The present ethnographic study deals with the transformation of social relationships in the course of students' transition from grade four to grade five of primary school. The aim of the paper is to point out the existence of non-normative transitions that tend to be interpreted as hidden since they occur within a single institution and at a moment that is atypical in comparison with the typical normative transition from primary to lower secondary level. After multi-source data collection, the study presents the issue of students leaving for selective schools and at the same time draws attention to the strengthening effect of what is termed as double leaving, which refers to a repeated change in class structure and a double strain on class climate. The study is also concerned with the period of adolescence during which the transition occurs. As a result of developmental characteristics, changes in friendships and the emergence of the first romantic relationships are encountered.
Habitat affinities of the red-listed and EU Habitat Directive moss species Hamatocaulis vernicosus and the more widely distributed allied species Scorpidium cossonii and Warnstorfia exannulata were analysed. Ecological preferences of these fen mosses, with respect to water pH, water conductivity, Ellenberg’s moisture and nutrient indicator values, were compared in three different European locations (Bohemian Massif, the West Carpathians and Bulgaria) using logistic regressions fitted by means of Huisman-Olff-Fresco models. Inter-specific co-occurrences of the species were also investigated. Warnstorfia exannulata preferred slightly acid conditions, about pH 5.6 at all the locations studied. Ecological behaviour of S. cossonii was very similar at all the locations, where it occupied base-rich habitats (pH > 7). The pH optimum of H. vernicosus, occupying habitats in the middle part of the base richness gradient, varied between locations from 6.0 in Bulgaria to 6.7–7.0 in the West Carpathians and Bohemian Massif. Niche diversification followed the gradient in Ellenberg nutrient indicator values and was similar at all the locations. In the Bohemian Massif and Bulgaria, the occurrence of W. exannulata was further associated with a relatively high moisture indicated by the Ellenberg indicator value. The results obtained from the Huisman-Olff-Fresco models accord with the results of inter-specific co-occurrences. Moreover, the latter method revealed a link between H. vernicosus and the occurrence of disjunctly occurring boreal sedges, suggesting the relic nature of H. vernicosus habitats at these locations.
Tato studie si klade za cíl prozkoumat dvě skutečnosti. Zaprvé se zabývá otázkou, zda a jakým z působem se proměňuje žákovská participace v diferencované a nediferencované výuce na druhém stupni základní školy. Zadruhé popisuje, jak si žáci své komunikační chování v těchto dvou typech výuky vysvětlují. Text je koncipován jako případová studie jedné třídy a kombinuje kvantitativní i kvalitativní metody sběru dat. Míra žákovské participace v diferencované a nediferencované výuce je z jišťována prostřednictvím analýz y strukturovaného pozorování. Důvody, které žáky vedou k různému komunikačnímu chování, jsou vysvětleny prostřednictvím analýz y párových rozhovorů s vybranými typy žáků. Výsledky ukazují, že všichni žáci bez ohledu na příslušnost ke skupině silnější/slabší participují v diferencované výuce výrazně častěji, avšak důvody se různí. Slabší žáci v diferencované výuce častěji riskují, jelikož vědí, že je učitelé v případě špatné odpovědi opraví. Ve výuce o menším počtu žáků si navíc uvědomují, že je minimální šance se odpovědi vyhnout. Silnější žáci svoje odpovědi promýšlejí, neboť se obávají, že odpoví chybně. Vyšší míra participace obou skupin žáků je taktéž z působena rozdílným pojetím výuky. Společné pro obě skupiny je, že diferencovaná výuka zajišťuje příležitost do komunikace zapojit postupně všechny žáky ze skupiny. and The goal of this study is to explore two phenomena. First, it concerns the question of whether (and to what extent) student participation changes in homogenous and heterogenous education in lower secondary schools. Second, this study describes how students explain their communicative behavior in these two types of education. The paper is designed as a case study and combines quantitative and qualitative methods. The extent of student participation in homogenous and heterogenous education was ascertained via structured observation. The reasons that lead to diverse types of participation are explained through an analysis of the friendship dyads of selected students. The results show that all students participated considerably more in a class with differentiated instruction, but the reasons for that differed for students from high and low ability groups. Low-ability students took more risks because they know that the teachers would correct their incorrect answers. Moreover, they realized that they had little chance to avoid answering questions in a small group. High-ability students considered their answers more because they were afraid of providing incorrect ones. A higher degree of student participation was also caused by the different approach to education. A shared result for both groups of students lies in the finding that that differentiated instruction ensured the opportunity for all pupils to be involved.
