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Title:DEJAVNIKI UČNE USPEŠNOSTI ROMSKIH UČENCEV
Authors:ID Poš, Milojka (Author)
ID Vršnik Perše, Tina (Mentor) More about this mentor... New window
Files:.pdf MAG_Pos_Milojka_2015.pdf (1,15 MB)
MD5: 38AA52DA5CBE046DDFD578F18434F1D8
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrska naloga se osredotoča predvsem na ključne elemente v izobraževanju romskih otrok. Izpostavlja obvladovanje slovenskega jezika, ki je za romske otroke nematerni jezik, kot enega od ključnih dejavnikov učne (ne)uspešnosti. Ugotavlja uspešnost romskih otrok v času osnovnošolskega izobraževanja, odgovornost učiteljev za dosežke romskih učencev, sprejetost romskih učencev med vrstniki ter učiteljevo odgovornost za to. Ko vstopijo v šolo, je slovenski jezik za mnoge romske učence tuj jezik oziroma nematerni jezik. V primeru romskih otrok je zato ključnega pomena že vključenost v predšolske oddelke. Predstavljene so kulturna različnost, navade in način življenja Romov. Navedene so nekatere ugotovitve strokovnjakov s tega področja kot tudi s področja sprejetosti romskih učencev med vrstniki, stališča učiteljev do romskih otrok ter nekateri predsodki, ki so žal še vedno prisotni. Ob koncu teoretičnega dela so navedene ugotovitve strokovnjakov o povezavi med učno pomočjo ter učno uspešnostjo romskih učencev. Predstavljeni so temeljni cilji, ki so potrebni za dobro inkluzivno izobraževanje. V empiričnem delu naloge so predstavljena stališča in mnenja anketiranih učiteljev o učni uspešnosti romskih učencev, predstavljena je povezanost znanja slovenskega jezika (jezika okolja) in ocene iz predmeta slovenščina. Analizirana so tudi: mnenja učiteljev o svoji odgovornosti za učne dosežke romskih učencev, sprejetost romskih učencev med vrstniki ter mnenja o učiteljevi neposredni odgovornosti za sprejetost romskih učencev med vrstniki. Naloga ugotavlja, da so romski učenci pogosteje učno neuspešni kot njihovi vrstniki, prav tako je (ne)znanje jezika eden izmed ključnih dejavnikov za (ne)uspešnost romskih učencev. Ugotavlja tudi, da učitelji sebe ne zaznavajo kot pomembnega dejavnika pri doseganju učnega uspeha romskih učencev, imajo pa pomembno vlogo pri socializaciji oziroma sprejemanju romskih učencev v družbo vrstnikov.
Keywords:romski učenci, slovenski jezik – jezik okolja, kulturna različnost, inkluzivno izobraževanje, učna (ne)uspešnost, sprejetost.
Place of publishing:Maribor
Publisher:[M. Poš]
Year of publishing:2015
PID:20.500.12556/DKUM-55405 New window
UDC:376.7(043.2)
COBISS.SI-ID:21804040 New window
NUK URN:URN:SI:UM:DK:JZBO2R4Z
Publication date in DKUM:17.12.2015
Views:2151
Downloads:396
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:FACTORS OF ROMA CHILDREN LEARNING PERFORMANCE
Abstract:The master's thesis focuses primarily on key elements in the education of Roma children. It identifies Slovenian language as non-native language for Roma children as one of the essential factors of learning (in)adequacy. It exposes the learning performance of Roma children during their basic school education, the responsibility of teachers for the learning performance of Roma children, the acceptance of Roma children among their peers and the teacher's responsibility for that. As they enter the school, the majority of Roma pupils perceive Slovenian language as a foreign, non-native language. Therefore in the case of Roma children it is essential that they get access to pre-school education. Cultural diversity, Roma customs and the Roma way of life are represented. Significant statements of the experts in this area are quoted and also important studies on the subjects of the acceptance of Roma children among peers and the teachers' attitude towards Roma children are explored. Prejudices against Roma children, unfortunately still present, are reflected upon. At the end of the theorethical part, the relevant statements of the experts about the correlation between teaching assistance and learning performance of the Roma pupils are represented. Crucial goals, needed for a good inclusive education, are established. In the empirical part the results of the questionnaire, which was distributed among teachers, are represented. The teachers' standpoints and opinions on the learning performance of Roma children are interpreted, a correlation between knowledge of Slovenian language (non-native language, language of the environment) and the grades Roma children acquire in Slovenian language is studied. Teachers' opinions about their own responsibility for the learning performance of Roma children, the acceptance of Roma children among peers and the opinions about teacher's explicit responsibility for the acceptance of Roma children among peers are analyzed. The thesis reveals that Roma pupils' learning performance is frequently worse than the learning performance of their non-Roma peers, as well as their language (in)competence in non-native language is one of the key factors for their overall learning (in)adequacy. It determines that teachers do not perceive themselves as a critical factor for Roma pupils' learning performance, however they do play a significant role in the socialization process of Roma pupils and their acceptance among peers.
Keywords:Roma pupils, cultural diversity, inclusive education, learning (in)adequacy, acceptance.


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