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Computational thinking of socially disadvantaged pupils in ICILS data
KLOKOČKA, Matěj
This paper focuses on the analysis of data from the ICILS international comparative survey. The key objectives of my work were to divide the students in this research into two groups according to their social background and then to determine whether there are differences in computational thinking between these groups. Furthermore, I sought to determine whether these differences persisted within the different components of computational thinking. Approximately 46,000 students and 26,000 teachers from 13 countries participated in the ICILS 2018 research. The identification of pupils into groups was based on the variable of socio-economic background, which was calculated by the authors of the ICILS research from the questionnaire that was part of it. The research population was split so that the socially disadvantaged group represented the 5 % of pupils with the lowest socio-economic background index value. The first group was named "Socially Disadvantaged Pupils" for this paper and are referred to in the research as index "1". The second group is named "Other pupils" and they are denoted by the index "0". Statistical methods appropriate to the structure and scale of the data are used in the analysis, and weights have been applied to adequately balance the samples. The Mann-Whitney U test was used to statistically support differences between groups. To achieve these objectives, the following analytical tools were used: MS Excel for data visualization, IBM SPSS Statistics for statistical testing and manipulation of data sets, and IEA IDB Analyzer for comprehensive data analysis with respect to their original weights. The results of the analysis show that socially disadvantaged students scored lower than others in the area of computational thinking. This observation was statistically supported. During the research, groups of questions were identified that corresponded to two components of computational thinking. Subsequently, comparisons were made between the scores of socially disadvantaged and other students on these groups of questions. The results showed that on average, socially disadvantaged pupils scored worse than other pupils in each group of questions, which was also statistically supported. This finding highlights the need for specific educational interventions and strategies aimed at supporting these pupils. The results of this work offer valuable information for further research in the area of digital literacy.
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Causes Of unfinished secondary school studies of socialy disadvantaged female students
Kochová, Veronika ; Němec, Zbyněk (advisor) ; Hájková, Vanda (referee)
The topic of this thesis is the causes of non-completion of secondary school studies of socially disadvantaged students. The focus is on mapping the causes of three major areas that contribute to the dropout of female students with social disadvantages, namely school, family and leisure time. The thesis is devided in five main chapters, of which the first two chapters are theoretical, while the following chapters are devoted to the empirical part. The first chapter focuses on secondary education and selected specifics of adolescence. This chapter describes the adolescence period, secondary education and subsequently academic failure. The second chapter is devoted to the specificities of education of pupils with social disadvantages, focusing on the causes and problem areas of social exclusion and on systemic support for pupils with social disadvantages. The main aim of the thesis is to find out the reasons for the non- completion of secondary education of girls with social disadvantages. Based on the main objective, sub-objectives and research questions were set. The empirical part of the thesis is conducted in the form of a qualitative research investigation and is divided into three main chapters. Structured interview with open-ended questions was chosen as the method of data collection and the...
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Social disadvantage of secondary school student - the effect of disadvantage on education and possibilities of eliminating this phenomenon
Zbořilová, Barbora ; Laurenčíková, Klára (advisor) ; Němec, Zbyněk (referee)
This thesis focuses on the education of secondary school pupils who are socially disadvantaged. It presents the phenomenon of social disadvantage in the context of education and current legislation. It also describes the current situation and the causes of social disadvantage, particularly the role of the family, and also focuses on pupils and their families from socially excluded localities. A significant amount of space is dedicated to descriptions of the manifestations of social disadvantage in school, the diagnosis of social disadvantage, and the specific education of socially disadvantaged pupils, especially the principles of such education. The goals of this thesis are to demonstrate the effect of social disadvantage on secondary school pupils and to highlight possible solutions to this phenomenon within the education system, the possibilities for support in education, and the role of the school social worker in eliminating the impacts of social disadvantage in education. The thesis also contains case histories of socially disadvantaged female pupils as a demonstration of the professional and important work of the school social worker. KEYWORDS education, social disadvantage, socially disadvantaged pupils, secondary school, social exclusion, school social worker
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Teachers' approach to socially disadvantaged children
Volfová, Lenka ; Greger, David (advisor) ; Kubišová, Zuzana (referee)
The aim of this thesis is to comprehensively describe the opinions of teachers regarding education of socially disadvantaged children. In order to achieve this aim a questionnaire survey was carried out among teachers of preparatory classes, first and fourth grades. The questions covered four areas: general readiness of schools for education socially disadvantaged pupils, educational training and level of competence, teaching practice and the relationship to the family of the pupil. The research was based on a theoretical framework that describes the current situation and possible changes concerning the education of children from socially deprived groups. The range of sample together with the variety of the sample, which corresponds to the population of teachers, it allowed us to generalize the data. This research provides new empirical evidence of teachers' opinions about the issues of education of socially disadvantaged children from as well as the basis for the implementation of such measures that can aid the relationship between teacher and pupil from socially deprived groups.
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Specificity of education social disadvantaged child
Macháčková, Kateřina ; Hájková, Vanda (advisor) ; Felcmanová, Lenka (referee)
TITLE: Specificity of education social disadvantaged child SUMMARY: This thesis deals with familiarity and experience of teachers and the principal of special education stream with the integration of socially disadvantaged pupils. The work deals with the reputation of so-called "Common Education" in the professional community of teachers, special education teachers and other educational staff. It also deals with experienced teachers with the integration of these pupils. It also dedicates level of awareness about who is a disciple of underprivileged knowledge and methods that can help this integration. Finally, the work deals with the familiarity of an amendment to the Education Act no. 82/2015 and knowledge of individual impacts on working with the student. Furthermore, the work deals with the degree of acceptance of compulsory attendance in the final year of nursery school and the abolition of preparatory classes. Also, the work deals with the possibilities that offers teachers plan educational support. KEYWORDS: Common education, amendment 82/2015, inclusion, special education, social disadvantage, socially disadvantaged pupils, plan educational assistance, canceling preparatory classes.
