šolama pri tem, ali učitelji spodbujajo učence k šolskemu delu, saj jih učitelji na Glasserjevi šoli bolj spodbujajo (58,1 %) kot pa učitelji na tradicionalni šoli (37,8 %). Učitelji tradicionalne šole pa v večji meri (16,2 %) tudi grajajo učence za napako, kot pa učitelji na Glasserjevi šoli (6,8 %).
Keywords:tradicionalna šola, kvalitetna šola, teorija izbire, osnovne potrebe, celostno vedenje, svet kakovosti.
Place of publishing:Maribor
Publisher:[N. Kogovšek]
Year of publishing:2013
PID:20.500.12556/DKUM-39993 New window
UDC:373.091(043.2)
COBISS.SI-ID:19848712 New window
NUK URN:URN:SI:UM:DK:0RFKSUZO
Publication date in DKUM:14.05.2013
Views:3734
Downloads:529
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:THE DIFFERENCE BETWEEN A GLASSER QUALITY SCHOOL AND A TRADITIONAL SCHOOL
Abstract:The thesis entitled “The differences between the traditional school and the Glasser Quality School” consists of two main parts. The first part of the thesis presents a theoretical framework which includes a description of the traditional school, its development and general principles of the upbringing and education. It also describes the Glasser School, its basic theory, overall behaviour, Glasser’s needs and the Quality World. During the research of both schools I mainly focused on the evaluation, motivation and relationships that occur in the learning process. The second part of the thesis is empirical, presenting the results of a survey conducted at one of the traditional schools and at the Preserje primary school in Radomlje, which was the first Glasser Quality School in Slovenia. Interpretation of the results is based on the well-being in school and classroom, relationships between the classmates, and between pupils and teachers, as well as on the motivation to learn and perform tasks. In the first part, which is related to the well-being of pupils in school and classroom, there is a noticeable difference of how pupils feel in different kind of schools. In the second part of the thesis, which is related to the relationships, we encounter a statistically significant difference in regard to how pupils approach the resolution of conflicts. Namely, a larger number of pupils (79.7%) at the Glasser school decided to resolve conflicts than the pupils at the traditional school (64.9%) did. There was also a statistically significant difference between the individual schools in regard to whether teachers encourage pupils to do school work. Teachers at the Glasser school are namely more supportive (58.1%) than teachers at the traditional school (37.8%). Also, teachers at the traditional school are more inclined (16.2%) to criticize the pupils for their mistakes than teachers at the Glasser school (6.8%).
Keywords:traditional school, Quality School, Choice Theory, basic needs, overall behaviour, the Quality World.


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