Community Schools in Selected Eastern European and Eurasian Countries: Implementation Processes and Results

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216305%3A26610%2F20%3APU147855" target="_blank" >RIV/00216305:26610/20:PU147855 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/toc/hpje20/95/1" target="_blank" >https://www.tandfonline.com/toc/hpje20/95/1</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/0161956X.2019.1702420" target="_blank" >10.1080/0161956X.2019.1702420</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Community Schools in Selected Eastern European and Eurasian Countries: Implementation Processes and Results

Popis výsledku v původním jazyce

In this article, we present the results of an international comparative study on the concept of Community School across nine eastern European and Eurasian countries. The study sample consists of two schools considered to be Community Schools from each country (N = 451 teachers); a teacher survey was conducted and the implementation of the International Quality Standards for Community Schools was measured. Quantitative data related to scales were compared to qualitative open answers about important principles of Community Schools for individual teachers. The study showed great variability among countries and schools in implementing the Community School concept because of both the national and regional specificity of educational systems and the leadership and cohesion within particular schools. The International Quality Standards for Community Schools as a “Western” concept is discussed.

Název v anglickém jazyce

Community Schools in Selected Eastern European and Eurasian Countries: Implementation Processes and Results

Popis výsledku anglicky

In this article, we present the results of an international comparative study on the concept of Community School across nine eastern European and Eurasian countries. The study sample consists of two schools considered to be Community Schools from each country (N = 451 teachers); a teacher survey was conducted and the implementation of the International Quality Standards for Community Schools was measured. Quantitative data related to scales were compared to qualitative open answers about important principles of Community Schools for individual teachers. The study showed great variability among countries and schools in implementing the Community School concept because of both the national and regional specificity of educational systems and the leadership and cohesion within particular schools. The International Quality Standards for Community Schools as a “Western” concept is discussed.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Peabody Journal of Education

ISSN

0161-956X

e-ISSN

1532-7930

Svazek periodika

95

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

113

Strana od-do

15-32

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85078599419