In the past decade, the belief has grown that student guidance decisions can benefit from systematic data use. Systematic data use can be considered as completing the circle of inquiry (from data discussion to interpretation, to analysis, diagnosis, and action) with a reasonable depth. However, little is known about how teachers use data to inform student guidance decisions. This qualitative study analyzed the field notes of 17 teachers’ meetings that were intended to formulate student guidance decisions in secondary education. The results showed that data were used only sporadically and often not in a systematic way. Moreover, the depth of inquiry in formulating diagnoses on poor student functioning was low. These results indicate a need to raise awareness among teachers and policymakers on the stepwise and self-questioning process that data use should be in order to be effective.
{"title":"Student guidance decisions at team meetings: do teachers use data for rational decision making?","authors":"Roos Van Gasse, Martine E. M. Mol","doi":"10.5817/sp2021-4-5","DOIUrl":"https://doi.org/10.5817/sp2021-4-5","url":null,"abstract":"In the past decade, the belief has grown that student guidance decisions can benefit from systematic data use. Systematic data use can be considered as completing the circle of inquiry (from data discussion to interpretation, to analysis, diagnosis, and action) with a reasonable depth. However, little is known about how teachers use data to inform student guidance decisions. This qualitative study analyzed the field notes of 17 teachers’ meetings that were intended to formulate student guidance decisions in secondary education. The results showed that data were used only sporadically and often not in a systematic way. Moreover, the depth of inquiry in formulating diagnoses on poor student functioning was low. These results indicate a need to raise awareness among teachers and policymakers on the stepwise and self-questioning process that data use should be in order to be effective.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45000332","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}
Responsible data use has emerged as an important concept in education, especially in the wake of the COVJD-19 pandemic, which continues to highlight inequities. The knowledge and skills to use data effectively and appropriately are at the heart of data ethics. Educators must tightly couple data literacy with an ethical approach to using data—that is, they must be thoughtful about what they choose to do with data, how they go about their work, and how they center their work to benefit, rather than to harm, those engaged in the work of schooling, including students, teachers, families, and other educators. In this article, intended to provoke thought around data ethics among educators, researchers, and policymakers, we take a broad view of what data are and assert that data ethics go far beyond protecting the privacy and confidentiality of data. To be an ethical data user means using the right data in the right ways for the right purposes. The article lays out a context for data ethics, demonstrates how ethics are coupled with data literacy, provides examples of data ethics in practice, and recommends steps for strengthening ethical data use in practice.
{"title":"Data ethics in education: a theoretical, practical, and policy issue","authors":"E. Mandinach, J. Jimerson","doi":"10.5817/sp2021-4-1","DOIUrl":"https://doi.org/10.5817/sp2021-4-1","url":null,"abstract":"Responsible data use has emerged as an important concept in education, especially in the wake of the COVJD-19 pandemic, which continues to highlight inequities. The knowledge and skills to use data effectively and appropriately are at the heart of data ethics. Educators must tightly couple data literacy with an ethical approach to using data—that is, they must be thoughtful about what they choose to do with data, how they go about their work, and how they center their work to benefit, rather than to harm, those engaged in the work of schooling, including students, teachers, families, and other educators. In this article, intended to provoke thought around data ethics among educators, researchers, and policymakers, we take a broad view of what data are and assert that data ethics go far beyond protecting the privacy and confidentiality of data. To be an ethical data user means using the right data in the right ways for the right purposes. The article lays out a context for data ethics, demonstrates how ethics are coupled with data literacy, provides examples of data ethics in practice, and recommends steps for strengthening ethical data use in practice.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45065581","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 present study investigates how Flemish middle school mathematics teachers make sense of schoolperformanfeedback data from low-stakes, external standardised tests. We take an in-depth look into the interpretive steps they take, based on a conceptual model that integrates intuitive and rational aspects of individual and collective sensemaking and empirical data collected in semi-structured interviews. We describe the nature of these sensemaking processes and consider the impact of influencing factors. Our findings demonstrate that the mere availability of school performance feedback data does not spontaneously spark sensemaking, nor does it necessarily lead to improvements in instructionalpractice. Teachers' sensemaking of schoolperformancefeedback data appears to be a largely intuitive process, grounded in external attributions and absent of triangulation. Challenges regarding expertise and lack of inquiry-based attitude and commitment result in superficial and often incorrect interpretations of the data that tend to remain uncorrected as teachers barely engage in collaborative professional dialogue about the data.
