Student participation in the classroom and in the school

Doktorska disertacija z dvodelno strukturo (teoretični in empirični del) obravnava participacijo učencev pri pouku in na šoli. V teoretičnem delu je predstavljen pojem participacija in argumenti za/proti participaciji učencev. Sledi primerjava avstrijskih in slovenskih šolskih sistemov in s participacijo povezane zakonodaje obeh držav. Opredeljeni so dejavniki, ki vplivajo na možnosti participacije učencev na ravni šole. Ta del se nadaljuje s predstavitvijo participacije učencev pri pouku in opisom dejavnikov, ki vplivajo na možnosti njenega uresničevanja. Nato so z vidika participacije učencev predstavljene strategije odprtega pouka, učni načrti izbranih predmetov, dosedanja znanstvena spoznanja o uresničevanju participacije v vzgojno-izobraževalnem procesu in pogojih za njeno uresničevanje v praksi. Pričujoča spoznanja predstavljajo temeljno podstat empirične raziskave, predstavljene v drugem delu doktorske disertacije, katere temeljni namen je osvetliti, kako učenci zaznavajo možnosti participacije in kakšna je njena vloga z vidika razredne (delovne) klime, motivacije učencev in njihovega znanja, izraženega z modalno oceno. Raziskava je razdeljena na dva dela. V prvem delu je sodelovalo 322 učencev, ki obiskujejo šole v Avstriji, in 458 učencev, ki obiskujejo šole v Sloveniji. Prav tako so sodelovali učitelji: 102 iz Avstrije in 131 iz Slovenije. Ugotavljamo, da participacija učencev v praksi še vedno ni zaživela. Učenci, ki obiskujejo šole v Avstriji, zaznavajo več možnosti soodločanja kot njihovi vrstniki pri nas. Pri večini učencev je prisotna želja po soodločanju. Ugotovili smo statistično značilen pozitiven vpliv odprtega pouka na participacijo učencev. Tako zaznavajo učenci, ki svoj pouk vidijo kot odprt, več možnosti soodločanja. Naši rezultati kažejo statistično značilno razliko v stališčih učiteljev do participacije učencev, ki izkazuje večjo naklonjenost participaciji učencev s strani učiteljev, ki poučujejo v Avstriji. Nadalje smo ugotovili obstoj pozitivne in statistično značilne korelacije med stališči učiteljev do participacije učencev ter njihovim lastnimi možnostmi soodločanja, zadovoljstvom z delovnim mestom, s poklicem in šolsko klimo. Učitelji s pozitivnejšimi stališči do participacije učencev zaznavajo več lastnih možnosti soodločanja, so zadovoljnejši s svojim poklicem, delovnim mestom in šolsko klimo. V drugem delu raziskave smo s pomočjo opazovanja pouka s protokolom Flandersove analize razredne interakcije ugotovili, da glede na stopnjo govorne participacije ni statistično značilne razlike v klimi (P = 0,499) in motivaciji (P = 0,840). Povprečja so pokazala, da je razredna (delovna) klima ugodnejša v razredih z nižjo stopnjo govorne participacije, najnižja v razredih z višjo. Iz povprečij pri motivaciji učencev ugotavljamo, da se ta s stopnjo govorne participacije sistematično dvigujejo. Rezultati kažejo, da je razlika v znanju učencev, izraženem z modalno oceno, glede na stopnjo govorne participacije statistično značilna (P = 0,000). Višja stopnja govorne participacije je pogostejša v razredu z več dobrimi in prav dobrimi ocenimi, nižja v razredih z najvišjimi (odličnimi) in z najnižjimi (zadostnimi) ocenami.The doctoral dissertation with a two-part structure deals with participation of students during lessons and in school. The first, theoretical part, presents the concept of participation as well as arguments for and against student participation. This is followed by a comparison of school systems in Austria and Slovenia as well as participation-related legislation in both countries. The factors influencing the opportunities for student participation on school level are defined. The theoretical segment continues with the presentation of student participation in lessons and of the factors that impact the possibility of its realization. The first segment is concluded by a presentation of open class strategies and curriculums for selected subjects from the point of student participation. Existing scientific findings on realization of participation in educational process are presented, along with the conditions for its realization in practice. The presented findings serve as the basic foundation for the empirical presentation included in the second part of the doctoral dissertation. Its principal purpose is to shed light on how the students perceive the opportunities to participate and to determine its role from the aspect of classroom (work) climate, student motivation and their knowledge expressed with a modal mark. The research is divided into two segments. 322 students from Austrian schools and 458 students from Slovene schools participated in the first segment. 102 Austrian and 131 Slovene teachers also participated in the first segment. The principal findings from this segment are that student participation is still more of a rhetoric than actual practice. Students who attend schools in Austria detect more opportunities for participation than their peers in Slovenia. Most of the students also want to participate in the decision-making process. It was determined that open lessons have a statistically significant positive impact on student participation. Students detect more opportunities to participate in decision-making when they see their lessons as opened. The results show statistically significant difference in the teachers\u27 attitude towards student participation, since the teachers in Austria are more in favor of student participation. Furthermore, it was determined that there is a positive and statistically significant correlation between the teachers\u27 attitude towards student participation and their own opportunities to participate in the decision-making process as well as their satisfaction with their work place or vocation and school climate. The teachers with a more positive attitude towards student participation detect more opportunities to participate in the decision-making process themselves, they are happier with their vocation and work place, as well as with the school climate. In the second part of the research the classes were monitored with the Flanders analysis for class interaction protocol and it was determined that there is no statistically significant difference in the climate (P = 0,499) and motivation (P = 0,840) in regard to the level of speaking participation. The average values indicated that the classroom (work) climate is favorable in classes with a higher level of speaking participation. The average values for student motivation indicate that motivation is systematically raised with the level of speaking participation. The results also show that the difference in the knowledge of students expressed with modal marks is statistically significant (P = 0,000) in regard to the level of speaking participation. Higher level of speaking participation is more common in classrooms with good and very good marks, while it is lower in classes with the highest (excellent) marks on one side and the lowest (sufficient) marks on the other