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School Counselling Centres - reality and expectations
Chrtková, Monika ; Kucharská, Anna (advisor) ; Kučerová, Olga (referee)
The thesis deals with the profession of school psychologist. We are wondering if there are any reasons that prevent or encourage the introduction of psychologists into schools. The first part of the thesis deals with the concepts of school psychology and school psychologist from the present and historical point of view. We are dedicated to the legislative anchoring of this profession and its ethical standards. We uncover the complex network of the school psychologist, including aspects that can be partaking of teachers' expectations of school psychologists. The second part of the thesis deals with the questionnaire survey which was carried out at the school, where the institution of the school psychologist is already established and where it is not. The data analysis was conducted the analysis. Through her, we found five areas of interest which affect expectations. The first area concerns the role of the school psychologist. The second area concerns of his work. The third is the idea of teachers about the " ideal " school psychologist. The fourth deals with the concerns of teachers and the fifth area concerns the financing of school psychologists. The main findings introduce together with the direct quote. In another part of the main findings offer a comparison between schools, which complement the...
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Written Expression among pupils at the fifth grade of basic schools
Karasová, Michaela ; Kucharská, Anna (advisor) ; Sotáková, Hana (referee)
This thesis is focused on mapping written expression among pupils at the fifth grade of basic schools. The thesis is divided into two parts - the theoretical part and the empirical part. The theoretical part of the thesis is devoted to the theoretical knowledge available about written expression and about disorder of written expression. Attention is paid here to the diagnosis of written expression and to the analysis of the available diagnostic tools that deal with testing of written expression. In the empirical part of the thesis, we are primarily focused on designing the test of written expression and its evaluation system. Our next goal was to verify the predictive value of the designed test of written expression on fifth grade pupils and to compare pupils' performance among themselves. Secondary goal of the thesis is to compare the results of the test by a statistical quantitative methodology and to subsequently discuss them in terms of gender, font pattern (Comenia Script font and bound font pattern) and the presence or absence of specific learning disorders. The partial goal is to verify the correlation of the results of the designed test. Data collection was conducted by a group administration. A total of six basic schools took part in research studies of the written expression. We have...
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Self-evaluation of reading
Bezecná, Andrea ; Kucharská, Anna (advisor) ; Presslerová, Pavla (referee)
This diploma thesis investigates the question of the development of reading skills and their relationship with the self-concept of an individual. The teoretical part describes a development of reading literacy from the view of language, because a development of reading closely depends on a language, in which an individual learns to read. Also, it describes a development of reading literacy from the view of variables, which can be found inside of an individual and his environment. Next, we focus on the development of self-concept and self-evaluation, and we describes the specifics of self- evaluation of reading at the end. In the empirical part, we analyse data that were obtained from an Research project of the GAČR, which was carried out in 2013-2015 by members of the working group at the Department of psychology and other specialist from the Department of primary pedagogy and Czech language on College of Education at Charles University in Prague. We analysed of a reading self-evaluation questionnaire of pupils in 3rd and 4th grade of primary school and we compare their scores in the questionnaire with their achievement in a couple of grammar tests which measure two basic components of reading - understanding and decoding. At the end we show examples of case studies of pupil with high and low...
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Relations of teaching styles with children's academic self-efficacy
Komárek, Tomáš ; Horáková Hoskovcová, Simona (advisor) ; Kucharská, Anna (referee) ; Gillernová, Ilona (referee)
6 Title: The relationship between teachers' educational styles and the perceived academic efficacy of primary school students Author: PhDr. Mgr. Tomáš Komárek Department: Department of Psychology Supervisor: PhDr. Simona Horáková Hoskovcová, Ph.D. Abstract: The presented doctoral thesis examines the issue of perceived academic efficacy in relation to teachers' educational styles in the transitional period between the first and second half of primary school (equivalent to transition from primary school to secondary school). The main research aim was to test the hypothesis that teachers' educational styles influence the perceived academic efficacy of students using quantitative statistical methods. The second aim was to compare regular schools with schools using the teaching programme 'Step by Step' in both main variables and to determine the extent to which these schools differ. The research sample was comprised of fifth-grade students from both types of schools (N = 896). The data was obtained using three questionnaires: the questionnaire 'Interaction of the teacher and students' examines the teacher's educational style; questionnaires 'Myself as a learner scale' and 'Children self-efficacy scale' focus on measuring the students' perceived academic efficacy. The results confirmed a statistically significant...
