The relationship between academic futility and the achievement of upper secondary students. Evidence from the Czech Republic

Straková, Jana; Simonová, Jaroslava; Soukup, Petr

doi:10.1080/09620214.2020.1869996

Cited by 5 publications

(2 citation statements)

References 30 publications

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“…The quantitative study (Strakova et al, 2021) provided an understanding of the relationships between academic futility and student outcomes—a negative relationship between futility and achievement and a lower culture of futility in classes with a student body with a higher socioeconomic status. In this study, building on the quantitative concept, we try to explore more deeply the mechanisms that shape it.…”

Section: The Contextmentioning

confidence: 99%

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

Simonová

Vyhnálek

Dvořák

et al. 2021

Education and Urban Society

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Vocational and professional training tracks can be a good option for many adolescents, many of whom enter these programs with a sometimes hidden burden of negative experiences and attitudes to school. This paper explores the sense of academic futility in future VET students at the end of lower secondary education. Drawing on qualitative interviews with 25 Czech students in which they described their experiences from lower secondary school, we found that despite the students’ beliefs that their achievement is the product of their own effort, they describe situations from which it is evident that they noticed (i.e., perceived) that they actually did lose control over their results. At the same time, they explicitly claim that they have full control over their own achievement. This implicit sense of academic futility is created by several mechanisms at the school level: the curriculum, ineffective teaching, grading leniency, and teachers’ distrust of students’ capabilities.

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Section: The Contextmentioning

confidence: 99%

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

Simonová

Vyhnálek

Dvořák

et al. 2021

Education and Urban Society

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show abstract

“…Tyto diskuse jsou aktuální i v českém vzdělávacím systému, v němž v posledních letech rostou počty etnicky minoritních žáků i žáků se speciálními vzdělávacími potřebami (SVP) ve školách hlavního vzdělávacího proudu (Český statistický úřad [ČSÚ], 2019) v souvislosti s legislativními změnami prosazujícími inkluzivní vzdělávání, ale nejnověji i v souvislosti se začleňováním uprchlíků z Ukrajiny. České školství zároveň dlouhodobě reprodukuje širší společenské nerovnosti (Katrňák et al, 2013;Straková et al, 2021), jak dokládají i mezinárodní šetření prostřednictvím silného vztahu mezi socioekonomickým statusem žáků a jejich kognitivními i nekognitivními výsledky (Česká školní inspekce [ČŠI], 2022;OECD, 2019). Ruku v ruce s apely po potřebě tlumit vzdělávací nerovnosti se prosazuje představa, že pokud výuka v heterogenních třídách má být kvalitní a efektivní, musí adresovat individuální vzdělávací potřeby všech žáků.…”

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The Whole Class First and Individuals/Individual Students Second? The Ethnography of Pre-Service Teachers' Learning to Address Student Diversity during Their Practicum

Obrovská¹,

Svojanovský²

2023

Czech Sociological Review

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Social inequalities can be reproduced or levelled through education. Czech schools tend to increase social inequalities, which is why discussion has increasingly turned to approaches that address the individual educational needs of every student. Such approaches include the concept of differentiated instruction. However, differentiation in teaching can be a professional challenge, especially for pre-service teachers, who during their practicum in lower-secondary schools need the support of mentors when learning to address student diversity. The aim of this study is to discover how pre-service teachers learn to work with student diversity during their practicum and how they are supported by their mentors, to which end we analyse a rich corpus of data collected using ethnographic methodology. The results of the analysis show that while pre-service teachers are taught by their mentors to take all students' individual needs into account by means of implicit modelling, they are led by the advice they receive from their mentors to approach the class rather as a homogeneous whole. The primary mechanism by which preservice teachers learn is by following their mentors' advice and by applying a modelled approach to student diversity. However, this pattern of reproductive learning is disrupted at the level of mentor-modelled behaviour. We conclude that mentors lead pre-service teachers first to work with the class as a whole and only then to address the needs of individuals, and we discuss the implications this kind of mentoring has for educational inequalities.

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Students with Difficulties Managing Vocational Education in High School: Identifying Intervention Areas Related to Self-Reported Student-Environment Fit and Mental Health

Mårtensson

Lidström

Ekbladh

2023

Journal of Occupational Therapy, Schools, & Early Intervent

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The relationship between academic futility and the achievement of upper secondary students. Evidence from the Czech Republic

Cited by 5 publications

References 30 publications

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

The Whole Class First and Individuals/Individual Students Second? The Ethnography of Pre-Service Teachers' Learning to Address Student Diversity during Their Practicum

Students with Difficulties Managing Vocational Education in High School: Identifying Intervention Areas Related to Self-Reported Student-Environment Fit and Mental Health

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