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1

Stare i nowe nierownosci edukacyjne wsrod mlodziezy wiejskiej

100%
Dlugosz P.
Wieś i Rolnictwo
|
2012
|
issue 1(154)
132-145
EN
The article presents the results of research into the educational inequalities among young inhabitants of rural areas. For the purpose of collecting empirical material a survey covering a sample of 830 grammar-school students was conducted with the help of a questionnaire. The results of the conducted analysis show that social status continues to have an influence on educational attainments of school children. Social, cultural and financial capital as well as participation in private lessons and additional courses have an influence on the results of instruction. The conducted research has also revealed new factors of educational inequalities. Only 9% of rural grammar-school students want to continue their education in the best secondary schools. These are individuals characterised by high social, cultural and economic capital as well as impressive attainments at school, who participate in additional courses and private lessons.
2

The prestige of Hungarian educators from Romania during the Romanian educational reform

100%
Peter L.
Szociologiai Szemle (Sociological Review)
|
2006
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vol. 16
|
issue 3
87-100
EN
The Romanian educational system was one of the most centralized before the change of the political system, thus, it is no wonder that after the change of regimes the decentralization of education seemed to be a justified claim. As one of its consequences, the Romanian education system has been the scene of permanent changes for the past one and a half decades, and the changes influenced the work and the situation of the teachers in several aspects. Our basic research question emerged against such a backdrop, which aimed at reviewing the relationship between the educational reform and the teachers. In this study we present only a segment of the results of our research, namely the opinion that a strata of Hungarian teachers from Romania has about the social appreciation of their profession. The results show that the teachers from Hargita County are not satisfied with the social appreciation of their profession: they consider it worse than that of other intellectual categories. The inquired teachers are also unsatisfied with the 'official' appreciation of the profession; at the same time, the appreciation of the different teachers' professions is in relation with the activities on the different levels of education. Hungarian teachers from the region see the rise of esteem of the profession in the solving of the problems of financing, of educational policy and of teachers' vocational courses.
3
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POOR AND VERY POOR STUDENTS (Uczniowie zli i bardzo zli)

100%
Zahorska M.
Rocznik Lubuski
|
2008
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vol. 34
|
issue 1
91-108
EN
The educational reform of 1999 changed the structure of the Polish educational system. A new kind of school was created - lower secondary school (gimnazjum). One of the objectives of this change was to equalize the education levels (or rather to reduce the differences) between urban and rural schools. Unfortunately, the results of external exams have shown a systematic deepening of these differences. Rural schools have increasingly poor, and urban schools - increasingly good results. On the basis of a research conducted in lower secondary schools in six selected rural communities, the authoress has attempted to show the factors which influence their poor educational results. In each rural community, many students are brought by school buses from their homes in the countryside to the school located usually in the biggest village of the community. The poorest results are attained by those travelling students, whereas local students are coping better. Only two of the examined schools have implemented a strategy of assistance for students living in the countryside, and only one has any successes in the field. The group of students brought from small villages includes a group of persons in a very disadvantageous economic situation, encountering learning difficulties due to the fact that they fall behind very strongly and they are not looked after appropriately. Many of them have very low motivation to study and they often skip classes. The creation of gimnazjum became an advantage for the inhabitants of those villages in which such schools were established. Definitely too little has been done to provide realistic opportunities for those who are brought to school from the countryside.
4

SHOULD EDUCATORS PROMOTE HOME-SCHOOLING? WORLDWIDE GROWTH AND LEARNER OUTCOMES

100%
Ray B.
Pedagogický časopis (Journal of Pedagogy)
|
2021
|
vol. 12
|
issue 1
55 - 76
EN
The purpose is to briefly summarize forty years of research on the learner outcomes of the modern home-schooling movement and address whether educators should be promoting home education. Studies show that home-schooling (home education) is generally associated with positive learner outcomes. On average, the home educated perform better than their institutional school peers in terms of academic achievement, social, emotional, and psychological development, and success into adulthood (including university). Certain pedagogical and familial elements that are systemic to freely chosen parent-led home-based private education home-schooling are may be the keys to the overall better performance and development of most children – not only the home educated – and into their lives as adults. If this is true, should professional educators be promoting home-schooling rather than criticizing it or trying to inhibit its growth? Are there certain categories of families for whom home education would not be a good idea? Is home education a pedagogical choice and approach about which educators should be sceptical and antagonistic or from which they can learn, be better informed about the needs and successes of students, and support according to the findings of empirical evidence?
5

CONTROLLED FREEDOM – THE FORMATION OF THE CONTROL SOCIETY

88%
Pongratz L.
Pedagogický časopis (Journal of Pedagogy)
|
2011
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vol. 2
|
issue 2
161 – 172
EN
The author´s analysis develops via the following five conceptual steps. The first step links up with Foucault’s analysis of techniques of “soft” discipline, which relates to “classical” reform pedagogy, in the transition period from the 19th to the 20th century. The second step thematises the shifts in these disciplinary techniques in the context of the crisis of the so-called “environments of enclosure”. Here there is a particular focus on Deleuze’s arguments concerning the emergence of a modern “society of control”. The third step considers the specific form of the “government of the social”, which Foucault approaches with the concept of governmentality. The fourth step aims to show that the current educational reforms can be understood as a “governmental strategy”. The fifth step, finally, thematises the inconsistency of governmental practices. It pursues the possibility that such practices advance, en passant or contrary to their aims, their own contradiction: the preparedness and capacity for critical opposition.
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