An understanding of young people's schooling processes and life projects requires a recognition of the broad social perspective that encompasses them. Families are clearly included in that perspective. The growing recognition that schools do not educate alone has led to a call for institutional efforts to involve parents and families in compulsory schooling in more inclusive ways. This article debates the complexity of parental and family involvement in schools from peripheral contexts, based on a study conducted in Brazil and Portugal. It aims at understanding how young people comprehend the school-family dynamics in their educational trajectories. Twenty-one biographical interviews were conducted with young people attending public secondary schools. A content analysis of the interviews led to the organization of parental/family involvement in schools according to three family rationales: (a) anchor families, defined by their coercive nature; (b) haven families, defined as safe spaces; and (c) windmill families, characterized by a rather close relationship with school.
{"title":"Parental and Family Involvement in Schools: Perceptions of Young Brazilian and Portuguese People from Underprivileged Contexts","authors":"Thiago Freires, Fátima Pereira","doi":"10.5817/sp2023-2-2","DOIUrl":"https://doi.org/10.5817/sp2023-2-2","url":null,"abstract":"An understanding of young people's schooling processes and life projects requires a recognition of the broad social perspective that encompasses them. Families are clearly included in that perspective. The growing recognition that schools do not educate alone has led to a call for institutional efforts to involve parents and families in compulsory schooling in more inclusive ways. This article debates the complexity of parental and family involvement in schools from peripheral contexts, based on a study conducted in Brazil and Portugal. It aims at understanding how young people comprehend the school-family dynamics in their educational trajectories. Twenty-one biographical interviews were conducted with young people attending public secondary schools. A content analysis of the interviews led to the organization of parental/family involvement in schools according to three family rationales: (a) anchor families, defined by their coercive nature; (b) haven families, defined as safe spaces; and (c) windmill families, characterized by a rather close relationship with school.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44258293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Even though school-based parental involvement has been linked to academic and behavioral benefits for children, little is known about the links between parental involvement for Ukrainian refugee families and contextual factors such as Czech language fluency, teaching styles, and student assessment. Identifying the barriers and limitations to cooperation between the home and the school might contribute to helping refugee children adjust to their new life in the host country. The article presents the results of a study with an exploratory qualitative approach using interviews and an interpretative phenomenological analysis for data interpretation. The study was designed to explore the multiple barriers that refugee families face when engaging with their children’s Czech public schools. The results revealed that Ukrainian parents encountered a number of challenges and that a welcoming school environment was crucial for involving them in their child’s school.
{"title":"Ukrainian Parents' Engagement with Czech Public Schools: Challenges and Roles for Parents","authors":"Natalia Dombinskaya","doi":"10.5817/sp2023-2-5","DOIUrl":"https://doi.org/10.5817/sp2023-2-5","url":null,"abstract":"Even though school-based parental involvement has been linked to academic and behavioral benefits for children, little is known about the links between parental involvement for Ukrainian refugee families and contextual factors such as Czech language fluency, teaching styles, and student assessment. Identifying the barriers and limitations to cooperation between the home and the school might contribute to helping refugee children adjust to their new life in the host country. The article presents the results of a study with an exploratory qualitative approach using interviews and an interpretative phenomenological analysis for data interpretation. The study was designed to explore the multiple barriers that refugee families face when engaging with their children’s Czech public schools. The results revealed that Ukrainian parents encountered a number of challenges and that a welcoming school environment was crucial for involving them in their child’s school.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43354562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scholarly interest in the topic of shadow education has increased in the past three decades, as evidenced by the number of publications in education journals. Alongside teachers, students, and tutors, shadow education scholars have considered parents as key actors and have explored their role using different theories. The purpose of this article is to investigate the existing literature on parental perspectives of shadow education and to identify several commonalities and differences among these perspectives. More specifically, this review includes theories about parents' socioeconomic backgrounds and parental decision making. We found that the commonly used concepts about parental backgrounds stem from Bourdieusian theories of social capital, class, and socioeconomic background. Decision-making theories are most frequently borrowed from economics (e.g., rational choice theory and consumer theory) and from psychology (e.g., Bronfenbrenner's ecological theory of human development). This article considers existing theories employed in the study of parental perspectives of shadow education that are currently at the forefront of this field, but it also identifies gaps. The article concludes with a suggestion of topics and perspectives for future research related both to new forms of parental involvement and to more conventional aspects of understanding parents that have been largely overlooked by shadow education scholars.
