Czech School Research Articles

„Česká škola?“ Na přelomu 19. a 20. století

French (Francophone) criticism first institutionalized and then co-created the construct of “national schools”, “national arts”. How the notion of the “Czech school” was codified and destabilized from the position of this powerful medium in the long nineteenth century, and even a little later in changing socio-historical, ideological and specifically political situations and constellations, is the subject of this study, illustrated by a number of examples.

“The schools try, but…”: A holistic perspective on the social adaptation of Ukrainian refugee students in Czech schools

After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest influx of Ukrainian refugee students through the 2022/2023 academic year. The analysis included 58 interviews that were analyzed using grounded theory techniques. Following Berry's model of acculturation, the findings revealed tension between integration and separation among Ukrainian refugee students. Their social adaptation process was shaped by perceptions of the importance of ethnicity, the methods of acquiring the host country language and to what levels, and the approaches to interactions with Czech classmates. These elements combined to form three types of social adaptation: openness to friendship, utilitarian friendships, and (self-)isolation. Additionally, three teacher approaches (intervening, doubtful, and inattentive non-intervening) and their potential consequences for social adaptation were identified. Practical implications are discussed.

Russian School Journal in History of Educational Journalism of Russian Diaspora in 1920s and 1930s

This article is dedicated to the analysis of the Russian School journal within the context of the development of émigré periodicals during the 1920s and 1930s. It presents the history and significance of the journal within the system of educational publications of the Russian diaspora. The study specifically investigates the role of Andrei Pavlov in the establishment and publication of the journal, particularly focusing on the financial support from various organizations in Subcarpathian Rus’. Utilizing archival sources, previously lesser-known facts from his biography are reconstructed. The mission of the journal, its structure, and thematic concerns are examined. It is emphasized that the editor perceived the primary objectives of the journal as combating the European spiritual crisis, discussing pressing issues in education and upbringing, providing methodological support for teachers and Russian schools in general, and objectively reporting on the state of Soviet education. Special attention is given to the authorship of the journal, which featured prominent representatives of émigré psychological and pedagogical science such as S. I. Hessen, V. V. Zenkovsky, G. Ya. Troshin, theorists and practitioners from the Czech school, as well as philosophers N. O. Lossky, I. I. Lapshin, and F. Pelikan. The conclusion drawn is that the Russian School journal continued the traditions of Russian pedagogical journals from the late 19th to early 20th centuries and served as a center for coordinating educational efforts among émigrés in the late 1930s.

Teachers and Teaching Assistants – Teamwork as Prevention of School Failure of Pupils During Primary Education

This paper investigates the topic of teacher-teaching assistant collaboration in supporting pupils who are at risk of school failure. This topic was addressed, as one of the subtopics, by a longitudinal research study investigating the causes of school failure/success among primary school pupils in the Czech Republic. The aim of the present study is to describe the activities that teaching assistants pursue in relation to “at-risk” pupils or in relation to other pupils in the classroom. The descriptive part of the paper also reviews various forms of teacher-teaching assistant collaboration during the teaching process. This empirical study consists of two parts. In the theoretical introduction, we describe the system of support and advisory services used to implement inclusive education in Czech schools. We also describe the legislative definition of the teaching assistant position and present his/her job description. The empirical part of the paper presents the conclusions of our research survey, which captures how teaching assistance is currently practiced in Czech primary education.

The Issue of Inclusion in Secondary Schools from the Czech School Principals’ Point of View

Abstract Since the introduction of new legislation in 2016, questions of inclusive policy have been constantly discussed not only in schools, but also among professionals, parents, and politicians. This article is part of a larger research survey mapping the state of inclusive education at all Czech Republic secondary schools. It presents the results for two regions in order to show what attitudes and views are held by principals on the implementation of inclusion in the education system. The research was carried out as a qualitative study and semi-structured interview were employed as the research method. The obtained data were analysed using the grounded theory method. The results show that inclusion is not generally accepted by school principals. There are schools that are very pro-inclusive, but there are also schools that fundamentally reject inclusion. Initial assumptions that inclusion has been best received by general secondary schools were not confirmed. On the contrary, it turns out that the type of school does not matter as much as the attitudes of the seniors’ pedagogical staff towards inclusion. Their behaviour and attitudes significantly influence the whole school climate, which is passed on to all actors as well as how the school functions overall in working with pupils with special needs.