{"title":"Sensemaking unraveled: how teachers process school performance feedback data","authors":"Gila Gutwirth, E. Goffin, J. Vanhoof","doi":"10.5817/sp2021-4-4","DOIUrl":"https://doi.org/10.5817/sp2021-4-4","url":null,"abstract":"The present study investigates how Flemish middle school mathematics teachers make sense of schoolperformanfeedback data from low-stakes, external standardised tests. We take an in-depth look into the interpretive steps they take, based on a conceptual model that integrates intuitive and rational aspects of individual and collective sensemaking and empirical data collected in semi-structured interviews. We describe the nature of these sensemaking processes and consider the impact of influencing factors. Our findings demonstrate that the mere availability of school performance feedback data does not spontaneously spark sensemaking, nor does it necessarily lead to improvements in instructionalpractice. Teachers' sensemaking of schoolperformancefeedback data appears to be a largely intuitive process, grounded in external attributions and absent of triangulation. Challenges regarding expertise and lack of inquiry-based attitude and commitment result in superficial and often incorrect interpretations of the data that tend to remain uncorrected as teachers barely engage in collaborative professional dialogue about the data.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71355936","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}
There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.
{"title":"Exploring leadership influence within data-informed decision-making practices in Australian independent schools","authors":"Venesser Fernandes","doi":"10.5817/sp2021-4-7","DOIUrl":"https://doi.org/10.5817/sp2021-4-7","url":null,"abstract":"There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the \"how\" and \"why\" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48017845","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 presented article has a theoretical and methodological character and discusses the possibilities of using measures of effect size, including their confidence intervals, on the example of tests in education. The article is divided into three parts. The first part describes and compares the issues of using statistical significance and measures of effect size. The text then deals with the basic measures of effect size and with the questions of their use. In conclusion, the authors try to critically evaluate and synthesize the presented information. The authors aim to bring this issue closer to the readers so that they are able to address the issue themselves and use the mentioned analyses in their research. The entire presentation is performed on the basis of real data.
{"title":"Míry věcné významnosti s intervaly spolehlivosti a ukázky jejich využití v pedagogické praxi","authors":"Petr Soukup, Petr Trahorsch, Vlastimil Chytrý","doi":"10.5817/sp2021-3-6","DOIUrl":"https://doi.org/10.5817/sp2021-3-6","url":null,"abstract":"The presented article has a theoretical and methodological character and discusses the possibilities of using measures of effect size, including their confidence intervals, on the example of tests in education. The article is divided into three parts. The first part describes and compares the issues of using statistical significance and measures of effect size. The text then deals with the basic measures of effect size and with the questions of their use. In conclusion, the authors try to critically evaluate and synthesize the presented information. The authors aim to bring this issue closer to the readers so that they are able to address the issue themselves and use the mentioned analyses in their research. The entire presentation is performed on the basis of real data.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48204787","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 main aim of this review study is to map research that was conducted on mixed-age and same-age preschool classrooms. In the Czech Republic, very little attention has been dedicated to these settings, although after the 2017 implementation of the compulsory preschool year, more attention and discussion is being paid to this research field. A total of 14 studies and 2 chapters from 6 countries were selected and analyzed to answer following questions: (1) What aims are pursued in these studies? and (2) What are the main results of the analyzed studies? A summary of the research findings indicates the orientation of possible preschool school level research in the Czech Republic.