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Barriers to education for children from socially excluded localities from their parents point of view
Tichá, Kateřina ; Němec, Zbyněk (advisor) ; Mužáková, Monika (referee)
Diploma thesis deals with pupils from socially excluded localities and their education. The theoretical part defines the term socially excluded locality and deals with distinctive features that influence the situation of people living here. The Roma minority, which is often associated with social exclusion, is also characterised, and unfortunately is still frequently represented in socially excluded localities. The main topic is a socially disadvantaged pupil, their needs and current educational opportunities are taken into account. Special attention is given to Roma children and pupils with regard to cultural and ethnic specifics. The practical part is processed in the form of 12 case studies describing individual families from socially excluded localities and their attitude to children's education. The main objective of the research was to identify barriers that influence the education of their children from the parents' point of view. Partial objectives focus on other circumstances that families may have to limit access to school in relation to their social situation. The results of the research point to a close connection between the unfavorable social situation of the family, when these circumstances have a negative effect to the school education of children. Parents themselves perceive these...
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Special education support for children form socially exculded localities in education in preschools and primary schools
Wagnerová, Kateřina ; Felcmanová, Lenka (advisor) ; Komorná, Marie (referee)
The topic of the master thesis is Special education support for children from socially excluded localities in education in preschools and primary schools. The thesis deals with the topic of social disadvantage of children of pre-school and elementary school age. The theoretical part is focused on defining the terms social disadvantage and socially excluded area. Furthermore, the thesis deals with the influence of the families on social learning of children and the consequences of social disadvantage on the children's development and education. Two chapters of the thesis deal with the possibilities of support for socially disadvantaged children. One of them is devoted to the provision of support measures at schools, the other one defines some strategies and programs aimed at the development of the children. The practical part analyses the results of a research survey mapping the level of development of particular selected functions in children from socially excluded areas. The used research method was testing. The research involved testing of 10 children from socially excluded areas and their results were compared to the testing results of other 10 children who were not from socially excluded areas. The research survey confirmed that socially disadvantaged pupils show poorer results in tests....
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Specificity of education social disadvantaged child
Macháčková, Kateřina ; Hájková, Vanda (advisor) ; Felcmanová, Lenka (referee)
TITLE: Specificity of education social disadvantaged child SUMMARY: This thesis deals with familiarity and experience of teachers and the principal of special education stream with the integration of socially disadvantaged pupils. The work deals with the reputation of so-called "Common Education" in the professional community of teachers, special education teachers and other educational staff. It also deals with experienced teachers with the integration of these pupils. It also dedicates level of awareness about who is a disciple of underprivileged knowledge and methods that can help this integration. Finally, the work deals with the familiarity of an amendment to the Education Act no. 82/2015 and knowledge of individual impacts on working with the student. Furthermore, the work deals with the degree of acceptance of compulsory attendance in the final year of nursery school and the abolition of preparatory classes. Also, the work deals with the possibilities that offers teachers plan educational support. KEYWORDS: Common education, amendment 82/2015, inclusion, special education, social disadvantage, socially disadvantaged pupils, plan educational assistance, canceling preparatory classes.
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Social disadvantage of secondary school student - the effect of disadvantage on education and possibilities of eliminating this phenomenon
Zbořilová, Barbora ; Laurenčíková, Klára (advisor) ; Němec, Zbyněk (referee)
This thesis focuses on the education of secondary school pupils who are socially disadvantaged. It presents the phenomenon of social disadvantage in the context of education and current legislation. It also describes the current situation and the causes of social disadvantage, particularly the role of the family, and also focuses on pupils and their families from socially excluded localities. A significant amount of space is dedicated to descriptions of the manifestations of social disadvantage in school, the diagnosis of social disadvantage, and the specific education of socially disadvantaged pupils, especially the principles of such education. The goals of this thesis are to demonstrate the effect of social disadvantage on secondary school pupils and to highlight possible solutions to this phenomenon within the education system, the possibilities for support in education, and the role of the school social worker in eliminating the impacts of social disadvantage in education. The thesis also contains case histories of socially disadvantaged female pupils as a demonstration of the professional and important work of the school social worker. KEYWORDS education, social disadvantage, socially disadvantaged pupils, secondary school, social exclusion, school social worker
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Teachers' approach to socially disadvantaged children
Volfová, Lenka ; Greger, David (advisor) ; Kubišová, Zuzana (referee)
The aim of this thesis is to comprehensively describe the opinions of teachers regarding education of socially disadvantaged children. In order to achieve this aim a questionnaire survey was carried out among teachers of preparatory classes, first and fourth grades. The questions covered four areas: general readiness of schools for education socially disadvantaged pupils, educational training and level of competence, teaching practice and the relationship to the family of the pupil. The research was based on a theoretical framework that describes the current situation and possible changes concerning the education of children from socially deprived groups. The range of sample together with the variety of the sample, which corresponds to the population of teachers, it allowed us to generalize the data. This research provides new empirical evidence of teachers' opinions about the issues of education of socially disadvantaged children from as well as the basis for the implementation of such measures that can aid the relationship between teacher and pupil from socially deprived groups.
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