Session Information
Contribution
Description: The Czech republic belongs to the countries with the strongest influence of students social background (SES) on outcomes of education, as was revealed by OECD comparative project PISA. The main reason why the influence is so huge is because of early selection of students into different types of schools (tracks) that reinforces the intergenerational reproduction of educational inequalities. Many studies show, that educational inequalities in the Czech Republic at the turn of the 1990s were among the strongest in Europe (see BOGUSZAK, MATEJU a PESCHAR 1990; MATEJU 1993; KREIDL 2001), and recently undertaken studies does not show any positive development in this respect.Even though the Czech educational system is by researchers judged as being unequitable, the question that we will deal with in this paper is, whether the system is perceived as unjust by pupils and their teachers. The main purpose of this paper is to map the students´ feeling of being treated at school with justice among 14-year-old pupils, and their judgements about the fairness of the educational system. While using the same methodology ("European Questionnaire on Attitudes Towards Justice in School") on a comparable samples it enables us to compare the results with 5 EU countries - Belgium, France, Great Britain, Spain, and Italy.Main questions: What is the conception of justice among the 14-year-old students? What are their criteria of fairness? What are the pupils` judgements about the fairness of the Czech educational system? What are their judgements about the way students are treated at school? Do their perception of justice differ from those of their counterparts in 5 EU countries (Belgium, France, Great Britain, Spain, and Italy)? Does the conception of justice differ between students and their teachers?
Methodology: Pupil and Teacher questionnaires from the European quick survey about feeling of justice at school (European questionnaire on attitudes towards justice in school). Questionnaires were piloted in a survey in 5 EU countries (see EC 2003 or EERJ No.2/2005). We have collected the data from 1098 pupils aged 14 and from 364 teachers. The research sample consist of 42 schools from the whole Czech republic. Data will be compared with the results from Belgium, France, Great Britain, Spain, and Italy. This survey was underwent as a part of a larger project to develop indicators of equity in education systems across the EU. It has involved five European countries - Belgium, France, Spain, Italy and the UK - funded under the Socrates 6.1 Programme. We have made the "replica" of the same study for the Czech Republic and the paper will present its main results. The Czech republic is the only country in transition and post-communist country that made this study.
Conclusions: Data will be prepared for analysis in this month. They will be synchronized with the dataset from other countries and then analyzed. The focus of the paper will be the perspective of the Czech students, although comparisons will be made between their responses and those of their peers in other countries, where appropriate. The Czech educational system is much more selective than in 5 countries involved in the study and thus the school experience of Czech pupils could be very different. Also the differences between students from different streams (tracks) within the Czech educational system will be observed.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.