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Školní úspěšnost a její (re)produkce na základní škole
This article presents the preliminary results of an ethnographic study focusing on eighth- and ninth-year students at two basic schools in Prague. The study conceives academic success and failure as categories that need to be explained; it is necessary to demonstrate how they are produced and ascrib...
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| Published in: | Sociologický časopis 2011, Vol.47 (5), p.911-935 |
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| Format: | Article |
| Language: | cze |
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| container_end_page | 935 |
| container_issue | 5 |
| container_start_page | 911 |
| container_title | Sociologický časopis |
| container_volume | 47 |
| creator | Vojtíšková, Kateřina |
| description | This article presents the preliminary results of an ethnographic
study focusing on eighth- and ninth-year students at two basic schools in
Prague. The study conceives academic success and failure as categories that
need to be explained; it is necessary to demonstrate how they are produced
and ascribed with meaning in the everyday practice of student evaluation,
especially by school authorities. Student evaluations are generally based on
a complex assessment of a student’s aptitude and diligence, and they also refl
ect a student’s conduct at school conduct and attitude towards school discipline,
education, and authority, i.e. towards accepted values, the school code,
and other (written and unwritten) rules of interaction. Academic failure signalling
some kind of shortcoming on the part of the recipient of an evaluation
– be it a lack of interest, motivation, cooperation, effort, ability, or intelligence
– has a moral connotation and stigmatising effect. |
| format | article |
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and ascribed with meaning in the everyday practice of student evaluation,
especially by school authorities. Student evaluations are generally based on
a complex assessment of a student’s aptitude and diligence, and they also refl
ect a student’s conduct at school conduct and attitude towards school discipline,
education, and authority, i.e. towards accepted values, the school code,
and other (written and unwritten) rules of interaction. Academic failure signalling
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study focusing on eighth- and ninth-year students at two basic schools in
Prague. The study conceives academic success and failure as categories that
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and ascribed with meaning in the everyday practice of student evaluation,
especially by school authorities. Student evaluations are generally based on
a complex assessment of a student’s aptitude and diligence, and they also refl
ect a student’s conduct at school conduct and attitude towards school discipline,
education, and authority, i.e. towards accepted values, the school code,
and other (written and unwritten) rules of interaction. Academic failure signalling
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study focusing on eighth- and ninth-year students at two basic schools in
Prague. The study conceives academic success and failure as categories that
need to be explained; it is necessary to demonstrate how they are produced
and ascribed with meaning in the everyday practice of student evaluation,
especially by school authorities. Student evaluations are generally based on
a complex assessment of a student’s aptitude and diligence, and they also refl
ect a student’s conduct at school conduct and attitude towards school discipline,
education, and authority, i.e. towards accepted values, the school code,
and other (written and unwritten) rules of interaction. Academic failure signalling
some kind of shortcoming on the part of the recipient of an evaluation
– be it a lack of interest, motivation, cooperation, effort, ability, or intelligence
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| fulltext | fulltext |
| identifier | ISSN: 0038-0288 |
| ispartof | Sociologický časopis, 2011, Vol.47 (5), p.911-935 |
| issn | 0038-0288 2336-128X |
| language | cze |
| recordid | cdi_ceeol_journals_13945 |
| source | JSTOR Archival Journals and Primary Sources Collection |
| subjects | Social Sciences |
| title | Školní úspěšnost a její (re)produkce na základní škole |
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