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Burnout syndrome in primary school teachers in terms of pupil heterogeneity
Ambrožová, Markéta ; Špačková, Klára (advisor) ; Kučerová, Olga (referee)
This Diploma thesis is a follow-up to an earlier published and in English written study (Ptáček et al. 2019) dealing with the issues of burn out syndrome and work stressors among teachers teaching children from 6 to 15 years. Primarily, it focuses on the issue of students with support needs in connection with the origins of burn-out syndrome at primary school teachers (teaching pupils aged 6-11). Theoretical part deals with the burn-out syndrome in teaching profession, it determines its factors, displays and phases, acquaints with various methods and scales of measurement. It gives a definition of students with support needs, depicts possibilities of work with them and emphasizes the demanding character of teaching profession. The practical part explores the influence of heterogeneity of learners (age, gender, support needs) over burn-out syndrome in teaching profession, with respect to gender and age. The research proved that the possibility of teachers burn-out syndrome progresses with the increasing number of students with support need, but it didn't show the close connection between it and the number of learners in the class.
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Foreign language aptitude of pupils with learning disabilities at the beginning of the foreign language acquisition at the elementary school
Špačková, Klára
The dissertation is dealing with the issue of foreign language aptitude and foreign language abilities of pupils with learning disabilities at the beginning of the foreign language acquisition. The first part of the work describes general theories of the foreign language acquisition and introduces the current trends in education of pupils with learning disabilities in the process of foreign language learning. The second part of the work describes the research, which aim was to investigate the quality and the devlepoment of the foreing language aptitude of the pupils with learning disabilities during the first year of foreign language study at the elementary school. Foreign language aptitude and foreign language abilities were compared with foreign language achievement and with native language and reading skills. Key words: foreign language aptitude, foreign language abilities, phonological skills, specific learning disabilities, components of language
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Text comprehension in primary school students in term of oral reading and listening comprehension
Kubíková, Adéla ; Špačková, Klára (referee)
The presented rigorous thesis is based on my diploma thesis that aimed to map the levels of comprehension of the narrative text for students of the fourth grade of elementary school. The thesis deals with the comprehension of the text in terms of listening and oral reading. The rigorous thesis is traditionally divided into a theoretical and empirical part. The first part of the thesis presents the theoretical background of research issues of understanding the read and listened text with a focus on comparing these skills from the perspective of Czech and foreign studies. Attention is also focused on the text properties affecting reading comprehension, as well as the diagnostics of reading and assumptions that are reflected in the reader's understanding. The focus of this thesis is its empirical part, which compares the conclusions of its own research with the results of the three-year research project GAČR - Reading comprehension - typical development and its risk. The rigorous work responds to the conclusions of the above-mentioned research project, which came to different conclusions than international research studies. The main goal of the presented thesis is to clarify the cause of this difference. One of the considered factors is the different level of the comprehension texts. The research...
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Psychosocial Aspects of Dyslexia Among Prison Inmates in the Czech Republic
Kejřová, Kateřina ; Morávková Krejčová, Lenka (advisor) ; Boukalová, Hedvika (referee) ; Špačková, Klára (referee)
The study focuses on psychosocial aspects of prisoners with dyslexia in the Czech Republic. The target group is compared with respondents from noncriminal population with dyslexia, and respondents from prison and also noncriminal population without dyslexic difficulties. Research sample comprised of 200 respondents (50 respondents per each group) in the age range from 20 to 64 years. Data were collected via Raven's standard progressive matrices, assessment battery on specific learning disabilities, personal history questionnaire, self-efficacy scale and personality questionnaire (SPARO). The results show the following protective aspects in the development of children with dyslexia - higher educational level, better grades in school in subjects such as Foreign language, Mathemathics, Physics and Behavior, lower number of siblings, higher number of close persons and help from them, family cultural capital (level of education of mother and father), higher self-efficacy, a feeling of importance to others, greater level od satisfaction with their life, early diagnosis of hyperactivity and results of personality questionnaire SPARO (mean adjusting variability; and moderate frustration and target directionality). Some aspects were interpreted as neutral, and some factors show no inter-group difference....
