master's thesis
Assessment and teaching strategies teaching initial writting in children with developmental disabilities from teacher perspective

Tea Čivrag (2016)
Sveučilište u Zagrebu
Edukacijsko-rehabilitacijski fakultet
Metadata
TitleProcjena i strategije poučavanja početnog pisanja u radu s djecom s teškoćama u razvoju iz perspektive učitelja
AuthorTea Čivrag
Mentor(s)Zrinjka Stančić (thesis advisor)
Abstract
Pisanje je složena aktivnost koja zahtjeva od djeteta razvijanje različitih sposobnosti i vještina. Zbog kompleksnosti procesa pisanja te savladavanja etapa opismenjavanja, mnogi učenici imaju teškoće koje se javljaju prilikom početnog poučavanja pisanja. Učitelj kao neposredni izvoditelj nastavnog procesa predstavlja iznimnu važnu osobu u uspješnom odgojno-obrazovnom procesu i uključivanju učenika s teškoćama (Stančić, Ivančić, 1999., Ivančić, Stančić, 2002). Provedeno kvalitativno istraživanje za cilj je imalo dobiti uvid u perspektivu učitelja o strategijama i metodama poučavanja početnog pisanja u radu s učenicima s teškoćama s kojima su učitelji upoznati, koje koriste te njihovim potrebama za dodatnim znanjima iz ovog područja. Kvalitativna istraživanja koriste namjerni uzorak, odnosno odabiru ispitanike prema kriterijima koji su određeni temom istraživanja (Rimac, Ogresta 2012). Za potrebe ovog istraživanja kreiran je namjerni uzorak kojeg čine 6 učiteljica redovnih osnovnih škola, prvog i drugoga razreda. U analizi istraživanja korišten je pristup poznat u literaturi kao analiza okvira. Iz analize okvira proizašla su tri tematska područja: Kompetentnost za rad s učenicima s teškoćama i podrška u radu, pogreške učenika u pisanju i načini usmjeravanja te strategije, tehnike i sredstva poučavanja. Temeljem dobivenih rezultata istraživanja proizišle su preporuke za poboljšanje strategija poučavanja početnog pisanja u radu s učenicima s teškoćama.
Keywordswritting process students with disabilities teachers
Parallel title (English)Assessment and teaching strategies teaching initial writting in children with developmental disabilities from teacher perspective
Committee MembersZrinjka Stančić (committee chairperson)
Renata Martinec (committee member)
Natalija Lisak (committee member)
GranterSveučilište u Zagrebu
Edukacijsko-rehabilitacijski fakultet
PlaceZagreb
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Education/Rehabilitation Sciences
Study programme typeuniversity
Study levelgraduate
Study programmeEducational Rehabilitation
Academic title abbreviationmag. rehab. educ.
Genremaster's thesis
Language Croatian
Defense date2016-09-08
Parallel abstract (English)
Writing is a complex activity that requires a child to develop different skills. Due to the complexity of the process of writing and stages of literacy, many students have difficulties that occur at initial teaching writing. Teacher as a main person in teaching process represents an extremely important person in successful educational process and the involvement of the students with disabilities (Stančić, Ivančić, 1999, Ivančić, Stančić, 2002). Conducted qualitative research was aimed to gain insight into the perspective of teachers on strategies and methods of teaching initial writing in working with students with disabilities with which teachers are familiar, they use this to their needs for additional knowledge in this area. Qualitative research using a intentional sample or choosing subjects according to criteria that are specific research topic (Rimac, Ogresta 2012). For the purpose of this study was created intentional sample consisting of 6 teacher primary schools, first and second grade. In analyzing the research used an approach known in the literature as an analysis framework. The analysis of the framework emerged three thematic areas: Competence for work with students with disabilities and support the work, mistakes students in writing and directing methods and strategies, techniques and tools of teaching. The essential of the results of research were derived with the recommendations for the improvement of teaching strategies in the initial writing in working with students with disabilities.
Parallel keywords (Croatian)proces pisanja učenici s teškoćama učitelj
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:158:583375
CommitterIvanka Šarić