{"title":"Theoretical Perspectives on the Role of Parents in Shadow Education","authors":"M. N. Kobakhidze, Vít Šťastný","doi":"10.5817/sp2023-2-4","DOIUrl":"https://doi.org/10.5817/sp2023-2-4","url":null,"abstract":"Scholarly interest in the topic of shadow education has increased in the past three decades, as evidenced by the number of publications in education journals. Alongside teachers, students, and tutors, shadow education scholars have considered parents as key actors and have explored their role using different theories. The purpose of this article is to investigate the existing literature on parental perspectives of shadow education and to identify several commonalities and differences among these perspectives. More specifically, this review includes theories about parents' socioeconomic backgrounds and parental decision making. We found that the commonly used concepts about parental backgrounds stem from Bourdieusian theories of social capital, class, and socioeconomic background. Decision-making theories are most frequently borrowed from economics (e.g., rational choice theory and consumer theory) and from psychology (e.g., Bronfenbrenner's ecological theory of human development). This article considers existing theories employed in the study of parental perspectives of shadow education that are currently at the forefront of this field, but it also identifies gaps. The article concludes with a suggestion of topics and perspectives for future research related both to new forms of parental involvement and to more conventional aspects of understanding parents that have been largely overlooked by shadow education scholars.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41763582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research study aims to find the relationships between parental involvement and achievements in math of Palestinian students in the fifth and ninth grades. The analysis is applied to data from 5,214 students in the fifth grade from 172 schools and 4,381 studentsin the ninth grade from 142 schools participating in national assessment testing in Palestine in 2018. The data were analyzed using descriptive analysis, Pearson correlations, and intraclass correlations. The results show strong home-based parental involvement, with a higher degree of parental involvement for students in the fifth grade than those in the ninth grade. The analysis shows weak positive relationships between how parents control their children and children's academic achievement for both grades. There were no correlations between parental support and their children's achievement. There were correlations between schoolbased parental involvement and student achievement in math in the fifth and ninth grades. Children need parental support at home and at school; however, not all parents are able to provide that support. Many schools prefer to limit parental involvement since they prefer to manage without parental help.
{"title":"Parental Involvement in Palestine","authors":"Tahani Ali-Rweide","doi":"10.5817/sp2023-2-3","DOIUrl":"https://doi.org/10.5817/sp2023-2-3","url":null,"abstract":"This research study aims to find the relationships between parental involvement and achievements in math of Palestinian students in the fifth and ninth grades. The analysis is applied to data from 5,214 students in the fifth grade from 172 schools and 4,381 studentsin the ninth grade from 142 schools participating in national assessment testing in Palestine in 2018. The data were analyzed using descriptive analysis, Pearson correlations, and intraclass correlations. The results show strong home-based parental involvement, with a higher degree of parental involvement for students in the fifth grade than those in the ninth grade. The analysis shows weak positive relationships between how parents control their children and children's academic achievement for both grades. There were no correlations between parental support and their children's achievement. There were correlations between schoolbased parental involvement and student achievement in math in the fifth and ninth grades. Children need parental support at home and at school; however, not all parents are able to provide that support. Many schools prefer to limit parental involvement since they prefer to manage without parental help.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48571032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers in the Czech Republic, as well as internationally, have traditionally studied the factors that contribute to the choice of upper secondary tracks and programs. Much less is known about the day-to-day experiences of the students in different tracks, particularly in professional/vocational tracks, and the possible mechanisms that produce the positive or negative outcomes of their schooling. We present the results of a prospective qualitative study of 22 students we followed from their last year of lower secondary school and through their first and second years in different tracks and schools. Data obtained in three waves of interviews were subjected to thematic analysis. Two major themes cutting across domains of daily routines, social relations, and the respondents' perception of curriculum/learning are described: school choice and professional/vocational specialization. The key findings are several important differences between the post-transitional experience of students in technical/professional and vocational programs. The study provides important insights into adolescent adjustment in various tracks of secondary schools in the post-socialist context.
