Orbis Scholae最新文献

S Eliškou Walterovou o minulosti a budoucnosti časopisu Orbis scholae 与埃利斯卡-瓦尔特瓦（Eliška Walterová）共同探讨 Orbis scholae 的过去和未来

Orbis Scholae Pub Date : 2024-07-09 DOI: 10.14712/23363177.2024.9

David Greger

引用次数: 0

Sociální klima učitelských sborů: Kvalitativní kvaziexperiment 教职员工的社会氛围：定性准实验

Orbis Scholae Pub Date : 2024-06-06 DOI: 10.14712/23363177.2024.7

Andrea Rozkovcová, Petr Urbánek, H. Picková, Jitka Jursová

{"title":"Sociální klima učitelských sborů: Kvalitativní kvaziexperiment","authors":"Andrea Rozkovcová, Petr Urbánek, H. Picková, Jitka Jursová","doi":"10.14712/23363177.2024.7","DOIUrl":"https://doi.org/10.14712/23363177.2024.7","url":null,"abstract":"The favourable social climate of the teaching staff is one of the key indicators of the quality of school functioning. The text presents five research phases of a qualitative longitudinal pre-post quasi-experiment implemented in the environment of school life. In 37 schools, the climate of the teaching staffs was repeatedly measured with the OCDQ-RS questionnaire in the pre- and post-intervention phase of the experiment. In six of these schools, qualitative research procedures were carried out in order to determine the causes and contexts of the state of the climate and intervention procedures aimed at supporting the development of a favourable teaching staff climate. In the post-intervention phase, focus groups were implemented in six intervened schools to supplement the context. The aim of the research was to find out what effects intervention procedures can have on the climate and under what conditions they can be successful. The results confirm repeated findings about the key role of school leadership in shaping and maintaining a favourable climate of the staff by increasing trust across the staff, promoting open communication and meaningful cooperation of all actors, and leading to shared meanings of events in the school and general acceptance of the school’s values and concept.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sexualita jako riziko? Sexuální výchova v českých kurikulárních dokumentech 性是一种风险？捷克课程文件中的性教育

Orbis Scholae Pub Date : 2024-04-11 DOI: 10.14712/23363177.2024.3

Barbora Benešovská, Dagmar Krišová, Marcela Macháčková

{"title":"Sexualita jako riziko? Sexuální výchova v českých kurikulárních dokumentech","authors":"Barbora Benešovská, Dagmar Krišová, Marcela Macháčková","doi":"10.14712/23363177.2024.3","DOIUrl":"https://doi.org/10.14712/23363177.2024.3","url":null,"abstract":"Formal sex education and its implementation in education have been increasingly debated in recent years. In the Czech Republic, the area came to the centre of public policy interest in early 2023, when, in response to several sexual harassment cases, former Minister of Education, Mr. Balaš, expressed the need to strengthen sex education in schools. With the ongoing revision of the national Framework Educational Programme and the awareness of the lack of research coverage in this area, we consider it appropriate to look at how sex education is framed in institutional documents in the Czech Republic today. We conduct a qualitative analysis of the Recommendation of the Ministry of Education for the Implementation of Sexuality Education in Primary Schools, selected school education programmes and minimum prevention programmes. We compare these with the principles, rationale and topics articulated in the Standards for Sexuality Education in Europe, which were developed to support the implementation of holistic sexuality education. We point out significant differences in the conceptualisation of the Czech documents, particularly the normative, biologizing and risk-oriented sex education. We see the untold potential for a quality approach to sex education, which takes into account the sexual subjectivity and uniqueness of adolescents’ experience and the interactive nature of sexuality, which the Standards for Sexuality Education in Europe emphasize, in the areas of Education for Citizenship, Ethics Education or in Social and Personal Development.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Zpráva z desáté Mezinárodní vědecké konference Mezinárodní asociace pro hodnocení výsledků vzdělávání. Dublin, 27.−30. června 2023 国际教育成果评估协会第十届国际科学大会报告。都柏林，2023 年 6 月 27-30 日

