Call for Papers: Upper secondary school graduation as a critical point in education
CALL FOR PAPERS: Special IssueUpper secondary school graduation as a critical point in educationEditors: Petr Novotný & Claudia Schuchart27:4, 2022
The Studia paedagogica journal is indexed in SCOPUS.
The upcoming thematic issue of the journal Studia paedagogica will focus on upper secondary education (ISCED 3) final examinations as an important part of the life courses and educational careers of young people. We consider it appropriate to deal with this topic. We ask the question “What are the consequences – at individual, institutional, and societal levels – of how the final examination is managed in various educational systems?”
The topic defined here opens a space for the application of various theoretical assumptions and for presentations of empirical research. The list provided here is certainly not exhaustive, but it may serve to inspire authors.
We are interested in how success or failure is initiated in the final exam. The causes of success or failure in upper secondary school are found in individual and family contexts (Quin, 2017). The causes can also be and increasingly are sought in the characteristics of the school and in teacher attitudes on a scale between academic optimism (Hoy, 2012) and academic futility (Van Houtte & Vantieghem, 2020).
We are also interested in the circumstances, functions, course, and completion of studies at the level of secondary general (ISCED 3A) and secondary vocational education (ISCED 3B), including the question of whether high-stakes testing policies affect student learning (Amrein & Berliner, 2002). The ideology behind the exam setup is a matter of discussion (Nylund, Rosvall, & Ledman, 2017). A comparative perspective may be applied.
The results of final exams, called variously maturita, matura, school-leaving exams, general certificate of secondary education, baccalaureate, etc., play an important role in the future study and life path of the graduate. In some education systems, graduation is a necessary condition for access to higher education. Failure to graduate presents a barrier to further study or work. Not completing secondary school often entails an increased risk of social exclusion for failing students and indicates a risk of not fitting into the labor market (Piopiunik, Schwerdt & Wößmann, 2014). In some countries, alternative pathways from non-academic school types to higher education are provided (Schuchart & Schimke, 2019). The effect of the metaphorically open or closed doors of the university may be examined.
Based on this brief overview, we offer the following examples of possible topics of the texts:
- Comparison of the functions of final examinations in education systems
- Decision-making on the entry into higher education and planning of the educational path of students
- Difficulty of graduation from upper secondary education as perceived by students, parents, and other actors
- Graduation from upper secondary education from the perspective of teachers
- Success and failure in the final exam and its interpretation
- The results of the final exam and the future educational path: continuity or discontinuity
- The results of the final exam and future careers, including economic effects for individuals and society
- Perception of graduation by educational policy actors
- The informative value of testing as the final stage of upper secondary education
This thematic issue will be published in English in December 2022. The deadline for submission of abstracts is December 31, 2021; the deadline for submission of full texts is April 30, 2022. Both abstracts and full texts are to be sent to the e-mail address firstname.lastname@example.org. Articles should be written in English and meet the requirements set out in the instructions for authors on the journal’s website. Manuscripts will be submitted to a peer-review process that will enable the editors to select papers for publication.
The editors of this issue are Petr Novotný (Masaryk University, Czech Republic) and Claudia Schuchart (University of Wuppertal, Germany). You can find more information at www.studiapaedagogica.cz.
Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18), 1-74.
Hoy, W. (2012). School characteristics that make a difference for the achievement of all students: A 40-year odyssey. Journal of Educational Administration, 50(1), 76-97.
Nylund, M., Rosvall, P., & Ledman, K. (2017). The vocational–academic divide in neoliberal upper secondary curricula: The Swedish case. Journal of Education Policy, 32(6), 788-808.
Piopiunik, M., Schwerdt, G., & Wößmann, L. (2014). Central school-leaving exams, signaling effects of grades and labor-market outcomes in Germany. [Zentrale Abschlussprüfungen, Signalwirkung von Abiturnoten und Arbeitsmarkterfolg in Deutschland] Zeitschrift Fur Erziehungswissenschaft, 17(1), 35-60.
Quin, D. (2017). Longitudinal and contextual associations between Teacher–Student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387.
Schuchart, C., & Schimke, B. (2019). Is it worth catching up on a higher school-leaving certificate? Alternative pathways to university entrance qualifications and their labour market returns. [Lohnt sich das Nachholen eines Schulabschlusses? Alternative Wege zur Hochschulreife und ihre Arbeitsmarkterträge] Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 71(2), 237-273.
Van Houtte, M., & Vantieghem, W. (2020). Do girls make boys study? Gender composition, gender role culture, and sense of futility in Flemish secondary schools. Youth and Society, 52(2), 229-250.