{"title":"Vliv věkového uspořádání tříd na edukaci v mateřských školách","authors":"Zora Syslová, Eva Nováková, V. Najvarová","doi":"10.5817/sp2021-3-5","DOIUrl":"https://doi.org/10.5817/sp2021-3-5","url":null,"abstract":"The main aim of this review study is to map research that was conducted on mixed-age and same-age preschool classrooms. In the Czech Republic, very little attention has been dedicated to these settings, although after the 2017 implementation of the compulsory preschool year, more attention and discussion is being paid to this research field. A total of 14 studies and 2 chapters from 6 countries were selected and analyzed to answer following questions: (1) What aims are pursued in these studies? and (2) What are the main results of the analyzed studies? A summary of the research findings indicates the orientation of possible preschool school level research in the Czech Republic.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45889998","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}
Výzkumů motivace k uceni se anglictině a jejiho vztahu ke studijnim výsledkům a aspiracim u ceských žaků je malo. Tato studie si klade za cil identifikovat vztah mezi urovni výkonove motivace v anglictině a vybranými studijnimi výsledky a aspiracemi žaků. Výsledky dotaznikoveho setřeni mezi žaky devatých rocniků zakladnich skol (N = 324) ukazuji, že potřeba uspěsneho výkonu (PUV) v anglictině je pozitivnim prediktorem a potřeba vyhnuti se neuspěchu (PVN) v anglictině negativnim prediktorem vsech nasledujicich indikatorů: znamky z anglictiny na vysvědceni, ziskani vyznamenani, budouci aspirace žaků studovat na g ymnaziu. Pro chlapce byl efekt PUV na tyto indikatory v průměru nižsi a naopak efekt PVN byl v průměru vyssi než pro divky, nicmeně v ramci regresni analýz y se ukazalo, že efekty nejsou statisticky signifikantni. Potvrzeni těchto z jistěni vyžaduje dalsi výzkum, který by bral v uvahu rozdily v uživani skal mezi žaky (např. skrze aplikaci metody ukotvujicich vinět).
{"title":"Motivace k učení se angličtině ve vztahu ke známkám a studijním aspiracím u žáků základních škol","authors":"Ondřej Papajoanu, Hana Voňková, Kateřina Vlčková","doi":"10.5817/sp2021-3-2","DOIUrl":"https://doi.org/10.5817/sp2021-3-2","url":null,"abstract":"Výzkumů motivace k uceni se anglictině a jejiho vztahu ke studijnim výsledkům a aspiracim u ceských žaků je malo. Tato studie si klade za cil identifikovat vztah mezi urovni výkonove motivace v anglictině a vybranými studijnimi výsledky a aspiracemi žaků. Výsledky dotaznikoveho setřeni mezi žaky devatých rocniků zakladnich skol (N = 324) ukazuji, že potřeba uspěsneho výkonu (PUV) v anglictině je pozitivnim prediktorem a potřeba vyhnuti se neuspěchu (PVN) v anglictině negativnim prediktorem vsech nasledujicich indikatorů: znamky z anglictiny na vysvědceni, ziskani vyznamenani, budouci aspirace žaků studovat na g ymnaziu. Pro chlapce byl efekt PUV na tyto indikatory v průměru nižsi a naopak efekt PVN byl v průměru vyssi než pro divky, nicmeně v ramci regresni analýz y se ukazalo, že efekty nejsou statisticky signifikantni. Potvrzeni těchto z jistěni vyžaduje dalsi výzkum, který by bral v uvahu rozdily v uživani skal mezi žaky (např. skrze aplikaci metody ukotvujicich vinět).","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44066344","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}
V ceskem prostředi jsou klicove kompetence jednim z hlavnich cilů vzdělavani již od roku 2007, stale se vsak ukazuje, že tento konstrukt neni pro ucitele srozumitelný, považuji jej za vagni a v běžne výuce těžko uchopitelný. Cilem teto studie je analyzovat teoreticka východiska (klicových) kompetenci v zakladnim vzdělavani a poukazat na to, že jejich chapani se v case proměňuje, a od kurikularniho vymezeni se tak postupně odchyluje. Nejprve je popsan vývoj kompetenci a to, jak se do ceskeho kurikula vlastně dostaly. Nasledně jsou vymezena dvě (resp. tři) zakladni pojeti kompetenci – ve smyslu normativnim, holistickem (angl. competence) a ve smyslu funkcnim, měřitelnem (angl. competency) – a dale je popsano, jak se tato pojeti projevuji v ceske vzdělavaci realitě. Prezentovana studie ukazuje take na rozdily mezi deklarovaným vymezenim kompetenci v kurikularnich dokumentech a tim, kam se zřejmě vlivem potřeb decizni sfery posouva. Popsana konceptualni i terminologicka roz polcenost a nekonzistentnost může být jednou z přicin chybějiciho hlubsiho teoreticky fundovaneho a empiricky ukotveneho zkoumani, jehož důsledkem může být nedostatecne pochopeni, a tedy i přijeti konceptu odbornou veřejnosti, vcetně samotných ucitelů.