{"title":"Days after a Choice is Made: Transition to Professional and Vocational Upper Secondary Schools in Czechia","authors":"D. Dvořák, J. Simonová, Jan Vyhnálek, P. Gál","doi":"10.5817/sp2022-4-1","DOIUrl":"https://doi.org/10.5817/sp2022-4-1","url":null,"abstract":" Researchers in the Czech Republic, as well as internationally, have traditionally studied the factors that contribute to the choice of upper secondary tracks and programs. Much less is known about the day-to-day experiences of the students in different tracks, particularly in professional/vocational tracks, and the possible mechanisms that produce the positive or negative outcomes of their schooling. We present the results of a prospective qualitative study of 22 students we followed from their last year of lower secondary school and through their first and second years in different tracks and schools. Data obtained in three waves of interviews were subjected to thematic analysis. Two major themes cutting across domains of daily routines, social relations, and the respondents' perception of curriculum/learning are described: school choice and professional/vocational specialization. The key findings are several important differences between the post-transitional experience of students in technical/professional and vocational programs. The study provides important insights into adolescent adjustment in various tracks of secondary schools in the post-socialist context.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41471486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Successful completion of upper secondary education is increasingly vital for participation in the labor market. Rates of school dropout in Sweden are below the EU average but remain a concern for policymakers. This quantitative study used the Swedish register covering 22 birth cohorts to establish the pathways available for students following compulsory school graduation and to identify the socio-demographic risks of taking a suboptimal pathway. The results showed that immigrant students arriving after the beginning of compulsory schooling and students from low-education households had the most elevated risks of engaging with upper secondary school in a suboptimal way, indicating sustained inequalities in the Swedish school system.
{"title":"Delays and Dropouts: Identifying Risks of Suboptimal Post-Compulsory Educational Pathways in Sweden","authors":"V. Rolfe, Monica Rosén","doi":"10.5817/sp2022-4-2","DOIUrl":"https://doi.org/10.5817/sp2022-4-2","url":null,"abstract":"Successful completion of upper secondary education is increasingly vital for participation in the labor market. Rates of school dropout in Sweden are below the EU average but remain a concern for policymakers. This quantitative study used the Swedish register covering 22 birth cohorts to establish the pathways available for students following compulsory school graduation and to identify the socio-demographic risks of taking a suboptimal pathway. The results showed that immigrant students arriving after the beginning of compulsory schooling and students from low-education households had the most elevated risks of engaging with upper secondary school in a suboptimal way, indicating sustained inequalities in the Swedish school system.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48773329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this review study was to map the current state of knowledge of early school leaving typologies (ISCED 3) and to provide an overview of the findings. Using systematic mapping, ten texts published in peer-reviewed journals between 2000 and 2021 were identified and analyzed. Although the researchers applied different theoretical concepts, five significant, recurring, and distinguishable types of early departures were identified in these studies. The interest in this specific area has been growing in recent years and the number of qualitative research studies on the phenomenon is also increasing. At the same time, however, there is not enough knowledge convincingly explaining the circumstances leading to early school leaving for the individuals in the largest group – the quiet type.
{"title":"Typologies of Early School Leavers from Secondary Education: A Review Study","authors":"P. Gál","doi":"10.5817/sp2022-4-6","DOIUrl":"https://doi.org/10.5817/sp2022-4-6","url":null,"abstract":" The goal of this review study was to map the current state of knowledge of early school leaving typologies (ISCED 3) and to provide an overview of the findings. Using systematic mapping, ten texts published in peer-reviewed journals between 2000 and 2021 were identified and analyzed. Although the researchers applied different theoretical concepts, five significant, recurring, and distinguishable types of early departures were identified in these studies. The interest in this specific area has been growing in recent years and the number of qualitative research studies on the phenomenon is also increasing. At the same time, however, there is not enough knowledge convincingly explaining the circumstances leading to early school leaving for the individuals in the largest group – the quiet type.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47009649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study addresses the question of how learners whose parents have a migration background can be supported in upper secondary education to prevent their dropping out of education. To that end, we conducted interventions in an upper secondary education setting in order to improve school grades, subject-specific self-conceptions of ability in mathematics and German, motivation to study, and perceived self-efficacy and we evaluated the effects on learner achievements. We applied a two-phase process: a more virtual approach during restrictions imposed during COVID-19 and a more face-to-face approach in which learners were tutored by teachers. The intervention showed an improvement in grades in German and in the self-conception of ability in mathematics. However, this was only established during the face-to-face intervention phase. During the COVID-19 phase, and thus when there was no possibility of standardized intervention, no specific effects were observed.
