Qualitative Research And Its Outputs As A Basis For Anchoring Vignette Constructions And Prospects For Measuring School Undiscipline

Author(s):

Eva Vankatova(presenting / submitting)Hana Vonkova Stanislav Bendl

Conference:

ECER 2016

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

ERG SES D 07, Research in Education

Paper Session

Time:

2016-08-22

13:30-15:00

Room:

OB-E2.18

Chair:

Meinert Arnd Meyer

Contribution

One of the problems affecting the educational processes and school´s goals is undiscipline of pupils and students. This trend is global and many authors and researchers are concerned with this theme. Researches and publications focusing on these issues most often describe the reasons of undiscipline (Amado & Freire, 2009; Bendl, 2011;), examples of school undiscipline (Kolář, 2001; Yang & Schaninger, 2010) or consequences of undiscipline (Šimoník, 1994; Bendl, 2001; Witt & Lessing, 2013).

This is advisable to address directly to the target group - pupils and students for obtaining relevant data. Their view of the un/discipline and self assessment allows us to construct appropriate measuring tool (Muir, 2005; Voňková, H., Bendl, S., Papajoanu, 2015).

Our ongoing research is focused on the target group - pupils from 8th and 9th grades of primary schools (ISCED 2, age of pupils 13 – 15 years). We are interested in their insight into the issues of un/discipline during the lessons. Next target group are teachers of these pupils. They added information and offered the view from the other insight.

We are interested in answers to the following questions:

What forms of behavior do pupils indicate as an undiscipline (offenses against school rules, disrespectful and inconvenient behavior)?

Are there differences in the evaluation of undiscipline among the pupils of 8th and 9th grades (different people perceive one thing diferently? Do all students evaluate (regardless of differences in schools - size, location) undiscipline identically?

Are there differences in the evaluation of undiscipline among the pupils and their teachers?

Our research will continue in the following months. Founding data will be applied to construct a research tool for measuring indiscipline.

Method

Two target groups from primary schools (ISCED 2) were addressed for the information on the creation of the questionnaire. These schools were classical primary schools with nine years (11 – 15 years, target group: 13-15 years). The size of the schools was chosen with the regard to the average number of pupils in years six to nine in the country. The first group is consisted of teachers, who were selected by stratified non - proportional choice. In-depth interviews have been conducted with teachers, who were selected by stratas (gender, age, length of practice). Interviews (30 minutes per one teacher) were recorded, transcribed and gradually coded. The second group is consisted of the pupils of 8th and 9th year of primary school. Focus groups of 60 minutes of net time on one group were organized with six groups. The advantage of the focus group is to determine the attitudes and opinions that are just enriched by group interaction and dynamics - processes occurring within a group, interdependencies, how group dynamics should influence norms of toughness, honor-related violence, and self-defense. Interviews with groups were recorded, transcribed and gradually coded too. Questionnaire (mapping the occurrence of undisciplined behavior during lessons) will be designed by using data from both qualitative groups. Questionnaire will be focused on the issues, which pupils and teachers labeled like a undiscipline. Evaluation represents the rate of consent on a five-point Lickert scale. Furthermore, anchoring vignettes will be constructed to identical issues. These vignettes are used for corrections in different ratings scale. Anchoring vignette is a description of a hypothetical person in the hypothetical situation that is in the field of research (school undiscipline). This method may correct to a large extent respondent´s self-assessment so that into objectived and comparabled (King, Salomon, Tandon, & Murray, 2004; Bago d'Uva, O'Donnell, & van Doorslaer, 2008; Voňková & Hullegie, 2011).

