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Influence of specific learning disorders on self-confidence and self-appreciation of eighth and ninth classes elementary school pupils
Nohejlová, Jindřiška ; Strnadová, Iva (advisor) ; Strnadová, Iva (referee)
This thesis was focused on pupils of eighth and ninth classes of elementary school. The influence of specific learning disorders on pupils'self-esteem and self-confidence was investigated and subsequently the influence of specific learning disorders on their choice of grammar school. To achieve the thesis aims, the auther used the mixed method approach. One hundred and thirty-four persons (pupils with specific learning disorders, their parents and upper elementary school teachers) participated in this research. Some data obtained by non- standardized methods were confronted with outputs from standardized methods. Research investigation revealed feelings and experience of pupils with specific learning disorders. The possibility of additional research was outlined. The low awareness of non-professional community about possibilities of study of pupils with specific learning disorders at grammar schools was found as well as very weak awareness of the upper elementary school teachers in Kralovehradecko about appropriate legislative provisions concerning pupils with specific learning disorders interested in study at grammar schools.
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Teachers and their possibilities of building pupils' self-realization
Kulková, Markéta ; Krykorková, Hana (advisor) ; Sedláčková, Daniela (referee)
This thesis entitled "Teachers and their possibilities of building pupils' self- realization" is both, theoretical and empirical. Its objective is to map the problems of pupils' self-realization in school environment. It pays close attention to the self-realization of pupils and the possibilities of its shaping by people participating on the educational process. The thesis attempts to define the likely causes of pupils' failure to succeed and do well at school. It also provides possible solutions which might help shape pupils' personality and build their self-realization. The solutions might be of great use to teachers in their classes. The objective of the empirical part in the first place is to analyze the connection between pupils' self- realization, teachers' assessment of pupils' self-realization and pupils' attainment. Key words: selfhood, personality, self-realization, teacher, pupil, school success and failure, self-esteem, self-assessment, pedagogical and psychological diagnostics, pupils' (school) self- realization level, attainment
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