Teachers’ attitudes towards tracking: testing the socialization hypothesis     

Magdalena Mouralová  Arnošt Veselý 《Teacher Development》2017,21(2):346-361

The paper examines how teachers’ attitudes towards tracking (separating pupils into groups with different curricula on the basis of their abilities and results) differ among various generations of teachers. Fundamental and quick changes in the educational system occurred in the Czech Republic after the Velvet Revolution in 1989 as a unified educational system moved to a system strongly accenting tracking practices. We use this ‘policy discontinuity’ to validate teacher socialization theory and test three alternative socialization hypotheses based on different key periods in teachers’ development: the pupil experience hypothesis, the pedagogical preparation hypothesis and the pedagogical experience hypothesis. We work with a data-set from 2009 covering 1002 Czech teachers. The mean tests and the logistic regression analysis support the socialization theory, however only the pedagogical experience hypothesis was found to be most influential.  相似文献   

Trials and Triumphs in the Polish Book Trade Since 1989     

《Slavic & East European Information Resources》2013,14(1-2):27-39

ABSTRACT

After a brief look at the Polish book trade under communism, the article examines developments since communism's collapse in late 1989, concentrating on monographs. The initial mushrooming of publishers was followed in 1992 by the failure of Sk?adnica Ksi?garska as the monopoly book distributor. Since then, a number of private wholesalers have emerged; publishers are also distributing their out-put themselves. The system is now working well for the majority of publications. However, it is often not particularly effective for scholary books. Reasons, consequences, and tactics for coping are discussed.  相似文献