Expected Outcomes

The first outputs are the data collected from in-depth interviews and focus group. These data have led to the detection that students perceive differently forms of undiscipline. Outcomes brought findings: Pupils tagged as undiscipline most frequently: distraction, talking with classmates, turning at the back, using a mobile phone, impudence and disproportionate reaction (back-chat, quarrels. 8th grade pupils are more critical in the undisciplin´s evaluation then 9th grade pupils. The younger pupils indicate same forms of behavior like an undisciplinary while the older pupils indicate the same form as a normal. Rural pupils evaluate their behavior more critically than big cities students It is due to fewer possibilities of choosing high school near the residence (due to the lower number) in the municipalities compared to big cities. The pupils and their teachers assess equally the forms of undisciplined behavior (see the first point). Teachers tagged undiscipline behavior as annoying and impeding the educational process. Questionnaire mapping the occurrence of undisciplined behavior during lessons will be designed by using data from both qualitative researches . Furthermore, to some issues will be constructed anchoring vignettes that are used to differential corrections in the application of the scale. Anchoring vignette is a description of a hypothetical person in the hypothetical situation that is in the field of research (school undiscipline). This method can be corrected to a large extent respondent´s self-assessment so that into objectived and comparabled (King, Salomon, Tandon, & Murray, 2004; Bago d'Uva, O'Donnell, & van Doorslaer, 2008; Voňková & Hullegie, 2011). After the distribution among pupils between 8th and 9th grade and the evaluation questionnaire we will be interested in how respondents evaluate vignettes and what might lead to a different evaluation method vignettes and self-assessment. The goal is to understand the thought processes of the respondents during the vignette´s evaluation.

References

• Amado, J. et. Freire, I. (2009). Indisciplina(s) na escola. Compreender para prevenir. Coimbra: Almedina. Lisboa: Livraria Almedina. • Au, N., Lorgelly, P. (2014). Anchoring vignettes for health comparisons: an analysis of response consistency. Springer Science + Business Media. • Bago d’Uva, T., van Doorslaer, E., Lindeboom, M., & O’Donnell, O. (2008). Does reporting heterogeneity bias the measurement of health disparities? Health Economics, 17(3), 351-375. • Bendl, S. (2001). Školní kázeň. Praha: ISV. • Bendl, S. (2011). Školní nekázeň v teorii a praxi. Praha: Triton. • Kolář, M. (2001). Bolest šikanování. Praha: Portál. • King, G., Murray, Ch., Salomon, J., Tandon A. (2004). Enhancing the validity and cross-cultural comparability of measurement in survey research. American Political Science Revie, 98(1), 191-207. • Muir, M. (2005). Assessment for Closing the Achievement Gap. Research Brief, Education Partnerships. • Šimoník, O. (1994). Začínající učitel: některé pedagogické problémy začínajících učitelů. Brno: Spisy Pedagogické Fakulty Masarykovy Univerzity v Brně. • Vonková, H., Hullegie, P. (2011). Is the Anchoring Vignette Method Sensitive to the Domain and Choice of the Vignette? Journal of the Royal Statistical Society, Series A., 174(3), 597-620. • Voňková, H. (2012). Metoda ukotvujících vinět a možnosti použití v pedagogice [online]. Orbis Scholae, 6(1), 27-40. • Voňková, H. (2013). Subjektivní hodnocení problémů s pohybem: Užití parametrického modelu metody ukotvujících vinět. Orbis Scholae, 7(1), 49-66. • Vonkova, H., Bendl, S., Papajoanu, O. (2015). How students report dishonest behavior in school:Self-assessment and anchoring vignettes. Journal of Experimental Education, forthcoming. • Witt, M., Lessing. A (2013). The value of continuous professional development: Teachers' perceptions. South African Journal of Education, 27(1), 53-67. • Yang, Z., Schaninger, CH. (2010). The Impact of Parenting Strategies on Child Smoking Behavior: The Role of Child Self-Esteem Trajectory. Journal of Public Policy & Marketing, 29(2), 232-247.

Author Information

Eva Vankatova (presenting / submitting)

Charles University, Faculty of Education

Czech Republic, Prague

Prague 10

Hana Vonkova

Charles University, Faculty of Education, Czech Republic

Stanislav Bendl