ERG SES G 08, Minorities and Education
According Ditton (2002) from the perspective of general didactic teaching quality is a matter of reflection, which, depending on the specific educational concept focuses on the target, content, methodology and relational dimension of teaching. A communication didactics is next target and content dimensions at least as important relational dimension, quality of teaching is from this perspective is characterized by the fact that students are given space to fulfill their right to a say in how the classes look like (Ditton, 2002). Meyer (2004) defines good teaching as teaching, which is a democratic learning culture based on the educational mission to the formation of the labor union reached a sense orientation supporting and contributing to the sustainable development of competencies for all pupils. Suitable concept for the study of the processes of teaching and learning are called. Learning opportunities, which the authors Najvarová, Najvar and Janik (2011), understood as a way of setting the social, political and pedagogical conditions that enable learners to acquire knowledge, develop skills and form attitudes to the contents of various subjects (cf. Valverde et al., 2002). According to Knecht (2014 ) is a wide array of learning opportunities reduced in particular on studies that focus on the area of the inputs , ie . The educational offer and related processes. It assumes that schools should offer as many opportunities for pupils to be encouraged to learn. It should be therefore above all the creation of opportunities , which would not only demonstrating the students that manage certain curriculum , but in particular that they are able to instrumentalize this curriculum in a particular situational context . Learning to a certain extent depends on the quantity and quality of available learning opportunities. Learning opportunities were defined more complex theoretical models , which included not only the subject matter with which the students met in the classroom , but also factors showing how and by whom they were subject matter mediated by ( Shavelson , McDonnell & Oakes , 1989) . Content intent of learning opportunities has gradually expanded to other factors eg . Time spent on certain thematic curriculum units .For this study, the students are socially disadvantaged , those who come from families with low socio- cultural status ( here I rate a large group of Roma children ) are at risk of social pathologies they ordered institutional care or protective care , or have the status of asylum seeker . Do I rank the group of socially disadvantaged students , who come from a socially , culturally and linguistically different from the environment in which pupils grow majority population.There are a number of studies that have explored the ralationship between the Roma students and families and the non-Roma schools and teachers, and how it impacts on Roma childrens engagement with education and on school performance. The Roma Education found (2010) higlights that engaging Roma parents in their childrens education is an important way to increase students educational opportunities, to help them do better in school and ensure their access to compulsory education. Bhopal (2004) identified that Roma families, despite the positive value they give to schooling, do not trust the educational institutions that have to care for their children.
Bhopal, K. (2004). Gypsy travellers and education: Changing needs and changing perceptions. Brithis Journal of Educational Studies, 52, 47-64. Ditton, H. (2002). Unterrichtsqualität – Konzeptionem, methodische Überlegungen und Perspektiven. Unterrichtswissenschaft, 30(3), 197-212. Knecht, P. (2014). Příležitosti k učení: odlišná/různá pojetí konceptu a jeho výzkumné využití. Pedagogická orientace, 24(2), 163-184. Meyer, H. (2004). Was ist guter Unterricht? Berlin: Cornelsen Verlag Scriptor GmbH. Najvarová, V., Najvar. P., & Janík, T. (2011). Procesy výuky a příležitosti k učení na 1. a 2. stupni. In Walterová (Ed.). Dva světy základní školy? Úskalí přechodu z 1. na 2. stupeň. Praha: Karolinum Roma Education Fund. (2010). Annual report 2010. Romania: Roma Education Fund Shavelson, R. J., McDonnell, L. M., & Oakes, J. (1989). Indicators for monitoring mathematics and science education. Santa Monica: Rand Corporation. Valverde, G.A., Bianchi, L.J., Wolfe, R.G., Schmidt, W.H., & Houang, R.T. (2002). According to the book: Using TIMS to investigace the translation of policy into practice through the Word of textbooks. Dordrecht: Kluwer Academic Publishers.
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