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1

READING MOTIVATION AND READING EFFICIENCY IN THIRD AND SEVENTH GRADE PUPILS IN RELATION TO TEACHERS' ACTIVITIES IN THE CLASSROOM

100%
Pecjak S., Kosir K.
Studia Psychologica
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2008
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vol. 50
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issue 2
147-168
EN
A great deal of (independent) learning in higher grades of elementary school involves reading; pupils' reading motivation is therefore especially important in school. The results of different studies show a decrease in reading motivation in older pupils and in boys, which can represent a serious problem for pupils' school achievement. The purpose of our research was, therefore, to 1) test the validity of these results in Slovenian elementary school pupils; 2) examine the relation between reading motivation and reading efficiency and 3) find out which teacher's activities in the classroom enhance pupils' reading motivation. 2355 pupils and 128 teachers from 24 Slovenian elementary schools participated in the study. The results show the differences in reading motivation with regard to pupils' age and sex (younger pupils and girls report higher reading motivation). Also, pupils that report more motivation to read show higher reading efficiency. In the third grade, the following teacher's activities are related to pupils' reading motivation: acting as a reading model for pupils and enhancing pupils' ability to read in class. In the seventh grade, the following teacher's activities are related to pupils' reading motivation: teaching reading strategies, enhancing pupils' ability to read in class and giving opportunities to choose reading material.
2
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TRUANCY AS A SOCIAL PRACTICE OF POZNAN ELITE AND NON-ELITE SECONDARY SCHOOL PUPILS (Wagarowanie jako praktyka spoleczna mlodziezy elitarnych i nieelitarnych liceów poznanskich)

88%
Cylkowska–Nowak M.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
109-131
EN
Truancy is a phenomenon concomitant with school since its early dawn. Children and youth oppose teachers, parents and state authorities by undertaking that form of resistance. Unexplained absence is often accompanied by the infraction of the compulsory education legal rule. Most researches concerning the phenomenon of truancy show its 'dark side'. This consolidates quite a typical perception of the consequences of truancy: it leads to difficulties in learning, revealing aggressive behaviour, petty larcenies, robberies, as well as contracting bad habits and addictions. The image of pupils playing truant constructed on the basis of the mentioned information is negative. Is it the right image? What do present-day secondary school pupils think of truancy? What are their activities during unexplained absence from school? What do they gain and lose through truancy? And the main question of the research - what is different in practising truancy by the Poznan elite and non-elite secondary school pupils? The research is an attempt at answering the above questions. A meta-analysis of chosen western authors' researches on truancy and an interview with the Poznan secondary school pupils exhibiting permanent truancy are used.
3

ŠKOLSKÝ MAJÁLES/JUNIÁLES AKO OBRAD PRECHODU

75%
Jágerová M.
Etnologické rozpravy (Ethnological Disputes)
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2017
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vol. 24
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issue 2
32 -47
EN
The feasts of specific groups and communities are also the part of the calendar ritual cycle of some rural or urban municipalities, where either the acceptance or termination of membership and the progress of individuals to the next stage of life occurs. This type of festivity is also the school “majáles/juniáles” in a village Liptovské Sliače, which is the subject of this study. It presents an analysis of the current state of this calendar feast in the context of the concept of the rituals of transition (A. v. Gennep). “Majáles/juniáles” is a long-standing traditionally significant feast in this municipality, whereby the school ending pupils are separated from the local school environment. The author presents this school event as a part of a wider complex of separate rituals that finish the membership of these pupils in the school community. This paper pays particular attention to presentation of the functions of this phenomenon in the current rural environment, its transformation, changes in this field, perception of it by actors themselves, with an emphasis on etic and emic perspective.
4

TEACHERS' ATTITUDES TOWARDS EARLY TRACKING AND THEIR EXPERIENCES WITH PUPIL'S TRANSITION TO SELECTIVE 'MULTI-YEAR GRAMMAR SCHOOL' (Postoje ucitelu k casnemu rozdelovani zaku a jejich zkusenosti s prechodem zaku do viceletych gymnazii)

75%
Greger D., Holubova M.
Pedagogický časopis (Journal of Pedagogy)
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2010
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vol. 1
|
issue 1
85-101
EN
Early selection has been re-introduced in the Czech education system during the first years of post-socialist transformation after 1989. The same development may be observed in other countries in the region, namely in Hungary and Slovakia (earlier part of Czechoslovakia), during the re-unification of two Germanies also in 'East Germany' early tracking has been re-introduced and in Austria it has a long tradition with no interruption. Early between-school tracking as it is practiced in the Central European region already at the stage of lower-secondary education has been subject to criticism (international as well as national) and some alternative reform plans have been formulated. Nevertheless, for understanding tracking phenomena in the region we shall look at it as a result of following parent's demands and decentralization of education followed by widening school autonomy. For this reason, understanding the attitudes of different stakeholders towards early tracking is condicio sine qua non to understand this phenomenon and/or to plan further reforms. In this paper, the authors briefly present development of early tracking in the region, review the literature on the effects of early tracking on student achievement and inequality (mainly based on research from USA and England) and they also review the research till date in the region and particularly stress the research on attitudes of different stakeholders towards tracking. The main part of the text however presents results from qualitative research based on in-depth interviews with 10 teachers (5 teachers teaching in 5th grade 'basic school' and 5 teachers teaching the 6th graders at selective 'multi-year grammar school'). The analysis stress the teacher attitudes towards early tracking, their evaluations of (dis)advantages of 'multi-year grammar school', their attitudes towards and their experiences with pupils transitions to these selective schools. The testimonies of teachers from 'basic school' and selective 'multi-year grammar school' are put into contrast, where this is useful.
5
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EURÓPSKA INTEGRÁCIA – VÝZVA MLADEJ GENERÁCII SLOVENSKA

