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Empirical research detecting nuances in the field of mathematical performance and metacognition in pupils studying at ordinary primary schools, at Montessori primary schools, and according to the Hejný method
Get PDFEmpirická sonda je věnována problematice metakognice a výkonnosti v matematice. Cílem příspěvku je porovnat úroveň metakognice a matematické výkonnosti v závislosti na preferovaném z působu vedení výuky (proklamované kurikulum) jako jednoho z možných faktorů ovlivňujících žákovu výkonnost a kompetence. Pro účely této empirické sondy byla zvolena metoda kvaziexperimentu, přičemž byly vybrány tři skupiny žáků: (i) žáci ZŠ Montessori (n = 49), (ii) žáci běžných nespecializovaných ZŠ (n = 63) a (iii) žáci, kteří jsou vyučováni podle Hejného metody (n = 77). Na základě induktivní statistiky byly prokázány jak statisticky významné rozdíly (metakognitivní znalost; bias index), tak i statisticky a zároveň věcně významné rozdíly (výkonnost v matematice; kalibrace). Příčiny těchto diferencí jsou v závěru textu diskutovány a zároveň je poukázáno na limity metodologického šetření.This empirical research focuses on metacognition and performance in mathematics. The aim of the paper is to compare the level of metacognition and mathematical performance depending on the preferred teaching method (i.e., proclaimed curriculum) as one of the possible factors influencing pupil performance and competence. For the purposes of this empirical research, a quasi-experimental method was chosen and three groups of pupils were selected: (i) pupils at Montessori primary school (n = 49); (ii) pupils at ordinary non-specialized primary schools (n = 63); and (iii) pupils who are taught according to the Hejný method (n = 77). Based on inductive statistics, statistically significant differences (in metacognitive knowledge and bias index) as well as statistically and substantively significant differences (in mathematical performance and calibration) have been detected. The causes of these differences are discussed at the end of the text, and the limitations of the methodological inquiry are also pointed out
Upper secondary school in Norway : discourses about dropout in White papers
Get PDFThis article investigates how two White Papers from the Norwegian Ministry of Education and Research, one from 1999 and one from 2017, articulate the concept of dropout. Bauman\u27s concepts of strangers (Bauman, 1997) and retrotopia (Bauman, 2017) are used as a backdrop to support a broader understanding of the white papers\u27 discourses. The article seeks to answer the following question: How has the concept of dropout been discursively articulated in political documents in Norway over two decades
A latent profile analysis of career competence in German vocational schools
Get PDFVocational schools are the backbone of Germany\u27s dual training system and it is expected that students in such schools have successfully mastered their first career-related decision. However, previous research suggests that attending a vocational school is often based more on practical considerations than on an informed careerdecision making process. Therefore, questions arise about the state of vocational students\u27 career competences and how to support their development on an individual basis. This study aims to shed light on the developmental patterns of students\u27 career competences at German vocational schools. Latent profile analysis of career competence was therefore conducted with data from vocational school students (N = 453). Data collection took place in 2017 in four vocational schools in North Rhine-Westphalia. The participants were on average 18.20 years old (SD = 1.65), and 48% of them were female. Using a standardized questionnaire, they self-assessed 12 facets of their career competences. The results showed 3 profile groups that followed a similar pattern regarding the 12 career competence facets. They mainly differed in their overall career competence level: low developed, intermediate and advanced. Furthermore, a fourth profile that diverged from the three other profiles in terms of career pattern was identified: highly concerned/little-stress-resistant. A multivariate analysis of variance revealed statistical differences among these profile groups in the 12 career competence facets. Multinomial logistic regressions showed significant effects from gender and concrete career aspirations on profile affiliation. Limitations of the study, practical implications, and issues for future research are discussed
Teachers\u27 images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg
Get PDFParticularly in highly stratified educational systems, the transition from primary to secondary school involves a substantial alteration of school culture as students leave their familiar environment of primary school and encounter a fundamentally different, initially strange school context. The transition to a new secondary school culture is presumably one cause of students\u27 increasing school alienation as the students face specific expectations from their secondary teachers. The main aim of this paper is to shed light on the association between the change in school culture represented by the teachers\u27 image of the ideal student and school alienation in the educational context of Luxembourg. The methodology follows a qualitative approach: in-depth interviews and group discussions with teachers from primary and secondary schools were analysed applying a qualitative reconstructive approach. The results confirmed the importance of the transition for students\u27 educational trajectories and indicated its challenges concerning the changes in demands and values students are expected to meet. Various risk and protective factors concerning the development of school alienation over the course of the transition were identified according to the specific demands of a single school\u27s cultures
Břeclav - Pohansko. IX., Pohřební areály z Jižního předhradí (archeologicko-antropologická studie)
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Lasset Prewssen Prewssen bleyben : pohané v Prusích pod vládou řádu německých rytířů
No full textIn 1427, the Carthusian monk Heinrich Beringer complained to the Grand Master Paul von Rusdorf that the Teutonic Knights allowed Prussians to continue worshipping the old gods. When asked about this matter, the commanders were to answer: "Let Prussian be Prussians." The existence of relics of old cults is also indicated by synodal and act sources, e.g. the Toruń Peace document from 1411. Recently, Michael Brauer questioned the survival of paganism in Prussia until the 15th century. According to him, the available information was only a creation constructed by the authors of said sources. This is also the opinion of Stephen Rowell and Darius Baronas in relation to Lithuania. They do not notice, however, that it is only early-age modern sources that expand pagan pantheons and associate folk customs with paganism. In Prussia, the language situation was conducive to maintaining relics of paganism – priests did not know Prussian