{"title":"(Klíčové) kompetence v českém vzdělávání: Proč si navzájem nerozumíme?","authors":"Tereza Češková","doi":"10.5817/sp2021-3-1","DOIUrl":"https://doi.org/10.5817/sp2021-3-1","url":null,"abstract":"V ceskem prostředi jsou klicove kompetence jednim z hlavnich cilů vzdělavani již od roku 2007, stale se vsak ukazuje, že tento konstrukt neni pro ucitele srozumitelný, považuji jej za vagni a v běžne výuce těžko uchopitelný. Cilem teto studie je analyzovat teoreticka východiska (klicových) kompetenci v zakladnim vzdělavani a poukazat na to, že jejich chapani se v case proměňuje, a od kurikularniho vymezeni se tak postupně odchyluje. Nejprve je popsan vývoj kompetenci a to, jak se do ceskeho kurikula vlastně dostaly. Nasledně jsou vymezena dvě (resp. tři) zakladni pojeti kompetenci – ve smyslu normativnim, holistickem (angl. competence) a ve smyslu funkcnim, měřitelnem (angl. competency) – a dale je popsano, jak se tato pojeti projevuji v ceske vzdělavaci realitě. Prezentovana studie ukazuje take na rozdily mezi deklarovaným vymezenim kompetenci v kurikularnich dokumentech a tim, kam se zřejmě vlivem potřeb decizni sfery posouva. Popsana konceptualni i terminologicka roz polcenost a nekonzistentnost může být jednou z přicin chybějiciho hlubsiho teoreticky fundovaneho a empiricky ukotveneho zkoumani, jehož důsledkem může být nedostatecne pochopeni, a tedy i přijeti konceptu odbornou veřejnosti, vcetně samotných ucitelů.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842832","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}
V teto studii se zabývame problemem tranzice od prezencni k distancni výuce ve vysokoskolskem prostředi v době pandemie Covid-19. Vychazime z analýz y 34 hloubkových polostrukturovaných rozhovorů s uciteli Filozoficke fakulty Masarykovy univerzity, v nichž tito ucitele reflektovali svůj přistup k distancni online výuce v době pandemie Covid-19. Ukazujeme, že z působ, jakým ucitele k výuce přistoupili, silně souvisi s jejich pojetim výuky a tim, jak konstruuji koncept dobre vysokoskolske výuky. Na zakladě analýz y rozhovorů rozlisujeme dva polarni typy ucitelů. Prvnim typem jsou funkcionaliste, kteři se koncentruji na předani znalosti a dovednosti studentům. V době pandemie s využitim uvažlive pedagogicke analýz y usiluji o to, co nejlepe substituovat jednotlive složky prezencni výuky pomoci digitalnich nastrojů a aplikaci. Domnivaji se, že kvalitni online výuka je narocna, avsak proveditelna a potencialně přinasejici novou kvalitu do vysokoskolskeho vzdělavani. Druhým identifikovaným typem jsou autentiste, kteři výuku chapou jako vytvařeni znalosti a dovednosti v procesu autenticke komunikace mezi ucitelem a studenty. Tito ucitele se domnivaji, že pomoci online nastrojů neni možne prezencni výuku adekvatně substituovat a tranzici k distancni výuce vnimaji jako zasadni ohroženi kvality a obecně ohroženi poslani vysokoskolskeho vzdělavani.