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Student with Autism Spectrum Disorder in Mainstream School - case study of the students in elementary school and 8 year grammar school
Ďurišová, Lenka ; Sotáková, Hana (advisor) ; Špačková, Klára (referee)
The topic of this thesis is "Pupil with Autism Spectrum Disorder in a Mainstream School - Case Study of a Pupil in Elementary School and Secondary School". The first, theoretical, part of the thesis deals with autism spectrum disorders (ASD) and diagnostics; it will also address current legislative changes of the educational system in the Czech Republic as well as the counseling system, school counseling centers, and school counseling facilities. The second, practical, part will deal with the process of educating pupils with ASD in mainstream elementary schools and secondary schools. The aim of my research was to determine how pupils with ASD were able to integrate into a standard primary school and secondary. I focused on approaches and methods used in the educational process, especially on structured learning, as well as on the teachers' readiness to integrate pupils with special educational needs. The research was conducted in České Budějovice, at the J. Š. Baar Elementary School and Kindergarten, and at the J. V. Jirsík Gymnasium. I used the observation method, interviews with the legal representatives of both pupils, teachers and teachers' assistants, and direct work with autistic pupils; I also had the opportunity to teach the pupil at the gymnasium during my teaching practice as part of my...
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The early literacy development and its variability in children at risk of dyslexia: The prediction models of literacy deficits.
Medřická, Tereza ; Kucharská, Anna (advisor) ; Špačková, Klára (referee) ; Bytešníková, Ilona (referee)
In the context of both projects Enhancing literacy development in European languages, work package 2 and The early literacy development and its variability in children at risk of specific learning disabilities, we monitored child development of literacy in preschool age and during the first years of school attendance in a four-stage process. The research group (n = 76) compound of typically developing children (BV = 37), children with the family risk of dyslexia (RR = 22) and children with specific language impairment (NVŘ = 17). We evaluated development of phonemic/phonological, lexical/semantic and morphological/syntactic skills, preliteracy skills and early literacy skills. The last fifth test stage included the assessment of literacy development in 3rd graders. First, a group of children with literacy deficits (n = 9) was identified via the latent profile analysis method. Subsequently, four predictive models of literacy deficits for each stage were created by means of lasso or L-1 penalized regression method. Predictive models follows the trend that until literacy skills are fully automatized (preschool age and the 1st grade), phonemic and phonological skills predominate, but later - after the formal learning to read and write proceeds - early literacy skills are becoming more and more...
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The level of basic reading and writing skills of bilingual primary school children
Tyburcová, Tereza ; Špačková, Klára (advisor) ; Kacafírková, Petra (referee)
Basic reading skills in Czech language, bilingual primary school children This thesis focuses on reading issues in Czech language in bilingual school age children born and taught in Czech environment. The main aim is to map there reading and writing skills in Czech language of bilingual children who live and study at the primary school with one or both parents from foreign country. The theoretical part defines the different types of bilingualism. It introduces the current state of knowledge about its advantages and disadvantages define the specifics of our language and education system focusing on the problems of foreigners and bilingual children. The practical part presents a research study in which the author compares the performance of monolingual and bilingual children in test mapping a level of the basic reading and writing skills in Czech language. There were used tests such as test of reading with comprehension, reading of pseudowords, writing a dictation, and test of reading literacy with expert text. KEYWORDS bilingualism monolingvism children of aliens school children primary school Czech language reading writing reading skills information retrieval comparative methods
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The process of acquiring written language in the pre - school age (case study)
Chalupová, Veronika ; Viktorová, Ida (advisor) ; Špačková, Klára (referee)
During the long-term observation of the child in his pre-school age, I tried to look closer at the way a child enters the world of written culture. Inspired by E. Ferreiro's approach, I focused on the child himself and his own activities with written language related. The empirical part consists of the specific case study of the process of acquiring written language in pre-school age period, where I present my observations. I subsequently analyze the observations and child's spontaneous as well evoked writtings and placet hem in the theoretical framework. The results of the study show there is the need for more attention to be paid to the process of acquiring of written language in pre-school age. Especially in the context of effective teaching reading and writing
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Text comprehension in primary school students - oral reading vs listening comprehension
Kubíková, Adéla ; Špačková, Klára (advisor) ; Kucharská, Anna (referee)
The main aim of the thesis are the mapping the level of understanding narrative text for student of fifth grade primary school with the typical development of reading skills. The thesis deal with the relationship between listening comprehension and reading comprehension. The thesis is traditionally divided into a theoretical and empirical part. The first part of the thesis prestnts the theoretical background research problems of comprehension the text. Attention is focused mainly on the domain of listening comprehension and reading comprehension, including a summary of the current state of knowledge about the relationship between both skills in foreign and Czech studies, as well as the diagnostics of reading and prerequisites that are reflected on the comprehensions the text. In the practical part are conclusions expected on its own research, which was attended by 40 students taught by the analytic-synthetic metod of reading, are compared with the results of the three year research project GAČR - Reading complrehension - typical development and its risks, where attended 59 students of fifth grade primary school taught by the same reading method. In addition to comprehension level will be monitored by level of basic language skills.
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