National Repository of Grey Literature 30 records found  1 - 10nextend  jump to record: Search took 0.00 seconds. 
School Readiness: Beliefs about Preparing Children for Transition from Pre-primary to Primary Education in China
Cui, Shujing ; Greger, David (advisor) ; Straková, Jana (referee) ; Tesar, Marek (referee)
A smooth transition to primary school is positively related to children's later school experience. Continuity among family, Early Childhood Education and Care, and primary school is conducive to successful transition to school. Certain parental school- readiness beliefs and parenting styles, among other factors, contribute to the smoothness of this transition. Therefore, this study compared the school readiness beliefs among Chinese parents, kindergarten teachers and first grade teachers, based on samples drawn from Chongqing, China. 1204 Chinese parents, 245 kindergarten teachers and 133 primary school teachers participated in the current study. Using multi- group confirmatory factor analysis for checking the measurement invariance, this study revealed that kindergarten teachers valued social-emotional competence more than parents. And kindergarten teachers rated items about social-emotional competence significantly higher than primary school teachers did. Besides, this study adopted latent profile analysis to examine the patterns of Chinese parents' school-readiness beliefs. Three profiles were identified: (1) very strong overall emphasis and slightly less academic-oriented; (2) moderate overall emphasis and less academic-oriented; (3) no emphasis and more academic-oriented. Higher socioeconomic...
Measuring value-added in education
Potužníková, Eva ; Greger, David (advisor) ; Veselý, Arnošt (referee) ; Ježek, Stanislav (referee)
Value-added measurement is a general term for a variety of approaches that assess school effectiveness based on their students' learning progress. In the context of growing interest in monitoring educational achievement, value-added is gaining importance as a fairer measure of school contribution to student learning. The aim of this work is to give an overview of main approaches to value-added measurement and to prove their applicability in the Czech education system. Value-added is measured by statistical models that rely on the method of linear regression but vary in how they model the school effects and which independent variables they use. Value-added scores estimated by nine different models are compared in the empirical part of this work. The study uses data of 3016 students from 141 basic schools assessed in grades 4 and 6 in the Czech Longitudinal Study in Education (CloSE). Value-added estimates differ from average raw test scores and from effectivity estimates obtained from models that account for the students' socio-demographic characteristics but not for their prior test achievement. School effects obtained from different value-added models are highly correlated, but simple regression models classify more schools into groups with above-average or below-average value-added. Simple...
How Pupils and Their Parents Evaluate its Transfer to Multi-year Gymnasium?
Slanařová, Jana ; Greger, David (advisor) ; Straková, Jana (referee)
The multi-year gymnasium is a part of the Czech educational system for the long time. Those gymnasiums are one of the most discussed institutions in terms of usefulness. Various studies are made in dependence on that trying to find reasons for choosing multi-year gymnasiums (as thesis "Why Do Primary School Children Choose Multi-year Gymnasiums?", which preceded this work). The aim of this diploma thesis is already the next step: figuring out, if gymnasium met pupils' expectations, and also to receive feedback and evaluation of their parents. It focuses on pupils' academic self-concept, on problems associated with transfer to multi-year gymnasium and on positives, which the pupils would not probably meet at elementary school with. Powered by TCPDF (www.tcpdf.org)
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.
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...
Extent and Cause of Private Tutoring at Primary Schools
Höschlová, Marie ; Stará, Jana (advisor) ; Greger, David (referee)
The goal of this thesis is to outline the situation of private supplementary tutoring in the first years of primary school in the Czech Republic, as this topic has not been investigated properly so far. A questionnaire for young pupil's parents was chosen as an appropriate method to collect the data needed. Although the research sample was not large, the research has brought valuable information about the children who have supplementary tutoring, about the reasons they (their parents) have for it, and also the tutors chosen to teach the pupils. The thesis builds on foreign sources and compares the situation in the Czech Republic with the situation in other countries in the world. Despite its limited extent this work could be used as a first groundwork for subsequent more extensive research in this field.
