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Kurikulární reforma na gymnáziích: výzkumná zjištění s doporučení

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Janík T., Knecht P., Najvar P., Píšová M., Slavík J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 4
375-415
EN
The paper presents the main research findings and recommendations concerning the implementation of curricular reform in upper-secondary comprehensive schools. The authors analyse ten problem areas of curricular reform, as they were captured in the Kvalitní škola research project. (1) There is no (shared) understanding of the key ideas and concepts of the reform; (2) Discussing the reform: participants and their non-voices; (3) The problem of language, of ’understanding’; (4) Doubts about what is being reformed; (5) When what-is-being-implemented has been implemented: the problem of coordination; (6) Conditions of implementation; (7) Ambiguous acceptation of the reform on the part of teachers; (8) Two-level curriculum: state-level and school-level curriculum as the key elements of the reform; (9) Teachers making a curriculum: doubts and hesitation; (10) Realising curriculum: formalism or a route to the new culture of teaching and learning. Towards the end of the paper, the authors summarise recommendations for the participants on different levels of the reform. They also suggest an outlook for future research in this area.
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Čtenářská gramotnost v Německu z pohledu výzkumů PISA

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Ježková V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 1
58-76
EN
The aim of the study is to describe the development of reading literacy in Germany from PISA 2000 to PISA 2009. Since PISA 2000, reading literacy has been a current topic of German educational policy and it has also be en the interest of general public. After a short theoretical introduction, the paper focuses on analyzing the students’ results in reading literacy from 2000 to 2009, stressing the cross-sections such as the difference between the students of good and poor performance, differences related to social origin or gender and differences between German students and immigrants. In the next part, the main educational policy measures how to improve students’ reading literacy are presented. In the summary, the paper reviews the development of reading literacy in Germany during the stated period. The study contains a partial comparison with the situation in the Czech Republic.
3
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Empirický výzkum vzdělávání: vystačí naše stávající přístupy zítra?

63%
Prenzel 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 4
475-489
EN
Empirical educational research as a relatively new field has developed significantly in recent years. The trustworthiness of its findings is rooted in consistent use of sound research methods. The findings are followed and discussed even outside the small community of researchers and taken into account by educational policy makers and in day-to-day practice. Empirical research has to stay on this path and continue to fulfil the demands of critical examination of theory in practice. However, from time to time we must ask ourselves whether the research agenda still corresponds with the current needs and what empirical research should look like in the future. These are the questions we pursue in this paper, which can be read also as a plea for a wider use of various research methods, including mixed methods. After a short review of success of empirical educational research, its financing and expectations that come with it, we will pursue the issue of what research approaches and methods help us gain descriptive knowledge, explanatory knowledge and knowledge for change. Attention is also paid to the significance of knowledge about aims and purposes.
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