We inform authors and readers that, following an agreement with the Karolinum publishing house, from 2024 (Volume 18), the journal Orbis scholae will be published only in electronic form.
Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.
The journal is indexed in SCOPUS, CEEOL, DOAJ, EBSCO, and ERIH Plus.
ORBIS SCHOLAE, Vol 14 No 1 (2020), 81–99
„Už mě to tam nebavilo“ – absentérství žáků středních odborných škol v kontextu odpoutávání se od školy
[“I Got Tired of It” − Absenteeism Among Vocational Upper-Secondary School Students in the Context of School Disengagement]
Klára Šlapalová, Petr Hlaďo
DOI: https://doi.org/10.14712/23363177.2020.12
published online: 04. 11. 2020
abstract
Students’ high absenteeism represents a serious issue in Czech vocational education at the upper-secondary school level, and the overall number of missed lessons keeps rising. The aim of the presented study is to reveal and describe how vocational high school and training high school students perceive their absenteeism. Therefore, school absenteeism is viewed from the students’ perspective while reflecting their own experiences with skipping school intentionally while experiencing school disengagement. The qualitative data obtained from eleven respondents were collected through focus groups and individual in-depth interviews. It is evident from the results that absenteeism is closely connected with gradual school disengagement, represents a risk factor of school failure and can result in school drop-out. Students-absentees refuse to attend classes at school usually due to their lack of interest in the lessons, low attractiveness of the lessons’ content or experiencing boredom at school. Classmates and peers play a key role in the whole process as they influence each other in the means of irregular school attendance, and together they also choose and plan the alternative program substituting school attendance. Furthermore, the data analysis revealed inconsistency related to the schools’ rules on school attendance, monitoring students’ compliance with these rules and prevention of truancy. Due to the lack of intervention by the school, the critical consequences of absenteeism are revealed after a long period of time when it is difficult to avoid negative impacts on the student’s educational path.
keywords: school absenteeism; truancy; school attendance; high school student
references (35)
1. Archambault, I., Janosz, M., Fallu, J.-S., & Pagani, L. S. (2009). Student engagement and its relationship with high school dropout. Journal of Adolescence, 32(3), 651-670. CrossRef
2. Balfanz, R., & Byrnes, V. (2012). The importance of being in school: A report on absenteeism in the nation's public schools. Baltimore: John Hopkins University Center for Social Organization of Schools. Dostupné z https://new.every1graduates.org/wpcontent/uploads/2012/05/FINALChronicAbsenteeismReport_May16.pdf.
3. Barlow, J., & Fleischer, S. (2011). Student absenteeism: Whose responsibility? Innovations in Education and Teaching International, 48(3), 227-237. CrossRef
4. Birioukov, A. (2016). Beyond the excused/unexcused absence binary: Classifying absenteeism through a voluntary/involuntary absence framework. Educational Review, 68(3), 340-357. CrossRef
5. Česká školní inspekce. (2016). Kvalita a efektivita vzdělávání a vzdělávací soustavy ve školním roce 2015/2016. Výroční zpráva České školní inspekce. Praha: ČŠI.
6. Česká školní inspekce. (2017). Kvalita a efektivita vzdělávání a vzdělávací soustavy ve školním roce 2016/2017. Výroční zpráva České školní inspekce. Praha: ČŠI.
7. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. CrossRef
8. Fremont, W. P. (2003). School refusal in children and adolescents. American Family Physician, 68(8), 1555-1560.
9. Gottfried, M. A. (2014). Chronic absenteeism and its effects on students' academic and socioemotional outcomes. Journal of Education for Students Placed at Risk, 19(2), 53-57. CrossRef
10. Gump, S. E. (2006). Guess who's (not) coming to class: Student attitudes as indicators of attendance. Educational Studies, 32(1), 39-46. CrossRef
11. Hlaváčová, P. (2015). Záškoláctví: možnosti řešení z pohledu školního psychologa. Školní poradenství v praxi, 2(3), 32-35.