How do school principals assign teachers to classes?
Boušková, Monika ; Greger, David (advisor) ; Starý, Karel (referee)
The education system in the Czech Republic allows sorting pupils according to their abilities in the first and second level of primary school. Teachers are therefore placed to pupils in selective or non-selective classes and groups by headmasters and management of primary schools. This thesis deals with the placing of teachers to classes by headmasters and management in primary schools and aims to determine by what way and according to which criteria teachers are placed to different types of classes. The research in this thesis is supported by studies, which deal with the quality of teacher and differential education since the 60th of the 20th century. The theoretical part of the thesis focuses on the definition of terms related to differential education and studies how teachers and the teaching are viewed. The empirical part describes the research methodology of qualitative research which objective is to discover how the headmasters or management place teachers to classes, in addition what criteria are decisive for them and how they define qualities of the placed teachers. Key words: External differentiation, internal differentiation, quality of teacher, teaching approaches selective primary school, the sorting of students, abilities, Principal, the placing of teachers, selective classes,...
Teaching styles of lower-secondary and higher-secondary school teachers of the English language
Harazimová, Kateřina ; Starý, Karel (advisor) ; Greger, David (referee)
This thesis deals primarily with teaching styles - a topic that has not been greatly discussed in Czech pedagogical literature so far. Based on both Czech and foreign sources, this paper identifies and describes in detail various aspects of teaching styles and presents several approaches to study them. Moreover, it puts the above-mentioned topic in a context of other related concepts, such as teaching method, teachers' beliefs etc. It provides an overview of several teaching styles typologies designed by mostly American authors. The empirical part introduces an original research based on both quantitative and qualitative approach. It presents a detailed study of six selected teachers of the English language and based on their responses identifies certain aspects of different teaching styles. The thesis also reveals some of their views and opinions of their profession.
How does the school management assign teachers to classrooms at selective elementary schools?
Kadrnožková, Monika ; Greger, David (advisor) ; Starý, Karel (referee) ; Kasíková, Hana (referee)
The dissertation deals with the topic of how the school management of Czech primary schools assign teachers to classrooms. The aim of the thesis was to define the system of assigning teachers to classrooms at schools applying pupils' differentiation and to clarify which criteria the school management follows in the assignment of teachers to the classrooms. The theoretical part was based on both domestic and foreign sources dealing with the concept of differentiation of pupils in primary education and with the choice of assignment of teachers to classrooms. Differentiation of pupils was presented in terms of the positive effects of effective education of similarly competent pupils and in terms of the view that differentiation supports the unequal distribution of pupils in classes and the subsequent recruitment of teachers applying different demands and curriculum. In addition, a model of pupils' differentiation and models of assignment of teachers to classrooms were presented, and also the theoretical model of teacher's knowledge was introduced, which was further used in the empirical part for the determination of the criteria for assigning teachers to classrooms. The aim of the empirical part was to describe the real way of assigning teachers to classrooms by the school management in five...
Teachers' approach to socially disadvantaged children
Volfová, Lenka ; Greger, David (advisor) ; Kubišová, Zuzana (referee)
The aim of this thesis is to comprehensively describe the opinions of teachers regarding education of socially disadvantaged children. In order to achieve this aim a questionnaire survey was carried out among teachers of preparatory classes, first and fourth grades. The questions covered four areas: general readiness of schools for education socially disadvantaged pupils, educational training and level of competence, teaching practice and the relationship to the family of the pupil. The research was based on a theoretical framework that describes the current situation and possible changes concerning the education of children from socially deprived groups. The range of sample together with the variety of the sample, which corresponds to the population of teachers, it allowed us to generalize the data. This research provides new empirical evidence of teachers' opinions about the issues of education of socially disadvantaged children from as well as the basis for the implementation of such measures that can aid the relationship between teacher and pupil from socially deprived groups.

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