|
|
Pupils's transition to a lower secondary school after 5th and 4th grade
Urbanová, Hana ; Starý, Karel (advisor) ; Walterová, Eliška (referee)
The diploma thesis pursues a pupil's transition to a lower secondary school. The theoretical part describes the development of Czech primary and lower secondary school. It compares the compulsory education in European countries and describes a phenomenon of transition in view of its development in an international context during the past few decades. The empirical part explores main topics of pupil's transition to higher level of education. The research is based on the case study of the primary school with pupil's transition from the fourth grade and from the fifth grade. The research aim is to find out how the transition is viewed by the pupils and their teachers and to find out the reasons for an alternation of classic model of the transition in the fifth grade of primary school. It presents the advantages and disadvantages of this modification in a view of current pupils' development. The results show that neither pupils nor the teachers perceive any major differences in a timing of the transition. For all the pupils, with no regard to the model of the transition, the more important change is the entering to the sixth grade, which is connected with the change of the curriculum. The pupils transitioning according to a new model perceive the transition after the fourth grade as an advantage for...
|
|
|
Private supplementary tutoring phenomenon as a shadow education system in the Czech Republic
Šťastný, Vít ; Walterová, Eliška (advisor) ; Urbánek, Petr (referee) ; Knecht, Petr (referee)
The dissertation thesis deals with the shadow education phenomenon, which has yet not been explored in the Czech context. In the international literature, the term shadow education entails various forms and types of paid private supplementary tutoring. The dissertation provides a diagnostic-analytical inquiry on taking paid private tutoring lessons and preparatory courses for university entrance examinations by students of upper-secondary schools in programmes concluded with maturita examination in Prague and Moravian-Silesian Region. Its objectives are: 1) to describe the chosen types of private supplementary tutoring at upper secondary level of education concluded with maturita examination (scale, subjects, intensity, organisational forms, providers etc.), 2) to analyse the contextual factors underlying the demand for these types of private supplementary tutoring. The research employed multi-phase mixed-method research design with priority given to quantitative data. Three research methods were used: 1) quantitative content analysis of the internet mediated notice board for private tutoring lessons, 2) the quantitative questionnaire survey research of randomly chosen students studying in academic and technical track upper-secondary schools in Prague and Moravian-Silesian Region (n=1265), 3)...
|
|
|
CLIL Implementation Into Primary School Teaching
Vallin, Petra ; Spilková, Vladimíra (advisor) ; Walterová, Eliška (referee) ; Hanušová, Světlana (referee)
TITLE: CLIL Implementation Into Primary School Teaching AUTHOR: PhDr. Petra Vallin DEPARTMENT: Department of Primary School Education, Faculty of Education, Charles University SUPERVISOR: Prof. PhDr. Vladimíra Spilková, CSc. ABSTRACT: This thesis deals with the Content and Language Integrated Learning (CLIL) which the European Union finds as a useful tool for teaching foreign languages in the 21st century. The objective of the theoretical part is to clarify the concept of CLIL and compare different interpretations and models which appears in school practice. We also focus on meta-analysis of research studies that have been undertaken in this area since 2005. The theoretical part provides insight into the history of CLIL in selected European countries including the Czech Republic. The first part concludes with a chapter on theoretical concepts which CLIL refers to and which are essential for implementation of CLIL. The aim of the empirical part is to implement CLIL into primary school teaching and describe what changes this innovation brings into practice. The empirical part is based on action research methodology which enable our active participation in the project of CLIL implementation. The main findings concerns the changes of the communication in the CLIL classroom. The results also shows that CLIL...
|
|
|
Evaluation in European education systems
Müllner, Jaroslav ; Walterová, Eliška (advisor) ; Dytrt, Zdeněk (referee) ; Kovařovic, Jan (referee)
TITLE: Evaluation in European education systems AUTHOR: PaedDr. Jaroslav Müllner DEPARTMENT: Institute for Research and Development of Education SUPERVISOR: prof. PhDr. Eliška Walterová, CSc. ABSTRACT: Thesis deals with the term evaluation in education and its concept in comparative pedagogy. The goal is to describe the role and development of this category in context of global processes generating changes in education. Based on its analysis, general model of evaluation is created and general definition of evaluation in education is defined. Evaluation structures in education are analysed, analysis of particular evaluation structures in Czech educational system is conducted, and recommendations for their higher efficiency is defined. By comparative analysis of selected indicators from the source of EURYDICE, consequences between parameters of educational systems and evaluation systems and development trends in European countries are identified. It is illustrated on examples of four European educational systems (England and Wales, Saxony - Germany, France and Poland) and the Czech Republic. In conclusion, recommendations are defined for changes in the Czech evaluation system. KEYWORDS: Education - European education systems - evaluation of education - evaluation model - systems of external evaluation
|
|
|
Ninth grade primary school students in the town of Roudnice and their choice of the further course of education
Štubňová, Miroslava ; Greger, David (advisor) ; Walterová, Eliška (referee)
The aim of the thesis entitled Ninth grade primary school students in the town of Roudnice and their choice of the further course of education is to describe the factors that influence one's course of education, especially the choice of upper secondary educational institutions they decide to study, and empirically map this issue within the town of Roudnice. The theoretical part is divided into chapters according to factors that significantly influence students' choice of educational institutions during the ninth year of primary school. These factors are following: socio-economic background, family and gender, as well as psychological and developmental aspects of adolescence, during which the choice of a secondary school tends to be realized. These categories are then introduced through Czech and foreign researches. We also look at the transition between the lower and upper secondary education in terms of legislation and career counselling. The main part of the thesis is the empirical part, which includes a detailed description of our quantitative research and data analysis. The aim of the research is to map the decision making process in relation to the choice of the further course of education by Roudnice ninth grade students, or more specifically (1) what the most common characteristics of schools...