12. Hunt, M. H., Meyers, J., Davies, G., Meyers, B., Grogg, K. R., & Neel, J. A. (2002). Comprehensive needs assessment to facilitate prevention of school drop out and violence. Psychology in the School, 39(4), 399-416. CrossRef
13. Ishak, Z., & Fin, L. S. (2013). Truants' and teachers' behaviors in the classroom. Procedia - Social and Behavioral Sciences, 103, 1228-1237. CrossRef
14. Jonasson, Ch. (2011). The dynamics of absence behaviour: Interrelations between absence from class and absence in class. Educational Research, 53(1), 17-32. CrossRef
15. Kearney, C. A. (2008). School absenteeism and school refusal behaviour in youth: A contemporary review. Clinical Psychology Review, 28(3), 451-471. CrossRef
16. Kearney, C. A., & Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child & Youth Care Forum, 43(1), 1-25. CrossRef
17. Konopásek, Z. (2008). Making thinking visible with Atlas.ti: Computer assisted qualitative analysis as textual practices. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 9(2), Art. 12. Dostupné z http://www.qualitative-research.net/index.php/fqs/article/view/420/911
18. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage Publications.
19. Morgan, D. L. (2001). Ohniskové skupiny jako metoda kvalitativního výzkumu. Boskovice: Sdružení SCAN.
20. Önder, E. (2017). Student absenteeism in secondary education, absenteeism-related school practices and recommended policies. Education and Science, 42(190), 361-378. CrossRef
21. Petrák, M. (2012). Záškoláctví z perspektivy státního zástupce. Řízení školy: odborný měsíčník pro ředitele škol, 9(10), 18-20.
22. Průcha, J., Walterová, E., & Mareš, J. (2009). Pedagogický slovník. Praha: Portál.
23. Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107(1), 1-35. CrossRef
24. Řiháček, T., & Hytych, R. (2006). Metoda zakotvené teorie. In I. Čermák, T. Řiháček, & R. Hytych (Eds.), Kvalitativní analýza textů: čtyři přístupy (s. 44-74). Brno: MU.
25. Şahin, S., Arseven, Z., & Kılıç, A. (2016). Causes of student absenteeism and school dropouts. International Journal of Instruction, 9(1), 195-210. CrossRef
26. Sheldon, S. B. (2007). Improving student attendance with school, family, and community partnership. The Journal of Educational Research, 100(5), 267-275. CrossRef
27. Stempel, H., Cox-Martin, M., Bronsert, M., Dickinson, M., & Allison, M. A. (2017). Chronic school absenteeism and the role of adverse childhood experiences. Academic Pediatrics, 17(8), 837-843. CrossRef
28. Strauss, A. L., & Corbinová, J. (1999). Základy kvalitativního výzkumu. Brno: Albert.
29. Sutphen, R. D., Ford, J. P., & Flaherty, Ch. (2010). Truancy intervention: A review of the research literature. Research on Social Work Practice, 20(2), 161-171. CrossRef
30. Svobodová, L. (2012). Skryté záškoláctví. Řízení školy: odborný měsíčník pro ředitele škol, 9(10), 27-29.
31. Svobodová, L. (2015). Proti skrytému záškoláctví nejsme bezbranní. Školní poradenství v praxi, 2(5), 12-14.
32. Švaříček, R., Šeďová, K., Janík, T., Kaščák, O., Miková, M., Nedbálková, K., … Zounek, J. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
33. Thornton, M., Darmody, M., & McCoy, S. (2013). Persistent absenteeism among Irish primary school pupils. Educational Review, 65(4), 488-501. CrossRef
34. Trhlíková, J. (2012). Předčasné odchody ze vzdělávání na středních školách. Kvalitativní analýza rozhovorů s experty a příklady dobrých praxí. Praha: NÚV. Dostupné z http://www.nuv.cz/uploads/Vzdelavani_a_TP/Predc_odch_rozh_dobre_praxe_pro_www.pdf
35. Wang, M.-T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148-160. CrossRef
„Už mě to tam nebavilo“ – absentérství žáků středních odborných škol v kontextu odpoutávání se od školy is licensed under a Creative Commons Attribution 4.0 International License.
157 x 230 mm
periodicity: 3 x per year
print price: 150 czk
ISSN: 1802-4637
E-ISSN: 2336-3177