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Přidaná hodnota studia na víceletých gymnáziích ve světle dostupných datových zdrojů

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Straková J.
Sociologický časopis. Czech Sociological Review
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2010
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vol. 46
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issue 2
187–210
EN
The results of students at different basic and secondary schools vary largely in the Czech Republic compared to other countries, and there is a strong connection between the results of students and family background. The Czech education system is also highly stratified, and student tracking begins at a young age. In this respect the most controversial element in the system are the multi-year gymnasia, the existence of which is nonetheless strongly supported by the public. This support is based on the conviction that multi-year gymnasia provide the most talented students with a good education, enable more rapid cognitive development for these students, and thus help cultivate Czech elites. This article sets out to verify whether multi-year gymnasia genuinely fulfil the function associated with them. Hypotheses about the role of multi-year gymnasia are tested using data from the OECD PISA 2000 and OECD PISA 2006 surveys, the PISA-L longitudinal survey, and Higher Education Studies 2004 survey. The main analytic methods used are multi-level modelling and logistic regression
2
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THE EFFECT OF A CALL PROGRAM ON JORDANIAN SIXTH-GRADE STUDENTS’ ACHIEVEMENT

100%
Bataineh R. F., Hani N. A. B.
Teaching English with Technology
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2011
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vol. 11
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issue 3
3-24
EN
This study examines the potential effect of a computerized instructional program on Jordanian sixth-grade students’ achievement in English. Four instruments were utilized: a pre-post achievement test, a student opinionnaire, a teacher opinionnaire, and an observation checklist. The findings reveal a statistically significant difference in student achievement in favor of the experimental group, that teachers and students have positive attitudes towards computer use, and that teachers are committed to computer use in language teaching, more so for those with a computer background. A number of implications and recommendations for future research are put forth.
3

Pozaszkolne uwarunkowania wiedzy uczniów szkół ponadgimnazjalnych o historii Polski XX w.

51%
Męziński M., Żółtak T., Oniszczuk A.
Edukacja
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2016
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vol. 3(138)
22–56
PL
Celem artykułu jest przedstawienie problematyki zróżnicowania poziomu wiedzy o historii Polski XX w. uczniów szkół ponadgimnazjalnych. Zarysowano kontekst teoretyczny i metodologiczno-badawczy oraz przedstawiono analizy poziomu wiedzy w zależności od wybranych charakterystyk uczniów. Analizy przeprowadzono z wykorzystaniem dwupoziomowych modeli regresji liniowej na danych z ogólnopolskiego, reprezentatywnego dla populacji uczniów szkół ponadgimnazjalnych, badania postaw wobec historii Polski XX w. Na jego podstawie zdiagnozowano znaczące różnice w poziomie wiedzy w zależności od typu szkoły ponadgimnazjalnej i płci. Podjęto próbę interpretacji dostrzeżonych różnic w szerszym kontekście – poprzez uwzględnienie dodatkowych czynników wyjaśniających: rodzinnych, szkolnych, indywidualnych, związanych z potencjalnymi zainteresowaniami historycznymi oraz natężeniem postaw wobec historii. Kontrola dodatkowych czynników (przede wszystkim natężenia postaw) wpłynęła na zmniejszenie efektów typu szkoły i płci, jednakże pozostały one istotne.
XX
The aim of this article is to present the problem of differences in the level of knowledge of 20th century Polish history among students of upper secondary schools. The article begins with a theoretical and methodological context, followed by an analysis of the level of knowledge depending on students’ characteristics. Analyses were conducted according to two-level linear regression models based on data retrieved from a representative (of the population of second year upper secondary school students) survey on attitudes towards 20th century Polish history. Considerable differences were observed in the level of knowledge depending on the type of school and gender. To provide a wider context for the interpretation of these differences, additional factors – such as family, school and individual characteristics (potential interest in history and intensity of attitudes towards history) – were taken into consideration. The control of these additional factors, particularly the intensity of attitudes, reduced the effect of school type and gender, however, they still remained significant.
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