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THE IMPACT OF THE STRUCTURE OF THE EDUCATION SYSTEM ON THE DEVELOPMENT OF EDUCATIONAL INEQUALITIES IN THE CZECH REPUBLIC

100%
Strakova J.
Sociologický časopis. Czech Sociological Review
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2007
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vol. 43
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issue 3
589-610
EN
The aim of this paper is to explore the impact of the structure of the Czech education system on the development of the relationship between a student's achievement and his/her family background. It compares the strength of the relationship between student achievement and a student's family background in various stages of his/her education career (grades 4, 8 and 10) in the Czech Republic and in systems without early tracking that also exhibit high student performance (Canada, Nordic countries). In addition, the paper tests a hypothesis that systems with different levels of tracking differ not only in their structure but also in teaching methods and teachers' attitudes. The analysis was conducted on data sets from the IEA PIRLS 2001, the IEA TIMSS 1999, and the OECD PISA 2003.
2

FEAR OF POVERTY –VERIFICATION OF ITS RELATIONSHIP TO SOCIO-ECONOMIC STATUS AND SELECTED PERSONALITY VARIABLES

100%
Kačmárová M., Babinčák P., Vargová D.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2019
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vol. 22
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issue 1
44 - 53
EN
In psychology literature, the interest in poverty is traditionally represented by two constructs –poverty attributes (Feagin, 1972; Heider, 1958) and the attitudes to poverty (Cozzarelli, Wilkinson, & Tagler, 2001). The present study proposes the concept of "the fear of poverty", which appears to be accessible to psychological research. In addition, based on the information from various transnational surveys (such as Eurobarometer), the concept presents the present reality for a considerable part of the Slovak population. When analyzing the fear of poverty, there are two ways of conceptually understanding this. One represents the view that the fear of poverty can be a manifestation of a more general personality trait, which predisposes the person to uncertainty and fear of future material shortage. The other possibility is to consider the fear as the emotional consequence of the person's unfavorable economic or social situation. The aim of the research was to examine the relationship between the indicators of socio-economic status (financial stress, education, employment status) and selected personality traits (neuroticism, extraversion, conscientiousness) to the fear of poverty. In the present research, the hypotheses about the relationship between personality variables (neuroticism in particular) and the indicators of socio-economic status (financial stress) to the fear of poverty were confirmed. Moreover, another hypothesis about the assumed interrelationship between them was formulated. The research carried out was the first attempt (at the national level) to explore the issue of the fear of poverty with a focus on psychological variables, and thus aimed at enriching the knowledge base in an area which has traditionally been dominated by economic and social sciences.
3

SOCIO-ECONOMIC STATUS AND ITS EFFECT ON VALUE-ADDED

88%
Falath J., Juščáková Z.
Ekonomický časopis (Journal of Economics)
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2016
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vol. 64
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issue 3
260 – 281
EN
The Lisbon strategy requires European education systems to produce applicable graduates in present environment of the increasing competitiveness and social cohesion. Inclusive growth starts with providing effective education to all children regardless of sex, disabilities or socio-economic status (SES). We present the methodology of identifying the value-added as one of the indicators of school effectiveness. In the sample of 26 schools and 1 229 pupils we observe their results in nationwide cognitive testing, information about family background and attitudes. We aim to explain disproportions between schools in the context of equal access to education.
4
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Diagnostyka edukacyjna we współczesnym systemie szkolnym. Pomiar i ocenianie wzrostu kapitału ludzkiego uczniów. Część II: Metodologia i reguły

75%
Niemierko B.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
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2012
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issue 3
95-122
EN
Developmental paradigms, preferred in educational diagnostics to intervening ones, need vertical scaling, i.e. norms extended across a time passage or a learning cycle. Value added is perceived in education as a progress made by a student or a group of students in a period of time in a well-defined area of attitudes or skills. It may be evaluated in raw scores, percentiles, stanines, grade equivalents or logits (theta scale). Grade equivalents (GE) are numbers of years and months of schooling to yield given achievement levels. They are easy to calculate but possibly misleading. A layman may abuse them and suggest allocating students into school grades according to their GE indexes what would inevitably destroy the educational system. Much more statistically advanced scaling is based on Item Response Theory (IRT) which is a probabilistic theory concerning the relation of an item score with the human property constituting a latent variable. We may apply IRT to mental test items, interview questions, behavioral categories, and even factual information obtained in document analyses. The most influential context variable in educational diagnostics is socio-economic status of a student’s family (SES) as indicated by the parents’ education and vocational positions, their income level and social prestige. Both educational aspirations and examination scores are to large extent determined by SES. Two further unfavorable phenomena of school learning are intellectual helplessness which appears when a student’s efforts to master the content of one or more school subjects proves totally unsuccessful, and learned one-sidedness that is a damage to a student’s personality caused by his/her aspiration to be the best learner at school. Most educational systems assume „equalizing educational chances for every child”, „diminishing the gap between the best and the weakest” and making „no child left behind”. However, the politically fair ideas cannot stand psychological law of fan effect, that is an increase of achievement variance which comes with achievement growth in a population.
5
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GOALS OF CIVIC DELIBERATIVE DEMOCRACY AND ITS SUPPORT IN SLOVAKIA (Obcianska deliberativna demokracia a podpora jej cielov na Slovensku)

75%
Plichtova J.
Sociológia (Sociology)
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2010
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vol. 42
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issue 5
516-547
EN
The paper describes the analysis of the part of the representative research that monitors disagreement with the basic goals and presumptions of civic deliberative democracy. The statistical analysis indicates that the support for deliberative democracy is generally widespread among Slovak population; however, the respondents with higher cultural capital (higher education, bilingualism, use of internet) and with higher self-evaluation of understanding politics are those whose support is the most probable. On the other hand, an authoritarian syndrome that is understood as the interiorized obstacle to political participation (an authoritarian subordination, a lack of political information, political helplessness and political indifference) occurs more probably among the respondents with lower cultural capital and lower socio-economic status. The results are discussed in relation to the thesis that deliberative democracy is not the appropriate instrument for deepening democracy because the deliberative capital and motivation to participate are not equally distributed in population
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