{"title":"Youth at Risk in Higher Levels of Upper Secondary Education: A Supportive Intervention to Prevent School Failure and Drop Out","authors":"Albert Dueggeli","doi":"10.5817/sp2022-4-4","DOIUrl":"https://doi.org/10.5817/sp2022-4-4","url":null,"abstract":" This study addresses the question of how learners whose parents have a migration background can be supported in upper secondary education to prevent their dropping out of education. To that end, we conducted interventions in an upper secondary education setting in order to improve school grades, subject-specific self-conceptions of ability in mathematics and German, motivation to study, and perceived self-efficacy and we evaluated the effects on learner achievements. We applied a two-phase process: a more virtual approach during restrictions imposed during COVID-19 and a more face-to-face approach in which learners were tutored by teachers. The intervention showed an improvement in grades in German and in the self-conception of ability in mathematics. However, this was only established during the face-to-face intervention phase. During the COVID-19 phase, and thus when there was no possibility of standardized intervention, no specific effects were observed.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43646470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Repeatedly unsuccessful vocational education and training (VET) examinees are educational policy actors who, through their decision making, influence not only their completion of upper secondary education but also their futures. Drawing on biographical narrative interviews with 18 Czech VET examinees who failed the Matura exam at least twice, we identified how examinees make their decisions about the Matura exam and how their individual decision-making ways differ. For our participants, we can confirm that the ways they make decisions depend on which attempt to pass the Matura exam it is, as well as on in what context and on what the repeatedly unsuccessful examinees have to decide. We concluded that repeatedly unsuccessful VET examinees perceive decision making about passing the Matura to follow the principle of free choice in the first and second attempts. Due to the influence of institutionally formed beliefs about their own academic success, it is a rather limited choice. If in the third attempt they integrate their decisions about passing the Matura exam in the context of their career development, their decision making becomes a process in which we identify several individualized steps.
{"title":"Educational Decision Making of Repeatedly Unsuccessful Czech Vocational Education and Training Examinees Leading to Passing the Matura Exam","authors":"L. Hloušková, Klára Záleská, Tereza Vengřinová","doi":"10.5817/sp2022-4-5","DOIUrl":"https://doi.org/10.5817/sp2022-4-5","url":null,"abstract":" Repeatedly unsuccessful vocational education and training (VET) examinees are educational policy actors who, through their decision making, influence not only their completion of upper secondary education but also their futures. Drawing on biographical narrative interviews with 18 Czech VET examinees who failed the Matura exam at least twice, we identified how examinees make their decisions about the Matura exam and how their individual decision-making ways differ. For our participants, we can confirm that the ways they make decisions depend on which attempt to pass the Matura exam it is, as well as on in what context and on what the repeatedly unsuccessful examinees have to decide. We concluded that repeatedly unsuccessful VET examinees perceive decision making about passing the Matura to follow the principle of free choice in the first and second attempts. Due to the influence of institutionally formed beliefs about their own academic success, it is a rather limited choice. If in the third attempt they integrate their decisions about passing the Matura exam in the context of their career development, their decision making becomes a process in which we identify several individualized steps.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42787199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article develops a theoretical approach by arguing that success in academic secondchance education leading to the eligibility to study is (besides academic achievement) influenced by normative orientations relevant to success acquired during compulsory secondary education. More precisely, we argue that in the highly stratified German school system at secondary level I (years 5 to 10), school-type specific socialization contexts lead to the development of school-type specific normative orientations relevant to success. This contributes to creating unequal starting points for academic second-chance education. Based on this assumption, we develop a theoretical grid using the contrastive analysis of ten interviews with students in their first semester of second-chance education. The results show that existing normative orientations are only partially related to the school type that was previously attended. This raises questions concerning the extent to which there is a normative school socialization effect. However, this study is a first step in using a classic approach of the sociology of education to empirically explore the effects of stratification, which has not been done before.
{"title":"Academic Second-Chance Education: Correction or Consolidation of Early Selection?","authors":"Doris Bühler-Niederberger, Claudia Schuchart","doi":"10.5817/sp2022-4-3","DOIUrl":"https://doi.org/10.5817/sp2022-4-3","url":null,"abstract":" This article develops a theoretical approach by arguing that success in academic secondchance education leading to the eligibility to study is (besides academic achievement) influenced by normative orientations relevant to success acquired during compulsory secondary education. More precisely, we argue that in the highly stratified German school system at secondary level I (years 5 to 10), school-type specific socialization contexts lead to the development of school-type specific normative orientations relevant to success. This contributes to creating unequal starting points for academic second-chance education. Based on this assumption, we develop a theoretical grid using the contrastive analysis of ten interviews with students in their first semester of second-chance education. The results show that existing normative orientations are only partially related to the school type that was previously attended. This raises questions concerning the extent to which there is a normative school socialization effect. However, this study is a first step in using a classic approach of the sociology of education to empirically explore the effects of stratification, which has not been done before.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48122484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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