Příležitosti k učení: odlišná/různá pojetí konceptu a jeho výzkumné využití
| Title in English | Opportunities to learn: Different/various conceptualisation and a review of research approaches |
|---|---|
| Authors | |
| Year of publication | 2014 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogická orientace |
| MU Faculty or unit | |
| Citation | |
| Web | http://www.ped.muni.cz/pedor/archiv/2014/PedOr14_2_p163_Prilezitosti_Knecht.pdf |
| Doi | http://dx.doi.org/10.5817/PedOr2014-2-163 |
| Field | Pedagogy and education |
| Keywords | opportunity to learn; opportunities to learn; OTL; learning opportunity; educational opportunity; curriculum; instruction |
| Attached files | |
| Description | The aim of this review study is (a) to define the concept of opportunities to learn (OTL) as a theoretical category, (b) to present selected research tools that are most commonly used for investigating opportunities, and (c) to compare differences in defining and using opportunities to learn as a theoretical category in the Czech Republic and in the U.S., where the concept originated. In the first part of the study, a specific historical development of defining opportunities to learn is presented. Initially, the opportunities to learn were viewed as a theoretical category comprising the coherence between content of teaching and content requirements of (standardized) tests or curricula. Later, the scope of opportunities to learn expanded towards examining school-dependent variables and school-independent variables related to school performance of students. In the second part of the study opportunities to learn are operationalised, including examples of methods and techniques used for their investigation. On an example of selected research, the study shows that the concept of opportunities to learn in the U.S. primarily covers complex research-based analyses of the relationship between teaching and learning. This contrasts with the use of opportunities to learn as a theoretical concept in the Czech Republic, where opportunities to learn mainly represent a theoretical basis for conducting microanalyses of teaching. |
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