From the Pineal Gland to the Central Clock in the Brain: Beginning of Studies of the Mammalian Biological Rhythms in the Institute of Physiology of the Czech Academy of Sciences.

The Institute of Physiology of the Czech Academy of Sciences (CAS) has been involved in the field of chronobiology, i.e., in research on temporal regulation of physiological processes, since 1970. The review describes the first 35 years of the research mostly on the effect of light and daylength, i.e., photoperiod, on entrainment or resetting of the pineal rhythm in melatonin production and of intrinsic rhythms in the central biological clock. This clock controls pineal and other circadian rhythms and is located in the suprachiasmatic nuclei (SCN) of the hypothalamus. During the early chronobiological research, many original findings have been reported, e.g. on mechanisms of resetting of the pineal rhythm in melatonin production by short light pulses or by long exposures of animals to light at night, on modulation of the nocturnal melatonin production by the photoperiod or on the presence of high affinity melatonin binding sites in the SCN. The first evidence was given that the photoperiod modulates functional properties of the SCN and hence the SCN not only controls the daily programme of the organism but it may serve also as a calendar measuring the time of a year. During all the years, the chronobiological community has started to talk about "the Czech school of chronobiology". At present, the today´s Laboratory of Biological Rhythms of the Institute of Physiology CAS continues in the chronobiological research and the studies have been extended to the entire circadian timekeeping system in mammals with focus on its ontogenesis, entrainment mechanisms and circadian regulation of physiological functions. Key words: Pineal, Melatonin, AA-NAT rhythm, Light entrainment, Photoperiod, SCN clock.

Ukrainian Pupils in Czech Schools and History Lessons – Teaching Materials, Knowledge, Testing and Assessment

The study presents the results of a questionnaire survey on the involvement of Ukrainian students (who arrived as a result of the war conflict) in the teaching of history at Czech elementary schools. It is part of a broader research, and this study focuses on the results related to the availability of teaching materials, the knowledge of Ukrainian students, their testing, and evaluation. The results indicate that in the spring of 2023, teachers did not agree on the state of availability of history teaching materials for Ukrainian students. If anything was lacking, it was most commonly worksheets and textbooks. They also often lack assistants for Ukrainian students. An interesting aspect is the effort of Czech teachers to incorporate Ukrainian history into Czech history education. Most respondents cannot assess the historical knowledge of Czech and Ukrainian students. Those who compare them mostly state that the knowledge of Ukrainian students is inferior, citing the different thematic placement of history classes in Ukraine as the main cause. It is positive that Czech teachers generally observe improvements in the history skills of Ukrainian students. They attribute this improvement primarily to the enhancement of their language skills. In the case of testing Ukrainian students in history, teachers most often choose a combination of written and oral exams, usually in the Czech language. Ukrainian students can frequently use an online translator, especially during written tests. Only a minority of Ukrainian students have an assistant available. During the research period (spring 2023), they were mostly tested on a reduced curriculum. Evaluation is usually done using grades, but a common approach is a combined form where the evaluation is supplemented with verbal feedback. Ukrainian students are generally assessed less strictly than Czech students. The results are compared and contextualized with the findings of other research.

Nutritional insights into broths in relation to elemental composition

Despite the popular claim that broths are a good source of essential elements, few studies have been devoted to clarifying this narrative. In fact, there is growing concern about the risk of ingesting toxic elements. This study focused on assessing the content of important elements (Ca, Cd, Cu, Fe, K, Mg, Na, and Pb) in various types of broths (beef, fish, poultry, pork, and vegetable). The samples (n = 30) included broths of different origins, including laboratory-prepared broths and broths prepared by professional cooks from Czech school canteens. The broths were evaluated as potential sources of essential elements in relation to their reference daily intake, as well as their potential toxicity risk in relation to Cd and Pb. Although significant variability was observed in the contents of the investigated elements, the results generally contradicted the popular narrative that broths are a good source of Ca, Cu, Fe, and Mg, as their contents did not achieve even 5% of the recommended daily intake. The amount of Ca in the broths was minimal even compared to the amount in tap water. The consumption of broths poses minimal risk regarding the presence of Cd and Pb.Graphic abstract

Special relativity at Czech schools: a half-century comparison

In this contribution, we present the results of one bachelor and one master theses both devoted to the teaching of special relativity at an upper-secondary or intro-university level in the Czech Republic. We compare the test results of the grammar-school students in the school years 1976/1977 and 2021/2022, which are close to average and very similar in both cases, so the level of understanding has not changed in the meantime. We also present a set of interactive spacetime diagrams used in the preparation of future physics teachers within our relativity course.

