Jana Obrovská
Biographic Data
| ID | 4429178 |
|---|---|
| NAME | Jana Obrovská |
| GIVEN NAMES | Jana |
| FAMILY NAME | Obrovská |
| SIGNATURE | OBROVSKÁ J |
| AFFILIATIONS | Masaryk University |
| ORCID | 0000-0001-8705-341X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teachers' inclusive core practices and all students’ perspectives
Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants…
Achievement vs. engagement
Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post‐Covid‐19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, l…
Revisiting Ukrainian refugees struggling to integrate into Czech school social networks
This study explores the social integration of Ukrainian refugee students in Czech schools, focusing on peer network dynamics in classrooms with a significant proportion of ethnic minority students. We employ longitudinal social network analysis combined with qualitative insights to investigate the evolution of friendship and exclusion ties among 266 students (ages 11–15, 45.11% girls, 21.05% Ukrainian) in 12 classrooms across two time points duri…
Teaching strategies for engaging socially disadvantaged students in the classroom
Modelling individuality but advising universality
Student diversity in the classroom represents a significant professional challenge for pre-service teachers. The goal of this study is to explore how mentor teachers support pre-service teachers in addressing student diversity during their practicum. Eight pre-service teachers and their six mentor teachers were participants in a multi-sited ethnographic study conducted in the Czech Republic. Data collection took place at lower secondary schools a…
Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity
This multi-sited ethnographic study explores how pre-service teachers (PSTs) address pupil diversity during their practicum at lower secondary schools and how this is facilitated by their participation in university courses. This investigation’s focus on diversity is grounded in the concept of differentiated instruction. We found out that university teaching contributes to PSTs having a positive approach towards pupil diversity and that in their …
“The schools try, but…”
After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest inf…
Predictors of educational aspirations of Roma mothers in Czech Republic, Greece, and Portugal
Roma communities are a disadvantaged minority in Europe which is particularly underrepresented in social and educational research. This study aimed to investigate the predictors of Roma mothers’ educational aspirations for their children in the Czech Republic, Greece, and Portugal. Participants included 461 mothers with a Roma background (135 from the Czech Republic, 130 from Greece, and 196 from Portugal), with a child between 3 to 6 ( n = 181) …
The Whole Class First and Individuals Second? The Ethnography of Pre-Service Teachers' Learning to Address Student Diversity during Their Practicum
Social inequalities can be reproduced or levelled through education.Czech schools tend to increase social inequalities, which is why discussion has increasingly turned to approaches that address the individual educational needs of every student.Such approaches include the concept of differentiated instruction.However, differentiation in teaching can be a professional challenge, especially for pre-service teachers, who during their practicum in lo…
Resilience capacity and supportive factors of compulsory education in ethnic minority families
This mixed methods study from 2017 to 2018 documents the living conditions and Czech Roma mothers’ experiences of the education system. Based on a comparative analysis of quantitative survey data and in-depth biographical interviews, we focus on the mothers’ reflections of macro, meso and microsystem level primary education conditions and experiences. We especially draw upon racially/ethnically framed oppression and its interrelation with modes o…
Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school
Classrooms in Czechia are changing. What used to be a relatively ethnically homogeneous environment changed after 1989 and became much more diverse. How are children, both of Czech, as well as migrant origin, coping? What strategies do they use to negotiate their everyday lives in the classroom? We conducted an ethnographic study in two classes of one multicultural Czech elementary school and used an inductive analytical strategy. While the fifth…
Cool Kids, Rappers and Drop-Outs
This article focuses on the dynamics of ethnicity in the desegregated classroom. The author examines the role of ethnicity in peer culture and finds that it is usually mediated and intersects with other categories (gender, age) and social identities of students (e.g. the friend identity). She also seeks to determine in what contexts and what directions these intersections occur and what kind of integrative or exclusionary effects ethnicity has in…
We treat them all the same, but…’. Disappearing ethnic homogeneity in Czech classrooms and teachers’ responses
This article argues that the Czech education system is structured to operate in an ethnically homogeneous society. Although the Czech Republic is becoming increasingly heterogeneous, teachers deploy discursive practices of ‛sameness despite difference’ that obscure such growing diversity. This article is grounded in the historical context of migration to and from the Czech Republic and based on ethnographic research in several ethnically-mixed cl…
Predictors of educational aspirations of Roma mothers in Czech Republic, Greece, and Portugal
Roma communities are a disadvantaged minority in Europe which is particularly underrepresented in social and educational research. This study aimed to investigate the predictors of Roma mothers’ educational aspirations for their children in the Czech Republic, Greece, and Portugal. Participants included 461 mothers with a Roma background (135 from the Czech Republic, 130 from Greece, and 196 from Portugal), with a child between 3 to 6 ( n = 181) …
Teachers' inclusive core practices and all students’ perspectives
Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants…
Revisiting Ukrainian refugees struggling to integrate into Czech school social networks
This study explores the social integration of Ukrainian refugee students in Czech schools, focusing on peer network dynamics in classrooms with a significant proportion of ethnic minority students. We employ longitudinal social network analysis combined with qualitative insights to investigate the evolution of friendship and exclusion ties among 266 students (ages 11–15, 45.11% girls, 21.05% Ukrainian) in 12 classrooms across two time points duri…
