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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.
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Vliv postojů učitelů na výsledky žáků

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Straková J., Simonová J., Greger D.
Sociologický časopis. Czech Sociological Review
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2018
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vol. 54
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issue 5
727-748
EN
Educational effectiveness research has demonstrated the importance of teacher beliefs and attitudes for student learning. Beliefs strongly determine teachers’ thoughts and actions and they ultimately influence student achievement, even though they may do so indirectly. In order to change people’s practices and behaviours, it is necessary to first change their beliefs. Studies of beliefs and attitudes draw on a variety of concepts. This study explores the relationship between academic optimism and the mathematical achievement of Czech lower secondary students and follows up on previous studies that confirmed the relevance of this concept for the Czech education system. The data were collected as part of work on the Czech Longitudinal Study in Education (CLoSE) in October 2012 and May 2016. The database used in the analyses contains data from 124 basic schools and 39 grammar schools, and from 4798 students and 1469 teachers. Two-level structural equation modelling showed that there is a statistically significant link between the academic optimism of schools and students’ mathematical achievement, even after controlling for prior achievement and socioeconomic status at both the student and the school level. This finding has important implications for pre-service and in-service teacher training and for education policy.
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