The Attitudes of Czech Teachers Towards the Use of Artificial Intelligence in Schools

RESEARCH OBJECTIVE: The objective of this research study was to find out the subjective feelings of Czech teachers regarding the introduction of artificial intelligence into schools.
 THE RESEARCH PROBLEM AND METHODS: The following research questions follow from the research objective: Are Czech teachers worried about the introduction of artificial intelligence into schools? Do Czech teachers see artificial intelligence as a tool that will help them? Do Czech teachers have experience with the use of artificial intelligence? What experience do teachers have with artificial intelligence? To achieve the research objective and answer the research questions, the in-depth interview method with primary and secondary school teachers was used.
 THE PROCESS OF ARGUMENTATION: The first part of the article discusses the concept of artificial intelligence. The second part discussed the use of artificial intelligence in Czech schools. The third part presents the results of a research study was to find out the subjective feelings of Czech teachers regarding the introduction of artificial intelligence into schools.
 RESEARCH RESULTS: As part of the research, it was found that some teachers are concerned about the advent of artificial intelligence and its use in education, especially that students will “misuse” AI to cheat and plagiarize. Most teachers see the application of artificial intelligence in schools as inevitable and realize that it is their task to teach students to use AI effectively. Teachers are also aware that with the implementation of AI into schools, the teaching system will also have to change.
 CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: We can expect that teachers will consider artificial intelligence as a tool that helps them and makes their work easier. A big impetus will be the integration of artificial intelligence into tools that teachers commonly work with, such as Office 365 or Google Workspace.

Pooling of samples to optimise SARS-CoV-2 detection in nasopharyngeal swabs and gargle lavage self-samples for covid-19 diagnostics and surveillance

Background Testing of pooled samples is an effective strategy for increasing testing capacity while saving resources and time. This study aimed to validate pooled testing and gather real-life data on its use for Covid-19 surveillance with a gargle lavage (GL) self-sampling strategy. Methods Two-stage pooled testing with pools of 6 and 12 samples was used for preventive testing of an asymptomatic population and Covid-19 surveillance in Czech schools. Both GL and nasopharyngeal swabs were used for sampling. Results In total, 61,111 samples were tested. The use of pooled testing for large-scale Covid-19 surveillance reduced consumable costs by almost 75% and increased testing capacity up to 3.8-fold compared to standard methods. RT-PCR experiments revealed a minimal loss of sensitivity (0–2.2%) when using pooled samples, enabling the detection of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) genes with Ct values >35. The minor loss of sensitivity was counterbalanced by a significantly increased throughput and the ability to substantially increase testing frequencies. Conclusions Pooled testing is considerably more cost-effective and less time-consuming than standard testing for large-scale Covid-19 surveillance even when the prevalence of SARS-CoV-2 is fluctuating. Gargle lavage self-sampling is a non-invasive technique suitable for sample collection without a healthcare worker’s assistance.

Developing oral presentation-related self-assessment among prospective teachers of German as a foreign language: Analysis of self-assessment comments

Learner self-assessment is a significant predictor of learning outcomes (Hattie, 2018). However, it is insufficiently implemented in Czech secondaryschools (Czech School Inspectorate, 2021). One of the reasons for this may be the lack of teachers’ experience in developing their own self-assessment skills. Thispaper presents a study framed by a 12-week intervention programme to develop self-assessment skills focused on presenting in German among prospectiveteachers of German as a foreign language (n=15). The study examined the content (characteristics) of the participants’ self-assessment comments collected beforeand after the intervention program. A total of 25 self-assessment comments were collected using the “Lautes Erinnern” method (13 before the intervention, 12 afterthe intervention) and analysed using the inductive category formation of the qualitative content analysis (Mayring, 2014). The analysis revealed three maincharacteristics of the development of self-assessment: increasing evidence in the self-assessment comments, a shift in focus from the predominance of non-languagespecific to language-specific assessment, and a shift in focus from mostly negative to also positive aspects of performance. The study concludes with a discussion of the implications for better teacher education that develops their self-assessment skills appropriately.