Vegetation with species of Utricularia and that dominated by Eleocharis quinqueflora, which occupy the same habitats. was studied in minerotrophic mires and oligotrophic wetlands associated with ponds. Relative towater and soil chemistry, the communities of Utricularia ochroleuca s.l. and U. intermedia occurred in mineral-poor and those of U. minor and U. australis in mineral-rich conditions. Rare stands with U. vulgaris occurred in conditions that were intermediate in mineral richness. Four communities belonging to the class Isoëto-Littorelletea were distinguished. Vegetation without bladderworts and dominated by E. quinqueflora occurs in calcareous fens and belongs to the class Scheuchzerio-Caricetea fuscae (the Caricion davallianae alliance). Vegetation with U. intermedia is characterized by high vascular plant cover and belongs to the class Scheuchzerio-Caricetea fuscae. Utricularia ochroleuca s.l. prefers open, acidic and waterlogged depressions in peat, whereas U. intermedia grows mostly in the shade under vegetation canopy. In this study, U. minor and U. australis have been found mainly in the more alkaline and mineral-rich habitats, and both species also tolerated extremely high mineral richness.
The composition of the vegetation of fishpond mires in the Třeboň Basin (Czech Republic) was studied in relation to temporal fluctuations in certain environmental factors. The water-table depth, water pH and electrical conductivity at 49 permanent plots were measured at approximately threeweek intervals from March to October 2003. Minimum, maximum, mean, median and variation in the above-mentioned environmental factors were correlated with vegetation composition. The most important environmental factors explaining the variation in vegetation were mean pH and maximum water-table level. Median conductivity increased with increase in waterlogging and eutrophication. Some seasonal trends in the dynamics of these parameters were observed. The lowest conductivity was in spring, increased continuously throughout summer and peaked in autumn. In contrast, water level decreased in summer, when evapotranspiration was greatest, and rose in autumn after heavy rainfall. The pH increased from March to June, then was stable and decreased at the end of summer. Seasonal trends were generally identical in all vegetation types. The fluctuations in the environmental factors were so considerable that they may influence the reliability of vegetation environmental analyses.
Předložená studie vychází z faktu, že participace žáků na výukové komunikaci se promítá také do jejich vzdělávacích výsledků, přičemž míra participace žáků je ovlivněna mimo jiné jejich postavením mezi ostatními spolužáky. Cílem této studie proto je z jistit, jakou podobu má participace žáků v kontextu vlivu, který jim přisuzují ostatní spolužáci ve třídě. Studie je koncipována jako kvalitativní výzkumné šetření, jež se opírá o datový korpus složený z videonahrávek série šesti vyučovacích hodin českého jaz yka a literatury ze čtyř devátých tříd českých základních škol (celkem 24 vyučovacích hodin), o data z rozhovorů s žáky i jejich učitelkami českého jaz yka, o výsledky sociometrických ratingových dotazníků a další doplňující data. Zaměřujeme se na participaci dvanácti žáků, kteří byli na základě sociometrického ratingového dotazníku vybráni jakožto žáci s nejnižším (osm žáků) a nejvyšším (čtyři žáci) individuálním indexem vlivu. Z našich výsledků vyplývá, že participace těchto žáků se výrazně odlišuje na úrovni rozhodnutí ne/participovat, z hlediska důvodů, pro které žáci ne/participují (vyhnout se posměchu vs. být slyšet), i z hlediska nastavení podmínek ke komunikaci s učitelkami a jejich odůvodňováním (hájení žáků vs. udržení kontroly nad situací). Za hodnotné považujeme výsledky vztahující se k participaci žáků s vysokým indexem vlivu a nejslabšími známkami, neboť právě tito žáci do výukové komunikace vnášejí repliky s argumenty a otevírají tzv. dialogický prostor. Z tohoto nálezu vyvozujeme didaktické implikace a poukazujeme na to, že zásadní podíl na tom, zda žáci argumentují, mají sami učitelé a jejich nastavení regulativního diskurzu ve třídě and This study is based on the fact that student participation in educational communication influences their academic achievement and that the extent of student participation is influenced by their position among their peers in the classroom. Therefore, this study inquires as to how students with the lowest and the highest level of dominance, as ascribed to them by their peers, participate in classroom discourse. Based on a sociometric rating-scale measure of dominance, this study investigates the participation of 12 Czech ninth grade students, out of which four have the highest and eight the lowest individual index of dominance. Our findings show that the participation of these students differs greatly, both in their choice of whether to participate and in their interpretations of why they do so. Our study also shows that teachers influence whether some students will participate by setting up beneficial conditions for participation. This study presents a significant finding: students who participate with argumentation and open the "dialogic space" are students who have a high index of dominance and the lowest academic achievement. We use this finding to propose implications for teaching and for emphasizing that teachers and how they establish regulative discourse in the classroom are important factors in deciding whether students participate with argumentation.