Grading of Pupils in History: One-Year Research in the Czech Republic (original) (raw)

The Czech School Culture and Strategies for Its Development. The Pre-Research

Online Submission, 2001

The concept of school culture has come to education from the field of the business management. It is a factor difficult to define but omnipresent and relatively stable. It contains the convictions and values, understanding, attitudes, meanings, norms, symbols, rituals, ceremonies and preferred patterns of behaviour. This factor is expressed in the behaviour of people at school. The school culture is usually defined at the transrational level (values are regarded as metaphysical, based on convictions, codex of ethics and moral insight), at the rational level (values coming out of social context, norms, customs and expectations are dependent on collective decision-making) and at the subrational level (values are regarded as personal preferences and feelings, they stem from emotions and behavioral characteristics). The school culture is related both to the internal and external school environment. It is linked with work and educational processes at school and it is significant for the school development. Its essence and manifestation is formed in the process of history of a particular school as an institution and include both formal and informal aspects. At school there is usually one dominative culture and its subcultures (the subcultures of pupils, of specific groups of employees etc.). school and "organizational" criteria (we left out schools founded less than five years ago, schools after any fundamental reorganization and schools occupying more than one building). According to the number of the community's inhabitants and number of school's pupils there were chosen three groups of schools in the Brno region. Each group includes five schools: at a particular time" 3 (1). But at the moment when the heads start talking about their school and its concrete conditions, their statements are obviously well thought out, clear and stable. This opinion stability, supported by the agreement among all the questioned heads, is particularly obvious with those items placed at the top ranks in the chart of priorities.

Changes in the Czech School Environment

In accordance with the grant project we introduce the theoretical basis, which reflect today’s changes in Czech schools. To identify these specifics we need for the effective implementation of an inclusive approach into education. From the end of 20th century is that the priority objectives of the education policy of our country. The research is a part of the international project – Inclusive Education no. 4401/11 – Institut for research and development at Faculty of Education - Palacký University, Olomouc, Czech Republic.

A case study about regional differences of Hungarian pupils achievement

Hungarian Educational Research Journal, 2019

We analyzed the database of NCM of 2013 and a database of secondary school-leaving exam on middle level between 2013 and 2015 using Statistical Package for Social Science (SPSS; USA) program. We analyzed only the results from 10th grade because these pupils are closer to the school-leaving exam. We used only the data of pupils who could make a school-leaving exam at the end of secondary school and who had scores of the family background index, mathematical, and reading competence. Therefore, we can use the results of 55,156 pupils in this database. The second database contains the results of pupils who passed the school-leaving exams in English and/or German between 2013 and 2015 because we think that they were in 10th grade of secondary schools in 2013. If a pupil made more exams at this time, he/she is in the database more than one time. Therefore, we analyzed the results of 49,732 pupils in these databases.

School education in the Czech Republic

OECD eBooks, 2012

This report for the Czech Republic forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes (see Annex A for further details). The purpose of the Review is to explore how systems of evaluation and assessment can be used to improve the quality, equity and efficiency of school education. The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation.

Outcomes of PISA and PIAAC Research and Today’s Czech School Practice

US-China education review, 2016

The aim of this article is to think about key issues of readers' comprehension literacy of a specific category of research sample readers (15-24 years old). To what extent is the information of both international researches implemented into reality and chosen curriculum. In the first part of the article is introduced the basic terminology (literacy, according to Organisation for Economic Cooperation and Development [OECD], functional literacy, and reader's literacy). It is essential to understand that it is not just about literacy skills, i.e., being able to read texts and understand them, but also the skills to find, process, and compare the information contained in the text, and reproduce text content. In the second part the article thinks about and compares selected key data from international Program for International Student Assessment (PISA) and Program for the International Assessment of Adult Competencies (PIAAC) research for specific category of research sample (15-24 years old readers). It is also worth considering whether the teaching community and the general public are aware of the need for specific measurements and the international comparison of literacy, in which the Czech Republic participates.

Whom Rests Today's Czech School Culture On?

Online Submission, 2003

We have previously identified some principal areas of school operation, explored the importance of such areas from the head-teachers' viewpoints, and studied how successful the schools are in those areas (as judged by their head-teachers, again). Based on the headteachers' evidence of the main groups of school life agents, we have described the culture of Czech schools as an educational culture with more or less significant accents on the culture of the adults. The below contribution shows, however, that the head-teachers' opinions vary abundantly. This is why we analyse their comments on the priorities of their managing jobs in order to define four types of head-teachers, exploring the conformity or diversity in their attitudes to the question of whom rests today's Czech school culture on?