Stručni rad
https://doi.org/10.21857/y26kec3no9
The (Non-) Success of Romany and Croatian Students in Mixed Classes
Goran Lapat
orcid.org/0000-0002-7548-3145
; Učiteljski fakultet Sveučilišta u Zagrebu – Odsjek u Čakovcu, Čakovec, Hrvatska
Jelena Gornik
; Osnovna škola Kuršanec, Čakovec, Hrvatska
Sažetak
Marking is a very complex process and a tool for assessing a student’s knowledge. In order for the marks to be genuine indicators of student knowledge, teachers ought to take into consideration all the factors exercising an impact on students during the teaching process. Marks are objective and real when reached on the basis of knowledge evaluation and checking by using various methods. The data have shown that the number of Romany students enrolled in primary schools has increased. Nevertheless, the trend of their leaving primary school at the age of 15 is still significant. Deprived life environment, lack of elementary learning conditions, lack of support from parents and the wider community, low level of acknowledgement of education, and lack of knowledge of the teaching language are the reasons for the achievement of Romany students in primary education not equalling the results achieved by other students.
The authors have researched whether Romany students and Croatian students achieve the same results on a sample of eighth-grade students in seven primary schools in the County of Međimurje. The research has shown that Romany students achieve considerably worse results than Croatian students in a mixed class. The reason lies not in the quality of teaching or the teachers, but rather in the environment these students originate from; it is therefore necessary to elevate the level of education of their parents, as well as their awareness of the importance of education as a prerequisite for achieving a higher level of life quality.
Ključne riječi
marking; evaluation; Romany students; Croatian students
Hrčak ID:
208013
URI
Datum izdavanja:
22.10.2018.
Posjeta: 1.836 *