Resilience capacity and supportive factors of compulsory education in ethnic minority families
This mixed methods study from 2017 to 2018 documents the living conditions and Czech Roma mothers’ experiences of the education system. Based on a comparative analysis of quantitative survey data and in-depth biographical interviews, we focus on the mothers’ reflections of macro, meso and microsystem level primary education conditions and experiences. We especially draw upon racially/ethnically framed oppression and its interrelation with modes o…
Cool Kids, Rappers and Drop-Outs
This article focuses on the dynamics of ethnicity in the desegregated classroom. The author examines the role of ethnicity in peer culture and finds that it is usually mediated and intersects with other categories (gender, age) and social identities of students (e.g. the friend identity). She also seeks to determine in what contexts and what directions these intersections occur and what kind of integrative or exclusionary effects ethnicity has in…
We treat them all the same, but…’. Disappearing ethnic homogeneity in Czech classrooms and teachers’ responses
This article argues that the Czech education system is structured to operate in an ethnically homogeneous society. Although the Czech Republic is becoming increasingly heterogeneous, teachers deploy discursive practices of ‛sameness despite difference’ that obscure such growing diversity. This article is grounded in the historical context of migration to and from the Czech Republic and based on ethnographic research in several ethnically-mixed cl…
Cool Kids, Rappers and Drop-Outs
This article focuses on the dynamics of ethnicity in the desegregated classroom. The author examines the role of ethnicity in peer culture and finds that it is usually mediated and intersects with other categories (gender, age) and social identities of students (e.g. the friend identity). She also seeks to determine in what contexts and what directions these intersections occur and what kind of integrative or exclusionary effects ethnicity has in…
Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school
Classrooms in Czechia are changing. What used to be a relatively ethnically homogeneous environment changed after 1989 and became much more diverse. How are children, both of Czech, as well as migrant origin, coping? What strategies do they use to negotiate their everyday lives in the classroom? We conducted an ethnographic study in two classes of one multicultural Czech elementary school and used an inductive analytical strategy. While the fifth…
Resilience capacity and supportive factors of compulsory education in ethnic minority families
This mixed methods study from 2017 to 2018 documents the living conditions and Czech Roma mothers’ experiences of the education system. Based on a comparative analysis of quantitative survey data and in-depth biographical interviews, we focus on the mothers’ reflections of macro, meso and microsystem level primary education conditions and experiences. We especially draw upon racially/ethnically framed oppression and its interrelation with modes o…
Predictors of educational aspirations of Roma mothers in Czech Republic, Greece, and Portugal
Roma communities are a disadvantaged minority in Europe which is particularly underrepresented in social and educational research. This study aimed to investigate the predictors of Roma mothers’ educational aspirations for their children in the Czech Republic, Greece, and Portugal. Participants included 461 mothers with a Roma background (135 from the Czech Republic, 130 from Greece, and 196 from Portugal), with a child between 3 to 6 ( n = 181) …
The Whole Class First and Individuals Second? The Ethnography of Pre-Service Teachers' Learning to Address Student Diversity during Their Practicum
Social inequalities can be reproduced or levelled through education.Czech schools tend to increase social inequalities, which is why discussion has increasingly turned to approaches that address the individual educational needs of every student.Such approaches include the concept of differentiated instruction.However, differentiation in teaching can be a professional challenge, especially for pre-service teachers, who during their practicum in lo…
Modelling individuality but advising universality
Student diversity in the classroom represents a significant professional challenge for pre-service teachers. The goal of this study is to explore how mentor teachers support pre-service teachers in addressing student diversity during their practicum. Eight pre-service teachers and their six mentor teachers were participants in a multi-sited ethnographic study conducted in the Czech Republic. Data collection took place at lower secondary schools a…
Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity
This multi-sited ethnographic study explores how pre-service teachers (PSTs) address pupil diversity during their practicum at lower secondary schools and how this is facilitated by their participation in university courses. This investigation’s focus on diversity is grounded in the concept of differentiated instruction. We found out that university teaching contributes to PSTs having a positive approach towards pupil diversity and that in their …
“The schools try, but…”
After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest inf…
Teachers' inclusive core practices and all students’ perspectives
Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants…
Achievement vs. engagement
Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post‐Covid‐19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, l…
Revisiting Ukrainian refugees struggling to integrate into Czech school social networks
This study explores the social integration of Ukrainian refugee students in Czech schools, focusing on peer network dynamics in classrooms with a significant proportion of ethnic minority students. We employ longitudinal social network analysis combined with qualitative insights to investigate the evolution of friendship and exclusion ties among 266 students (ages 11–15, 45.11% girls, 21.05% Ukrainian) in 12 classrooms across two time points duri…
Teaching strategies for engaging socially disadvantaged students in the classroom
Psychology (12 works) · Sociology (12 works) · Pedagogy (10 works) · Political science (7 works) · Ethnography (6 works) · Mathematics education (6 works) · Czech (5 works) · Ethnic group (5 works) · Educator Training and Historical Pedagogy (4 works) · Gender Studies (4 works)