Page 126 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 126
IETY
SOCIO-ECONOMIC SYSTEM
POLITICAL DIRECTIONS AND STRATEGIES
MEDIA REPRESENTATIONS
VALUES
BELIEFS
KNOWLEDGE CONCEPTIONS
NORMS AND STANDARDS OF BEHAVIOUR
BEHAVIOUR MODELS
EXPECTATIONS
SCHOOL
CURRICULAR OBJECTIVES – conceptions of knowledge vs. competencies
LESSONS
TEACHERS' BELIEFS about knowledge, learning and teaching
CLASSROOM MANAGEMENT– teacher authority vs. student autonomy
ORGANISATION OF LESSONS – inclusion and participation of students,
task choice, meaningfulness and di iculty level
EXPECTATION OF SUCCESS and teacher feedback
REWARDING KNOWLEDGE AND ASSESSMENT – individual progress
vs. normative
CLASSROOM CLIMATE – support, trust, acceptance, cooperation
PEER NORMS – the value of knowledge and cooperation
KNOWLEDGE
126 Student achievement
Individual's EXPERIENCE
ATTITUDE TO KNOWLEDGE
BELIEFS AND VIEWS
on knowledge and education
INTERESTS
REFERENCE GROUPS INTRINSIC MOTIVATION
FAMILY for learning
PEERS SELF-EFFICACY
INTEREST GROUPS LEARNING inside and outside of school
VALUES, BELIEFS AND NORMS
related to knowledge and learning achievement
Figure 7: Factors in relation to attitude to knowledge
The results also point out that lack of critical consideration in applying Eu-
ropean guidelines at a national level, and their implementation into the Slove-
nian school sphere, without giving any thought to its specifics, implementation
options and potential effects, may lead to changed standards of evaluation
of knowledge and education at an individual level and in the general pub-
lic. Standards of knowledge may be lowered at the expense of strengthen-
ing of procedural and practical knowledge and a negative attitude to knowl-
edge and education can be developed, which is contrary to the aims pursued
by educational reforms that are supposed to support the economic develop-
ment of a knowledge society. For this reason, the author believes it is neces-
sary to limit further system-based measures of adjusting the educational sys-
tem to the (current) requirements of the economy and to take them under
student (under)achievement: perspectives, approaches, challenges
SOCIO-ECONOMIC SYSTEM
POLITICAL DIRECTIONS AND STRATEGIES
MEDIA REPRESENTATIONS
VALUES
BELIEFS
KNOWLEDGE CONCEPTIONS
NORMS AND STANDARDS OF BEHAVIOUR
BEHAVIOUR MODELS
EXPECTATIONS
SCHOOL
CURRICULAR OBJECTIVES – conceptions of knowledge vs. competencies
LESSONS
TEACHERS' BELIEFS about knowledge, learning and teaching
CLASSROOM MANAGEMENT– teacher authority vs. student autonomy
ORGANISATION OF LESSONS – inclusion and participation of students,
task choice, meaningfulness and di iculty level
EXPECTATION OF SUCCESS and teacher feedback
REWARDING KNOWLEDGE AND ASSESSMENT – individual progress
vs. normative
CLASSROOM CLIMATE – support, trust, acceptance, cooperation
PEER NORMS – the value of knowledge and cooperation
KNOWLEDGE
126 Student achievement
Individual's EXPERIENCE
ATTITUDE TO KNOWLEDGE
BELIEFS AND VIEWS
on knowledge and education
INTERESTS
REFERENCE GROUPS INTRINSIC MOTIVATION
FAMILY for learning
PEERS SELF-EFFICACY
INTEREST GROUPS LEARNING inside and outside of school
VALUES, BELIEFS AND NORMS
related to knowledge and learning achievement
Figure 7: Factors in relation to attitude to knowledge
The results also point out that lack of critical consideration in applying Eu-
ropean guidelines at a national level, and their implementation into the Slove-
nian school sphere, without giving any thought to its specifics, implementation
options and potential effects, may lead to changed standards of evaluation
of knowledge and education at an individual level and in the general pub-
lic. Standards of knowledge may be lowered at the expense of strengthen-
ing of procedural and practical knowledge and a negative attitude to knowl-
edge and education can be developed, which is contrary to the aims pursued
by educational reforms that are supposed to support the economic develop-
ment of a knowledge society. For this reason, the author believes it is neces-
sary to limit further system-based measures of adjusting the educational sys-
tem to the (current) requirements of the economy and to take them under
student (under)achievement: perspectives, approaches, challenges