Developmental Trend of Talented Pupils' Performance in Orienteering - Longitudinal Research 1997-2020 in the East Bohemia Region of the Czech Republic

The paper presents the findings of a longitudinal testing of talented youth in orienteering in the Czech Republic. Young talented orienteers participate in the testing of motor skills by standardized tests. The results and conclusions of the 3 km and 5 km cross-country running measurements (according to age category) point to a regressive state of endurance abilities in young athletes between 1997 and 2020, describe possible reasons and suggest possible remedies. A total of 300 girls and 445 boys aged 12-14 years participated in the research investigation in the East Bohemian Region of the Czech Republic, who are divided into performance categories HD12 and HD14 in the context of organised Czech orienteering competition. The aim of the evaluation of the longitudinal testing was to determine the trends in performance in endurance cross-country running as a key performance parameter of talented orienteering athletes over the period 1997 to 2020. The resulting data indicate that performance in all the studied categories in the given field test has a consistently decreasing trend. The results are also related to the conclusions of foreign and domestic observations of the state of motor fitness of children and youth of the corresponding period and indicate that the level of aerobic ability of young talented runners generally follows the current state of the level of endurance ability found in the national testing of school youth under the auspices of the Czech School Inspectorate (CSI, 2023), and thus the alarming society-wide situation in the field of motor fitness of children and youth in the Czech Republic.

Possibilities of Development of Informatics Thinking of Pupils and Students Using the Model of Subject-Didactic Competences of Teachers

The development and incorporation of the concept of the development of computational thinking into the curriculum of computing subjects is currently one of the major challenges facing the Czech school system. However, such a concept of teaching presupposes a targeted development of content-subject and didactic- pedagogical competencies of teachers necessary for the development of computational thinking in their pupils and students. Thus, the present paper deals with the possibility of defining a general model of subject-matter and didactic competences of teachers supporting the development of computational thinking in pupils and students.

The use of art therapy interventions in schools to support schoolchildren in their health and well-being

The paper explains the importance of art therapy interventions implemented in the school settings to support schoolchildren’s health and well-being. The aim is a literature review as part of a dissertation at the University of South Bohemia in České Budějovice, Czech Republic, which deals with the possibilities for promoting well-being in schoolchildren, meeting their health and psychosocial needs in the context of their school and family environment. The Czech Republic lacks research on the direct implementation of art therapy interventions into the school environment, and the use of art therapy approaches within the Czech school context is unclear. Data for the literature search were obtained from recent Czech and international publications. We used the EDS multi-finder to search for literature sources. The document search was completed for the 2011–2023 period in Czech and English language. Search terms included School based art therapy, art therapy intervention, art therapy and schoolchildren’s mental health, and schoolchildren’s well-being. According to the results of the analysed literature, it is possible to conclude the benefits of art therapy interventions in schools as part of a holistic supportive approach of schools to their pupils and the environment in which they live. Art therapy, as a non-pharmacological medical complementary and alternative therapy, is considered as both prevention and an opportunity to address the acute need to support schoolchildren in their health and well-being. Art therapy interventions in the school setting can offer help in addressing a wide range of problems of schoolchildren, such as mental health issues, uncertainty in forming a child’s identity, overcoming communication difficulties, addictive behaviours, anxiety, depressive moods associated with acute trauma, family conflicts, truancy and school failure. Art therapy interventions in the school setting can boost feelings of safety in the school environment along with comprehensive psychological, educational, and social interventions synthesizing the needs of the child, teacher, parents and other professionals working together to support the health and well-being of schoolchildren.

Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis

The aim of this study was to determine what kinds of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological design with data collection conducted in the form of semi-structured interviews with eight teachers and ten school psychologists. Subsequent analysis was performed using the grounded theory method. The results indicated the central importance of how a given teacher views the school psychologist, which further determines which factors will influence the degree to which the psychologist is accepted. The following factors were shown to be important in the relationship between a psychologist and a teacher’s neutral attitude toward them: the characteristics of the teacher and the psychologist, the role of school management, the role of school focus and the degree to which the psychologist’s role is understood. The discrepancy between the actual role of the school psychologist and how their role is perceived by the teachers can be a source of issues in cooperation and trust between the two.

Literary Education in Czech Schools

The authors of the paper introduce the readers to the context of the literary edu- cation in Czech schools. In Czech milieu were hold many polemic discussions, that are known at least since the year 1890. Into that discussions were involved big personalities of conterporary cultural live, among others Hubert Gordon Schauer, František Krejčí, Jaroslav Vlček, Otakar Hostinský, Vilém Mathesius and Jan Mukařovský. In many cases thay evaluated teaching of literature as distant from the life of a young generation, too historically oriented, and pointed out its deficient connection with aesthetics of a literary work. They held against excessive memorization as contrary to the little emphasis put on reading and analysis of literary work. The authors of the paper are strongly convinced that even after more than 130 years of polemic discussions about the form of literary education and a series of reforms (which cannot even be taken into account because it is not clear where one reform ends and another begins), the real curriculum of literary education has not fundamentally changed.

Czech Teachers’ Attitudes Towards LGBT+ Students

Many studies report that sexual and gender minority youth face homonegativity at school. Today schools are expected to uphold the principle of inclusive education for all students, including LGBT+ students. It is well established that LGBT+ students often encounter negative experiences. This has negative eff ects on their well-being and cognitive learning. Teachers, therefore, should support LGBT+ students. Th is study presents findings from a survey taken by 548 teachers in Czech lower secondary and higher secondary schools. The teachers described the climates intheir schools, responded to statements about educational requirements, and evaluated three school case scenarios. Most of the teachers indicated that respect and the safety of all students, including LGBT+ students, are paramount. However, attitudes toward sexual and gender minorities werefound to vary among the teachers. As a result, it appears that more training about sexuality and gender topics in Czech schools is warranted.

Ukrainian refugees struggling to integrate into Czech school social networks

We provide a brief insight into the integration of Ukrainian refugees in school social networks in the Czech Republic following the mass migration caused by the Russian invasion of Ukraine. Our sample contains twelve classrooms with a total of 266 students in grades 5 to 9; 21.05% of the students were of Ukrainian origin. We employed multiplex exponential random graph modelling to assess the level to which Ukrainian refugees were integrated within peer networks, capturing both friendship and exclusion ties. We then employed a meta-analytical procedure to aggregate the results from the individual classrooms and a meta-regression to study the relationship between classroom ethnic composition and the level of integration of Ukrainian refugees. We found social networks to be formed heavily along ethnic lines with strong ethnic homophily in friendship ties and a propensity of the Ukrainian students to both send and receive fewer friendship ties than their Czech classmates. We found no evidence that the Ukrainian students sent or received more exclusion ties than their Czech classmates, suggesting that the Ukrainian students did not face explicit rejection from classmates; rather, we saw a tendency of the Ukrainian students to be neglected. Our findings stand in contrast to reports from school headmasters who asserted that the social integration of Ukrainian students was seamless. We further found a higher proportion of Ukrainian students in classrooms to be related to stronger homophilic behaviour and a lower tendency of Ukrainian students to make friends. Our results therefore imply that increased classroom diversity may negatively influence the integration of refugees in social networks.

Applying a theory of change approach to develop and pilot a universal mental health literacy curriculum for adolescents

AbstractUniversal evidence‐based prevention and promotion programs lack in availability and scalability for child and adolescent mental health in Central and Eastern Europe. This paper describes the process of applying the theory of change to plan, develop, and pilot a mental health literacy intervention in Czech schools. The process of using theory of change to develop a complex intervention for mental health literacy is described across three stages: formative development, piloting, and evaluation. The application of evidence‐based intervention was discussed within 64 diverse stakeholder meetings and tested over 2 years of piloting. The resulting theory of change map is described in the context of consideration for modifications, revisions, and recommendations for successful implementation of the developed intervention. Continued monitoring and evaluation and a formal evaluation of the effectiveness of mental health literacy curriculum within the region will be essential before scale‐up.