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Mám základní vzdělání. Příčiny a důsledky předčasných odchodů ze studia a ze vzdělávání

100%
Hloušková L.
Studia paedagogica
|
2014
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issue 2
11-38
EN
Early school leaving has a number of negative effects on a person’s life as well as on society, and the gravity of these effects has led to monitoring of and focused research interest on dropout rates as an important indicator of the quality of education systems. In the Czech Republic, the rate of early school leaving has been traditionally low, but dropout actors have had limited opportunities to present their points of view. The aim of this text is to introduce the views of dropouts from upper secondary education, examine the causes and effects of their early school leaving, and unravel the proverbial conundrum of causes and effects of early school leaving using a qualitative research method. The basic relationship between individual types of causes (poor choices, involuntary leaving, and disengagement) and the direct short-term to mid-term effects upon a person’s life result from the educational aspirations of the actors themselves.
2
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Informální učení v kariéře žen

100%
Hloušková L.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 3
342-363
EN
The aim of this text is to describe how informal learning influences the career development of women. Answer to the above mentioned question follows from a qualitative study within a research study on the topic: The needs of adults in relation to the building of their careers and how to satisfy these through career counselling and guidance services. Qualitative approach was implemented as biographic research with the use of the life story method. For the purpose of this text, we used a sample of seven women of diff erent ages, the same degree of education, with at least one-year-work experience and with diff erent types of changes in their careers. The data suggest that women learn informally either due to the pressure of a situation or „for the future“. If women learn as a result of the pressure of the situation, informal learning represents a tool for satisfying needs that are perceived as deficit. In fact, these women don´t plan their career development in a long-term perspective and from the point of view of career building, informal learning becomes a tool for changing the current state. In case that women learn for the future, via learning they try to satisfy needs which can be regarded (according to Maslow) as the self-realization needs. These women plan their career development and this is why it is possible to consider informal learning as a direct tool for their career development.
3
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Úvodní fáze profesní dráhy ředitelů základních škol

51%
Pol M., Hloušková L., Novotný P., Sedláček M.
Studia paedagogica
|
2009
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issue 1
109-126
EN
The text covers the first stages of the headteacher function: becoming a headteacher. Presented are the specific phases of the career of each headteacher, specifically the decision to make a career change (to become headteacher), the assumption of the headteacher function, and the adaptation to the new professional role. The reserach on which the contribution is based was conceived as a qualitative investigation. Through the method of life history, important life events in the start of headteachers’ professional careers are outlined. The framework design for data collection and interpretation was the narrative approach in the form of a comprehensive method of life history. The retrospective view makes it possible to grasp the interaction between the image of important life events and the vertical shifts in the hitherto career. Also, the text supports the hypothesis that such stages not only shape the future development of the headteachers’ professional careers but significantly affect school management.
4
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Profesní dráha ředitelů základních škol: od fáze profesní jistoty k novým výzvám

51%
Pol M., Hloušková L., Novotný P., Sedláček M.
Studia paedagogica
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2010
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issue 1
85-105
EN
The text represents some of the results of a qualitative research aimed at the recognition of the life and professional careers of basic school headteachers. Attention is mainly focused on the presentation and interpretation of the advanced stages in headteachers’ careers. Following the previous explanatory study about the accession to the headteacher function and the stage of adaptation, the newly identified career stages are interpreted in relation to the developments in headteacher’s attitude to the execution of his/her function. This text brings empirically substantiated arguments explaining the direct relation between headteachers’ professional careers and school management and leadership.
5
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Organizační učení v realitě života školy: impulzy, témata, strategie řízení

45%
Sedláček M., Pol M., Novotný P., Hloušková L., Lazarova B.
Studia paedagogica
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2012
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issue 2
27-49
EN
This paper investigates organizational learning at schools. We use empirical data that were gathered in 2011 in three primary and lower secondary schools. The paper describes the characteristic features of the schools and it discusses the impulses for organizational learning in schools, its topics, applied strategies of managing of organisational learning and also the factors that support or undermine it. The paper concludes by explaining the connected nature of the qualitative phase of the research with a related phase that is designed as a quantitative one.
6
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Organizační učení v odborných diskurzech

45%
Lazarová B., Pol M., Hloušková L., Novotný P., Sedláček M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 2
145-161
EN
Authors of the paper discuss the concept of organisational learning. They refer to a wide range of definitions and concepts, point out some diff erences from related or analogous concepts used, such as knowledge management and learning organisation. They note the discussions that relate to key topics. These discussions concern levels at which organisational learning can take place, the eff ect on behaviour or organisational performance. The following section of this article presents organisational learning as a process and describes the stages of organisational learning. The purpose of the article is to provide an overview of eff orts to define organisational learning, including criticism of the results of this eff ort. The last part is devoted to selected theories and empirical findings on organisational learning at school. The authors stress the importance of organisational learning for schools as specific organisations and express request to examine the processes of organisational learning in this context.
7
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Internal setting and organisational learning in schools

45%
Sedláček M., Pol M., Hloušková L., Lazarová B., Novotný P.
Studia paedagogica
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2013
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issue 4
75-92
EN
This article is one of the outcomes of a research project in which we focused on the recognition of the processes of organisational learning in Czech basic schools (6-15). In this article, we deal with the dimension of the systematic way of organisational learning. In agreement with many other authors we consider the systematic way of organisational learning in schools an important condition for the depth and, therefore, efficiency of organisational learning. We look for an answer to the question of how much influence is exerted by factors in the internal school setting on the systematic way of organisational learning. For this analysis, we use data of a representative survey conducted in two Regions of the Czech Republic.
8
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School as a Professional LEARNING Community: A Comparison of the Primary and Lower Secondary Levels of Czech Basic Schools

45%
Novotný P., Pol M., Hloušková L., Lazarová B., Sedláček M.
The New Educational Review
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2014
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vol. 35
163-174
EN
This article deals with two subjects which form an inevitable part of the discussion on Czech basic schools. First, there is school development from the inside, individual and group learning and organizational development in schools. Second, there is the double task of Czech basic schools to provide pupils with primary and, subsequently, lower secondary education. The aim of the analysis is to compare evidence given by teachers at the primary and lower secondary levels of basic schools about processes which create the dimensions of a professional learning community. Analysis of the data obtained from this research, which was carried out in Czech basic schools, leads to the conclusion that despite a relatively large conformity in the adult actors’ perception of systematicity in handling the subjects of learning, this perception cannot be considered homogeneous.
9
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School Culture as an Object of Research

45%
Pol M., Hloušková L., Novotný P., Václavíková E., Zounek J.
The New Educational Review
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2005
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vol. 5
147-165
EN
Though it is laborious to examine the culture of the school, researchers have been endeavouring to empirically apprehend it since the 1960’s. A variety of research jobs have been carried out, of various starting points, ways of materialisation, and conclusions. The present text indicates a way of classifying these studies according to the purposes they had been assigned. Though the list of examples is not entirely complete nor is the classification definite, a conclusion is clear and evident: in most cases, the culture of the school is not examined in order to grasp this culture itself. Much more often, the culture of the school is examined as a starting point, a pre-condition, or a tool to explore another object of the researcher’s interest outside the culture itself, such as the quality and evaluation of the school’s overall performance, the quality of the learning process, or the school’s developmental potential.
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