Orbis Scholae Pub Date : 2024-04-05 DOI: 10.14712/23363177.2024.4

Vít Šťastný

引用次数: 0

Evropská unie v učebnicích občanského vzdělávání: limity, inovace a výzvy 公民教育教科书中的欧洲联盟：局限、创新和挑战

Orbis Scholae Pub Date : 2024-04-03 DOI: 10.14712/23363177.2024.2

Daniela Prokschová

{"title":"Evropská unie v učebnicích občanského vzdělávání: limity, inovace a výzvy","authors":"Daniela Prokschová","doi":"10.14712/23363177.2024.2","DOIUrl":"https://doi.org/10.14712/23363177.2024.2","url":null,"abstract":"Tato studie se zabývá jedním z důležitých, avšak opomíjených aspektů občanského vzdělávání, a to zobrazováním Evropské unie v učebnicích. Usiluje o co nejkomplexnější analýzu obsahu a formy kapitol o Evropské unii ve 22 didaktických materiálech (učebnicích, pracovních sešitech a příručkách učitele) občanské výchovy a vlastivědy v českých základních školách. Text zodpoví následující tři skupiny otázek: 1) Kolik prostoru je Evropské unii věnováno na stránkách těchto učebnic? 2) V jakých souvislostech je Evropská unie zmiňována? Na jaké aktéry a témata je kladen důraz? Vyskytuje se v učebnicích hodnocení EU a její relevance pro jednotlivé skupiny aktérů? 3) Jaké didaktické postupy a úlohy pro žáky navrhují učebnice ve výuce o EU? Jakým způsobem je v nich učivo prezentováno po vizuální stránce? K zodpovězení těchto otázek bude použita kvantitativní a kvalitativní obsahová analýza. Studie ukázala, že k EU je přistupováno převážně z perspektivy žáka a je zobrazována především kladně. Během let se vyvíjí rámování my versus oni a učebnice prezentují Českou republiku jako aktivní součást evropských struktur. Úlohy pro žáky jsou v učebních textech sice rozmanité, ale nepříliš analyticky zaměřené a nevedou žáky ke kritické práci se zdroji informací. Cílem textu je rovněž nabídnout doporučení pro autory učebnic i pedagogy. Výsledky studie jsou zasazeny do mezinárodního kontextu.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"117 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140748346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

S dyslexiou k vysokoškolskému titulu: Naratívna syntéza 带着阅读障碍拿到大学学位叙事综述

Orbis Scholae Pub Date : 2024-01-31 DOI: 10.14712/23363177.2024.1

Karin Černickaja, Lenka Sokolová

引用次数: 0

From Attendance Data to Student Support: International Practices for Recording, Reporting, and Using Data on School Attendance and Absence 从出勤数据到学生支持：记录、报告和使用学校出勤和缺勤数据的国际做法

Orbis Scholae Pub Date : 2024-01-05 DOI: 10.14712/23363177.2023.16

David Heyne, Gil Antoine Keppens, Dominik Dvořák

{"title":"From Attendance Data to Student Support: International Practices for Recording, Reporting, and Using Data on School Attendance and Absence","authors":"David Heyne, Gil Antoine Keppens, Dominik Dvořák","doi":"10.14712/23363177.2023.16","DOIUrl":"https://doi.org/10.14712/23363177.2023.16","url":null,"abstract":"The recording, reporting, and use of data on school attendance and absence (DSAA) play a crucial role in understanding attendance and addressing absence in educational systems worldwide. However, a comprehensive grasp of the diverse approaches adopted across and within different countries has remained elusive. To address this knowledge gap, the International Network for School Attendance (INSA) facilitated this special issue providing an in-depth investigation into DSAA practices in 13 countries. This opening paper serves two purposes. First, it lays the conceptual groundwork for readers before they delve into the recording, reporting, and use of DSAA in different countries. Second, it presents key insights that emerge from the diverse array of contributions and a discussion of challenges and opportunities for the field. These include the substantial inconsistencies within and across countries; the pressing need for standardised best practices for recording, reporting, and using data; and the importance of embracing technological advancements to enhance the use of data. We envisage that the collective effort of the 40 authors involved in this special issue will enrich knowledge, enhance collaboration, and create real-world impact by enabling interested parties to develop, use, and evaluate data-driven strategies related to attendance and absence. By working together to address challenges and seize opportunities related to DSAA, we help young people access the education they rightfully deserve.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"29 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School Attendance and Absence in England: Working with Data to Inform Policy and Practice Beneficial to Young People 英国的出勤率和缺勤率:利用数据为有利于年轻人的政策和实践提供信息