63%
Macháček L.
Sociológia (Sociology)
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2012
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vol. 44
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issue 1
109 – 132
EN
The ICCS 2009 international research project is focused on how young people in various countries prepare to fulfil their civil roles in the 21st Century. This study consists of research on the knowledge and attitudes of 14-year-old Slovak pupils (a sample of 2970 respondents) towards Europe and the European Union. The goal was to find answers to the following two questions: “What do Slovak pupils know about Europe and the European Union?“ and “What is the attitude of Slovak pupils toward Europe and the European Union?“ Slovak pupils’ knowledge highly surpasses the international average. The attitude of Slovak pupils to Europe and the European Union is very open. They are interested in EU affairs and appreciate the EU's contribution to the development of Slovak society in all of the areas measured. Slovak youth is optimistic about the challenges of European integration related to the debt crisis in some EU member states and about the united currency stability after 2010, mainly thanks to the outcomes achieved in 2009 resulting from Slovakia's membership in the EU.
6

Skumanie medialnej gramotnosti u ziakov zakladnych skol

63%
Lincenyi M.
Communication Today
|
2013
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vol. 4
|
issue 1
76-93
EN
The research study offers an examination of the level of media literacy before the introduction of the media education course and after the acquisition of media competencies a well as the research on the attitudes of students to the course. Based on the results of the research realized, the surveyed schoolboys/schoolgirls without the media education course do have an overview about the basic terms in media. However, they are not able to analyze them sufficiently. They can not differentiate between the public media and commercial media; news content and journalistic content; or determine the correct genre of a broadcast in the system of genre segmentation. Pupils also have incorrect media habits. On the other hand, with those students, who have been taught media education at elementary school since the beginning of the school-year 2010/2011, we have noticed the increased knowledge in media and cultural improvement of media habits. The survey questionnaire proved the improvement of the media literacy in all monitored parameters already after five months since the course application.
7
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SENSE OF LIFE CHANCES AND ITS CONNECTIONS WITH MOTIVATION - AN EXAMPLE OF STUDENTS OF A PRIVATE UNIVERSITY (Poczucie szans zyciowych i jego zwiazki z motywacja na przykladzie studentów szkoly wyzszej niepublicznej)

63%
Chyla M.
Rocznik Lubuski
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2008
|
vol. 34
|
issue 1
153-168
EN
This article describes the mechanics that can influence social (especially professional) mobility of graduates of private universities and the school's position. It is about the connection of students' sense of social chances with their motivation to act. Contemporary theories of motivation recognize the human being as an active person, not a passive object of influences. An individual is capable of self-control, an active search for information about the surrounding world and autonomous decision-making. These theories also emphasize the essential value of subjective meaning of acting for an individual. We can presume that the sense of social chances will be influencing motivation to act in a sense that it will increase when this sense is high/good and decrease when this sense is low/bad. This article is based on research conducted in May 2006 and 2007 among students of private universities.
8
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SOCIALIZATION INTO GENDER AS A FACTOR OF MARGINALIZATION AND DIFFERENTIATION OF EDUCATIONAL POSSIBLITIES (Socjalizacja w plec kulturowa jako czynnik róznicowania mozliwosci edukacyjnych i marginalizacji)

51%
Kluczynska U.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
133-151
EN
Nowadays the concept of gender is analysed more often and more widely. Studies on gender touch upon various aspects which have previously been neglected or trifled. Gender is decoded in relation to as well as through many relationships and phenomena including education. It can be suggested that school reduces gender to its biological aspect or, to be more precise, does not go beyond biological differentiation trifling the social description of differences. Femininity and masculinity in our culture are perceived and defined by a dichotomic division. During their lives individuals realise that this gender binarism is a major feature diversifying people, neglecting other more important factors (e.g., habitus). This category of division makes individuals go through the process of socialisation in a specific way dependent on their gender. During this process an individual is socialized into a given gender; moreover, gender stereotypes become reinforced. School is an institution strengthening gender stereotypes (mainly in a hidden curriculum). This is due mainly to expectations towards abilities and skills connected with gender - girls are expected to be conscientious, to have humanistic abilities and a high level of verbalization. Boys, in turn, are expected to have predispositions to the sciences. Such expectations result in the marginalization of girls/women in subjects, skills and occupations defined as masculine. This phenomenon is a result of two factors: firstly, the mechanism of the internalization of expectations and the diminishing of abilities performed by the girls themselves, and, secondly, the attitude of teachers, who influence and shape their students' educational choices via their expectations and by using gender stereotypes connected with skills and abilities.
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