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Důraz školy na akademický úspěch: TIMSS 2011 jako sonda do reformy v České republice

100%
Dvořák D.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2015
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vol. 25
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issue 4
583-604
EN
TIMSS 2011 study uses new index (SEAS) that is closely related to the concept of academic optimism. This paper describes some causes and ramifications of the low level of SEAS and its components in the Czech Republic. Besides, the SEAS components are used to analyse the relationships between the attitudes of the Czech schools to the curricular reform and achievement of their pupils. Introductory part of the paper describes the concept of academic optimism and the SEAS index in TIMSS 2011. Subsequently, explorative secondary analysis of TIMSS data is performed to explain strikingly low level of SEAS in Czech Republic. The results are discussed in the regional perspective. The data on results of Czech 4th grade pupils in TIMSS 2011 mathematics test and school questionnaires were analysed by basic descriptive and inferential statistics methods. The low level of SEAS in the Czech Republic is mainly due to the low perceived pupils' desire to do well in the school. One explanation may be the low trust of teachers and principals to pupils. The analysis also shows paradoxical relationship between the declared support to the reform and pupils' achievement in the Czech schools. The components of the SEAS may be interpreted as a window on the perception and implementation of curricular reform in the Czech Republic.
2
Content available remote

High autonomy and low accountability: Case study of five Czech schools

51%
Dvořák D., Urbánek P., Starý K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 6
919-940
EN
The paper aims to describe the effects of a unique combination of high autonomy and low outcome accountability of the Czech schools. First, the paper outlines test-based accountability as a key concept of contemporary educational policy. Next, the research design is briefly described and the qualitative data on the effects of school choice and curriculum autonomy / decentralisation are presented. The discussion stresses the problem of time frame in evaluating system wide interventions and also sketches a vision of new emerging school reform discourse. Processes of change in five Czech “combined” primary and lower secondary schools were studied by qualitative longitudinal multiple case study for over 5 years. Surprisingly, the results suggest that many negative effects ascribed to the highstakes tests (e. g. curriculum narrowing, fabrication of image) could be seen in the studied schools despite the different model of governance in the Czech Republic. The contemporary discussion of risks of (high stake) testing should be complemented by a similar analysis of both costs and negative effects of the absence of outcome accountability.
3
Content available remote

Malá škola po pěti letech: proměny školy v době reformy

51%
Dvořák D., Starý K., Urbánek P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2015
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vol. 25
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issue 1
9–31
EN
The major reform of Czech schools has not achieved its goals according to several recent studies. This paper describes mechanisms of troubled enactment of the reform in one school. First, the method of congruence analysis is presented as a tool to link the case observations and theoretical models. Then, two rival theories of educational change are sketched. The empirical part of the paper describes the school’s improvement over more than five years and the roles of different actors. The interaction between the processes of inner school development and the top-down mandated educational reform is discussed. A longitudinal qualitative case study of one comprehensive primary and lower secondary school is based mainly on interviews with school leadership, teachers and pupils, lesson observations and documentary analysis. The school with a record of successful improvement (turnover) has very skeptical attitude to the reform and implements it only formally. There is a striking difference between the school’s vision and the national reform’s discourse. The findings suggest that the theories stressing the plurality of actors involved in change and the necessary contribution of different system levels provide more plausible explanation of the reform’s results.
4

CHANGING PLACES, CHANGING TRACKS: INTER-SCHOOL MOBILITY AMONG CZECH SECONDARY STUDENTS

45%
Dvořák D., Meyer P., Kučerová S. R., Vyhnálek J., Šmíd O.
Pedagogický časopis (Journal of Pedagogy)
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2020
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vol. 11
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issue 1
83 – 105
EN
Most of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.
5

HOW RURAL SCHOOLS IN CZECHIA RESPOND TO PARENTAL PREFERENCES: DIFFERENT APPROACHES TO STUDENTS’ WELL-BEING

45%
Svoboda Z., Dvořák D., Zilcher L., Šmíd J., Kučerová S.
Pedagogický časopis (Journal of Pedagogy)
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2022
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vol. 13
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issue 2
105 – 127
EN
Czech parents place particular emphasis on ensuring the overall quality of life of their child when choosing a school. Our study shows how rural state schools understand this demand. A mixed approach was used in our research. In the first step, administrative data from all schools in municipalities with a population of up to 3,000 was used to shortlist 91 schools in demand by both catchment and non- -catchment families. In the second step, socio-geographic data on type of municipality, online presentations, and other documents of the shortlisted schools were analysed. In the last step, case studies of 13 schools were prepared on the basis of parent surveys and interviews with stakeholders. We present case studies of three schools with different explicitly expressed approaches to satisfying parental preferences through a specific mix of care for well-being and valued characteristics of the rural environment. Our study adds to the existing literature on school choice and school leadership by describing specific developmental and/or marketing strategies of rural schools based on the real or perceived characteristics of the countryside.
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