Vliv školy na využívání soukromého doučování

Variant title
The influence of school on private tutoring usage
Source document: Studia paedagogica. 2019, vol. 24, iss. 1, pp. [51]-78
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
License: Not specified license
Cílem studie je identifikovat faktory spojené se školou (a aktivitami jejích pracovníků), u nichž byla dosavadním empirickým výzkumem prokázána souvislost s vytvářením či snižováním poptávky žáků po soukromém doučování, a popsat mechanismy jejich působení. Analýzou dostupných empirických dokladů byly identifikovány následující proměnné: z působy jednání učitelů (zejména doporučování žákům využít soukromé doučování), kvalita školy/výuky, realizované kurikulum, velikost tříd, dostupnost bez platného doučování, partnerství školy a poskytovatelů soukromého doučování, diferenciace a socioekonomické složení žáků, další kontextuální charakteristiky školy. Výstupem studie je schematický diagram, který systematizuje identifikované faktory v dimenzích míry jejich ovlivnitelnosti školou (resp. učiteli) a (ne)přímostí vlivu na rozhodnutí využít soukromé doučování.
The objective of this study is to identify those factors related to school (and the activities of its employees) that previous empirical research has shown to be in correlation with the stimulation or attenuation of demand for private supplementary tutoring and to describe the mechanisms of their influence. Drawing from an analysis of the available empirical evidence, the study identifies the following variables: teacher behaviour (especially encouraging students to take private tutoring), school/instruction quality, the implemented curriculum, class size, the availability of fee-free tutoring, partnerships between schools and private tutors, tracking and the socioeconomic position of students, and contextual characteristics of the school. The result of the study is a schematic diagram which systematizes the identified factors with regard to how much they can be influenced by the school (or teachers) and how (in)direct their influence is on the decision to use private tutoring.
  • Tato studie je výsledkem badatelské činnosti podporované Grantovou agenturou České republiky v rámci grantu Souvislosti mezi školním a stínovým vzděláváním: případ českých nižších sekundárních škol (reg. č. 18-00939S).
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