Charakteristiky dobré základní školy z pohledu rodičů

Simonová, Jaroslava

doi:10.5817/pedor2017-1-136

Cited by 11 publications

(13 citation statements)

References 29 publications

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“…issues (commuting problems) could be an important factor in this subset of revised school choices. This is in line with the observation that school proximity to place of residence is very important across different social groups in Czechia and other countries (Meyer & Kučerová, 2018;Müller et al, 2012;Prieto et al, 2018;Simonová, 2017). On the other hand, changing school without changing field of study had different effects.…”

Section: Discussionsupporting

confidence: 88%

“…Given the close relationship between changing school and choice of school, we expect decisions about transferring from one school to another to be highly influenced by spatial factors as well. Indeed, results from differ-ent European countries show that distance travelled to school is the most important factor in choosing the original school (Meyer & Kučerová, 2018;Müller et al, 2012;Prieto et al, 2018;Simonová, 2017) both generally and even more so in socio-economically disadvanteged groups (Holloway & Pimlott-Wilson, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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Changing places, changing tracks: Inter-school mobility among Czech secondary students

Dvořák

Meyer

Kučerová

et al. 2020

Journal of Pedagogy

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Most of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.

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Section: Discussionsupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Changing places, changing tracks: Inter-school mobility among Czech secondary students

Dvořák

Meyer

Kučerová

et al. 2020

Journal of Pedagogy

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“…Výzkumy ukazují, že rodiče s vyšším SES pečlivěji vybírají školu, do které svoje dítě zapíší, přičemž v centru zájmu stojí školy s lepší akademickou pověstí. Znevýhodněni jsou v tomto případě ti, kteří se narodili do rodin s nižším SES (Butler, Carr, Toma, & Zimmer, 2013;Simonová, 2017). Z výsledků vyplývá, že možnost volby školy zvyšuje diferenciaci systému.…”

Section: Diferenciace V Základním Vzdělávání V Kontextu Výzkumných Stunclassified

Diferencovaná výuka jako cesta k žákovské participaci

Navrátilová¹

2019

Studia paedagogica

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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. Klíčová slova vnitřní diferenciace, diferencovaná výuka, žákovská participace, druhý stupeň základní školy, případová studie Abstrakt 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.

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“…(Pena, 2015). The selection of a school that matches the desires and demands of parents echoes not only in the above-mentioned research (Simonová, 2017). Even Picková (2017) notably confirmed in her research a clear parental emphasis towards the rigorous fulfillment of the personal and educational needs of their children, bordering on overly protective procedures, with the goal of ensuring the best possible future for their children, thanks to a good kindergarten or grammar school.…”

Section: Discussionmentioning

confidence: 90%

Extracurricular Education Diversity in Czech Nursery Schools

Majerčíková

2018

Journal of Language and Cultural Education

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This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents’ requirements and the kindergarten’s reaction to them. The goal is to shed light on how kindergartens reflect parents’ requirements pertaining to their children’s extracurricular activities, the kindergarten’s perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.

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Charakteristiky dobré základní školy z pohledu rodičů

Cited by 11 publications

References 29 publications

Changing places, changing tracks: Inter-school mobility among Czech secondary students

Changing places, changing tracks: Inter-school mobility among Czech secondary students

Diferencovaná výuka jako cesta k žákovské participaci

Extracurricular Education Diversity in Czech Nursery Schools

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