|
|
|
Rolle of the teacher in German all-day school
Čapková, Jana ; Walterová, Eliška (advisor) ; Urbánek, Petr (referee) ; Hendl, Jan (referee)
PAVLÍKOVÁ, J. The Rolle of the teachen in German all-day school. Praha: Faculty of Education, Charles University in Prague, 2011. 198 pp. Doctoral Thesis. The doctoral thesis examines the role of the teacher in German all-day school, as a specific educational institution with many representative features. The theoretical part describes the context of the role of the teacher in the German all-day school. It is defined all-day school in Germany and described its characteristics. The doctoral thesis briefly outlines the history of all-day school in Germany as well as current history in each of the German lands. The theoretical part further defines social role, role of teachers and summarizes current knowledge on the profession of teacher in the German all-day school. The empirical part tackles the qusetion of the role of the teacher in the German all-day school, its characteristics and the context in which it takes place. The research is carried out qualitative strategies, using grounded theory. A concrete result of the research is grounded substantive theory of the role of teachers in the German all-day school. It is also compared with existing theories of the role of teachers. Keywords: role of teachers, German all-day school, grounded theory.
|
|
|
Bilingual schools and European projects
Pávková, Karolína ; Váňová, Miroslava (advisor) ; Walterová, Eliška (referee) ; Rýdl K., (referee)
The theme of this dissertation thesis is the relation of bilingual education and educational projects aimed at European issues. The research part was conducted at bilingual upper secondary schools in the Czech Republic, Germany and Great Britain (Wales). In the thesis the themes such as European politics, intercultural dialogue, international peace, human rights, humanitarian aid and language education are primarily included into European issues. The empirical research was deliberately realized at bilingual schools, where the instruction is delivered throught the medium of two languages. With regard to this fact a frequent participation at educational projects with European focus (European projects) was anticipated at these schools. European projects are often interconnected with the laguage studies. In recent years education projects have been an important part of the curriculum in Czech, German and British environment and they play a vital role in education context. The projects enrich the bilingual instruction from both methodical and content perspective and enable launching cooperation between schools and other partner institutions. Bilingual education has lately been supported by international educational strategies aimed at cultural biodiversity and multilingualism. In European Union The...
|
|
|
Factors affecting primary school choice
Skalová, Dana ; Walterová, Eliška (advisor) ; Greger, David (referee)
The thesis deals with the choice of basic school. Its aim is to find which factors affect school choice when entering first class and which factors are most important for the parents. It also focuses on parents' views, ideas and demands and on the information parents have about this issue. To fulfil these objectives the thesis uses the method of a semi-structured interviews and questionnaires. The survey was conducted in five phases which were mapping the process of school choice from different perspectives.
|
|
|
Extra-class activities as a support to the school educational programme
Horáková, Nina ; Walterová, Eliška (advisor) ; Bendl, Stanislav (referee)
TITLE: Extra-curricular activities as a support to the School educational programmes SUMMARY: The diploma thesis deals with the theme of extra-curricular activities and their supporting the curricular documents. The objectives of this thesis are to describe how extra-curricular activities support the School Education Programmes and the acquisition of the cross-curricular subjects after class. To meet these objectives the author applies triangulation of qualitative methods with the grounded theory design. The benefits of this thesis lie in pointing out the fact that leisure time activities can support the acqusition of the cross curricular subjects in schools and the provision of further findings about the possibilities of extra-curricular activities within the frame of the School Education Programmes.
|
|
|
"European Identity" of a Teacher
Gröschlová, Andrea ; Walterová, Eliška (advisor) ; Chvál, Martin (referee) ; Janík, Tomáš (referee)
This work attempts to identify and analyse factors that have an effect on the identification of teachers with Europe: "European identity" of a teacher is being argued. We widely discuss actual meaning of the term "Europe" and seek an empirical approach to the "European identity" research. Correctness of the "European identity" of a teacher is not put to test; actual issue of the teacher's profession is being discussed instead. The structure of this work consists of three chapters. First of all some basic assumptions for the work need to be posted: we discuss such terms as "globalisation", "knowledge society", "educational aims" and context of "European dimension of education". The second chapter presents three interrelated parts. They are focused on the meaning of theme "teacher as a subject of research", "identity as a subject of research" and "Europe as a subject of research" . We conclude with the own meaning of the "European identity" of a teacher in the end of the second chapter. Empirical approach throughout the rest of the work is based on this conclusion. The methodological approach is derived from the character of the postulated hypothesis. We compare two independent samples. Two samples being a) teachers (teachers of basic and secondary schools in Prague) and b) random population. Based on the...
|
guest ::
