This study was designed to analyse the way in which outdoor education (OE) is implemented at selected elementary schools providing the primary and lower secondary education. To understand the status ...of OE in the Czechia, a formal framework for implementing OE in national and school curriculum is described in the introduction. The first phase of our research consists of a content analysis of the School Education Programmes (SEPs). All of the analysed SEPs included OE in some form but with differences among the schools in terms of quantity and quality of learning. Therefore, the next phase of our research supplemented the data acquired in the first phase, using structured interviews with 18 teachers at nine model schools. The interviews confirmed that the schools have no concept of OE. Therefore, we made an effort to propose the principles of a concept of OE and its implementation in the Czech curriculum.
Classroom management is one of the decisive factors in the case of beginning teachers regarding whether they remain in the profession and in the case of experienced teachers regarding their ...satisfaction in the profession. For beginning teachers, it is an area that they seldom learnt at their faculties and that they learn first in their teaching practice. Yet when teachers are not able to manage their class, they are not able to teach their pupils something either. The monograph presents findings about student teachers in their teaching practice and their mentor teachers at lower secondary schools. Our research is based on classroom observation, interviews, and questionnaires. We study behavioral and instructional management and describe their relation to need for closure.
Maps are an increasingly used source of information and it is therefore essential to develop map skills in students. A fundamental factor affecting the choice of map skills and the way they are ...developed is the teacher and his/her concept of map work. Based on the results of a survey and semi-structured interviews among Czech teachers, this study identifies three basic conceptual types of teachers: "Navigators" and "Problem-Oriented" and "Source-Oriented" teachers. Similarities with teachers' concepts of map-skill development identified in previous studies are discussed together with means of improvement.
A study was conducted to test the level of conceptual understanding of certain chemistry concepts defined in the national curriculum in Macedonia among 8th grade students who participated in the ...National chemistry competition in the 2016/17 school year. The students were tested on the following topics: state of matter, metals and non-metals, elementary substances, compounds and mixtures, chemical reactions and introduction to organic chemistry. An analysis of the multiple-choice questions was performed in order to categorize students’ achievements in four areas of conceptual understanding (satisfactory conceptual understanding, roughly adequate performance, inadequate performance, and quite inadequate performance) according to the percentage of students who correctly answered the test items. Furthermore, the findings revealed three misconceptions and several vague and erroneous notions present in students’ minds.
On March 16th 2020, the Croatian government mandated a nationwide closure of schools and introduced remote teaching and learning in response to the COVID-19 pandemic. The present study explores the ...perspectives of pupils in the 7th grade of elementary education regarding this period of remote teaching and learning. The study aims to examine the level and determinants of pupils' satisfaction with newly implemented practices and to explore their perception of remote teaching and learning in comparison to classroom practices. An online survey was conducted with 920 pupils from 23 elementary schools in Zagreb between May 25th and June 6th 2020. The results indicate average satisfaction levels and a weak ability of the model to predict pupils' satisfaction based on a set of individual pupil characteristics. Pupils' interest in using digital devices and fathers' educational status were the only significant predictors of satisfaction. On average, pupils perceived remote teaching and learning as unfavourable in terms of quality, task load and effort in comparison to classroom practices. There was, however, a small cluster of pupils (15%) who associated remote teaching and learning with higher-quality practices.
The paper aims to evaluate and compare across a large range of countries the impact of gender diversity on the overall job satisfaction of lower-secondary education teachers. It also seeks to examine ...whether the effects of gender similarity are asymmetrical for men and women. The empirical evidence is based on the estimation of multilevel models that control for individual characteristics, work-related factors, and school-based variables. The results may be suggestive for policy makers and educational planners who are initiating interventions designed to promote diversity within the education system and to remasculinize the teaching profession.
Extended School Time: Impact on Learning and Teaching Mendes, Pedro Cabral; Leandro, Cristina Rebelo; Campos, Francisco ...
European journal of educational research,
01/2021, Letnik:
10-2021, Številka:
volume-10-issue-1-january-2021
Journal Article
Recenzirano
Odprti dostop
This paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, ...sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils’ capabilities.
Educational effectiveness research has provided evidence about the importance of teacher beliefs and attitudes for teaching and learning. This study builds on the concept of academic optimism, which ...combines 3 aspects of a teacher's professional creed: self-efficacy, trust, and academic emphasis. The study explores the functioning of the collective and individual measures of academic optimism in the Czech environment and studies its impact on students' outcomes. The analyses are based on pilot data from 39 schools, 325 teachers, and 1,316 Grade 9 students and on the data from the Czech Longitudinal Study in Education (CLoSE), covering 163 schools, 1,469 teachers, and 4,798 students. The individual measure was selected for further studies based on 2-level confirmatory factor analysis. Two-level structural equation modelling showed a significant impact of a school's academic optimism on students' achievement even after controlling for prior achievement and socioeconomic status at both the student and the school level.
PDF