Orbis Scholae Pub Date : 2023-10-30 DOI: 10.14712/23363177.2023.15

Sara Griffiths, Victoria Esme Franklin, David Heyne

{"title":"School Attendance and Absence in England: Working with Data to Inform Policy and Practice Beneficial to Young People","authors":"Sara Griffiths, Victoria Esme Franklin, David Heyne","doi":"10.14712/23363177.2023.15","DOIUrl":"https://doi.org/10.14712/23363177.2023.15","url":null,"abstract":"This paper presents a comprehensive overview of the recording, reporting, and use of data pertaining to school attendance and absence in England. To establish a foundation, we outline the educational context in England, alongside an explanation of the legal framework guiding the collection and use of attendance and absence data. Subsequently, we elucidate the definition and documentation of various types of absence in England, the methodologies employed for data collection and dissemination, as well as the utilisation of this data for benchmarking purposes. Notably, attendance serves as a key performance indicator for schools, Trusts, and Local Authorities, aiming to improve the educational outcomes of young people. Through a critical examination of the current policy and practice in England concerning data on school attendance and absence, we identify strengths and weaknesses. Based on our findings, we propose additional actions to improve the consistency of data collection and foster the effective reporting and use of data to support prompt responses as needed. Through these suggestions, our endeavour is to drive continuous improvement and optimise outcomes for young people in England.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"11 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dítě, nebo tradice? Plánování vzdělávacího obsahu v předškolním vzdělávání 孩子还是传统？学前教育中的教育内容规划

Orbis Scholae Pub Date : 2023-07-24 DOI: 10.14712/23363177.2023.13

Eva Koželuhová, Barbora Loudová Stralczynská, Zora Syslová

{"title":"Dítě, nebo tradice? Plánování vzdělávacího obsahu v předškolním vzdělávání","authors":"Eva Koželuhová, Barbora Loudová Stralczynská, Zora Syslová","doi":"10.14712/23363177.2023.13","DOIUrl":"https://doi.org/10.14712/23363177.2023.13","url":null,"abstract":"The paper deals with the issue of curriculum development in pre-primary education. The aim of the research was to find out what experiences and opinion student-teachers have to the development of school and class curricula. The data were obtained through a questionnaire conducted between 2020−21 among students of BA and MA part-time programmes of faculties preparing preschool teachers in the Czech Republic (N = 1001, response rate 35%). For this paper, data from respondents working as teachers in preschools (N = 224) were used. The results showed that the approaches of preschools are heavily burdened by the pedagogical tradition of the sociocentric paradigm. A chronological approach to the arrangement of educational content in school curricula prevails (63%). Almost a third of preschools create classroom curricula for the whole year ahead. Only 44% of respondents suggest educational topics during the school year. In contrast, more flexible approaches, justified by respect for the child, dominated respondents’ preferences. In spite of this, the lack of understanding of the current notion of designing educational content at school and classroom level were still very much present in the sub-statements.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45820749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Letní škola Evropské asociace pedagogického výzkumu 2022

Orbis Scholae Pub Date : 2023-07-24 DOI: 10.14712/23363177.2023.14

Kristýna Šejnohová, Hana Urbanová

引用次数: 0