{"title":"Výzva, nebo nemožná mise? Tranzice k online výuce v době pandemie covid-19 očima vysokoškolských učitelů","authors":"Klára Šeďová, Barbora Nekardová, Katarína Rozvadská","doi":"10.5817/sp2021-3-3","DOIUrl":"https://doi.org/10.5817/sp2021-3-3","url":null,"abstract":"V teto studii se zabývame problemem tranzice od prezencni k distancni výuce ve vysokoskolskem prostředi v době pandemie Covid-19. Vychazime z analýz y 34 hloubkových polostrukturovaných rozhovorů s uciteli Filozoficke fakulty Masarykovy univerzity, v nichž tito ucitele reflektovali svůj přistup k distancni online výuce v době pandemie Covid-19. Ukazujeme, že z působ, jakým ucitele k výuce přistoupili, silně souvisi s jejich pojetim výuky a tim, jak konstruuji koncept dobre vysokoskolske výuky. Na zakladě analýz y rozhovorů rozlisujeme dva polarni typy ucitelů. Prvnim typem jsou funkcionaliste, kteři se koncentruji na předani znalosti a dovednosti studentům. V době pandemie s využitim uvažlive pedagogicke analýz y usiluji o to, co nejlepe substituovat jednotlive složky prezencni výuky pomoci digitalnich nastrojů a aplikaci. Domnivaji se, že kvalitni online výuka je narocna, avsak proveditelna a potencialně přinasejici novou kvalitu do vysokoskolskeho vzdělavani. Druhým identifikovaným typem jsou autentiste, kteři výuku chapou jako vytvařeni znalosti a dovednosti v procesu autenticke komunikace mezi ucitelem a studenty. Tito ucitele se domnivaji, že pomoci online nastrojů neni možne prezencni výuku adekvatně substituovat a tranzici k distancni výuce vnimaji jako zasadni ohroženi kvality a obecně ohroženi poslani vysokoskolskeho vzdělavani.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43317846","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}
Rok 2020 vystihuji dvě slova – koronavirova pandemie. Bez precedentni pandemicka udalost zasahla vsechny oblasti spolecenskeho života, vzdělavani nebylo výjimkou. Pro zajistěni kontinuity výuky přistoupily skoly k distancnimu vzdělavani. Přestože za vzdělavani nesly hlavni zodpovědnost skoly, zejmena u děti na primarnim stupni měli rodice v procesu uceni klicovou roli. Cilem studie bylo z jistit, jak během pandemie covid-19 matky prvostupňových děti přistupovaly ke vzdělavani doma. Kvalitativně orientovane výzkumne setřeni vychazi z dvanacti hloubkových polostrukturovaných rozhovorů. Analýza dat vedla k vytvořeni pěti typů přistupů matek k průběhu vzdělavani doma: (1) typ "levou zadni" charakterizuje přistup nezavislý na skole a výrazně angažovaný ve vzdělavani doma; (2) typ "plnime nad plan" vystihuje přistup striktně organizovaný; (3) typ "dře to, ale jde to" charakterizuje přistup matek, ktere znaly svoje limity, a nenechaly se vzdělavanim doma pohltit; (4) typ "držime se zuby nehty" popisuje přistup matek, ktere se přes sve vycerpani snažily, aby jejich děti splnily vsechny skolni povinnosti; a (5) typ "tonouci se stebla chyta" zastupuje rezignovaný přistup matky, ktera by potřebovala pro zvladani vzdělavani doma větsi podporu ze strany skoly i rodiny.
{"title":"Co budeme dělat zítra? Pokusíme se přežít! Vzdělávání doma v době koronavirové pandemie z perspektivy matek","authors":"Daniela Šimková","doi":"10.5817/sp2021-3-7","DOIUrl":"https://doi.org/10.5817/sp2021-3-7","url":null,"abstract":"Rok 2020 vystihuji dvě slova – koronavirova pandemie. Bez precedentni pandemicka udalost zasahla vsechny oblasti spolecenskeho života, vzdělavani nebylo výjimkou. Pro zajistěni kontinuity výuky přistoupily skoly k distancnimu vzdělavani. Přestože za vzdělavani nesly hlavni zodpovědnost skoly, zejmena u děti na primarnim stupni měli rodice v procesu uceni klicovou roli. Cilem studie bylo z jistit, jak během pandemie covid-19 matky prvostupňových děti přistupovaly ke vzdělavani doma. Kvalitativně orientovane výzkumne setřeni vychazi z dvanacti hloubkových polostrukturovaných rozhovorů. Analýza dat vedla k vytvořeni pěti typů přistupů matek k průběhu vzdělavani doma: (1) typ \"levou zadni\" charakterizuje přistup nezavislý na skole a výrazně angažovaný ve vzdělavani doma; (2) typ \"plnime nad plan\" vystihuje přistup striktně organizovaný; (3) typ \"dře to, ale jde to\" charakterizuje přistup matek, ktere znaly svoje limity, a nenechaly se vzdělavanim doma pohltit; (4) typ \"držime se zuby nehty\" popisuje přistup matek, ktere se přes sve vycerpani snažily, aby jejich děti splnily vsechny skolni povinnosti; a (5) typ \"tonouci se stebla chyta\" zastupuje rezignovaný přistup matky, ktera by potřebovala pro zvladani vzdělavani doma větsi podporu ze strany skoly i rodiny.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453686","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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