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Accuracy and speed in numerosity at individuals with dyscalculia
Pražáková, Kateřina ; Špačková, Klára (advisor) ; Kucharská, Anna (referee)
The thesis deals with the topic of dyscalculia, which is officially recognized as a learning disability. The theoretical part of the thesis is focused on the current status of knowledge about development of mathematical skills and their disorders in the context of dyscalculia. The empiric part of this thesis describes a research which compares the performances of individuals with dyscalculia and control participants on a range number and numerosity processing tasks. The main goal was to describe the image of possible causes of difficulties. Deficits in the processing of symbolic and nonsymbolic numerosities were observed in group of dyscalculic participants. We conclude that dyscalculia is related to specific disabilities in basic numerical and numerosity processing which affects ability to acquire arithmetical skills. KEYWORDS Klíčová slova (anglicky): Dyscalculia, numerosity, arithmetic skills, mathematical skills, specific learning difficulties
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Written expressions of pupils at the 3rd and 5th graders in diagnostic dictation
Dolníková, Věra ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
This diploma thesis deals with the issue of written expression of pupils in relation to their region and the type of schools in which they are educated. It also deals with spelling skills of pupils with specific developmental disorders of scholastic skills. The theoretical part summarizes the findings relating to the development of writing skills. It describes two basic developmental models, as well as the diagnostics of spelling. The research part consists of two assessment methods such as the quantitative methodology and the qualitative research methods which summarize the level of spelling skills contained in the research sample. The diagnosis revealed that both of the assessment methods are reliable and comparable for the diagnosis of the specific developmental disorders of scholastic skills and their outputs. The research revealed lower scores amongst pupils in the region who were included in the conducted tests used for the research. This research helped to define similarities and differences in spelling skills between socially disadvantaged pupils and pupils with specific developmental disorders of scholastic skills. Keywords: specific developmental disorders of scholastic skills, dysorthographia, development of writing skills, spelling diagnostics, writing tests, social disadvantages
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Environmental aspects of reading and reading self-concept
Rusnáková, Kristýna ; Presslerová, Pavla (advisor) ; Kucharská, Anna (referee)
This diploma thesis deals with the problems of child literacy and the environmental factors which condition its origin and development. My work maps the importance of external environmental determiners that affect reading comprehension and attitudes to reading including motivation and reading habits. The theoretical part looks into the elements of the children's reading process such as gaining skills and sub-skills, self-reflection and forms of aids to support reading in school and family - these two factors are the crucial ones. My work also considers the role of institutions such libraries but also the media and devices (TV, PC, the Internet). The empirical part presents the results of questionaires collected from the research of fourth grade elementary school students and their parents. The aim of the research was to see how is reading comprehension reflected in the assessment of children own reading skills of 4th grade pupils. Further, the thesis deals with how the influence of the family is reflected in the performance of reading comprehension and in the pupil's reading skills. Key words Environmental influences, reading literacy, reading habits, reading comprehension, reading self-concept.
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Comparison of S-B IV. Test and IDS Test Based on the Measuring Verbal Skills in Preschool Age
Horáková, Simona ; Soukupová, Tereza (advisor) ; Kucharská, Anna (referee)
The goal of the diploma thesis is to map the relationship between two intelligence tests for children based on comparison of selected verbal subtests used on pre-school children. The thesis deals with the verification of the so-called Flynn effect in relation to the different age of S-B IV. test and IDS test. The theoretical section describes the intelligence as a concept, individual approaches to its research and diagnostics, including specifics of working with children in this age group. Different tests of intelligence designed for children are presented with more attention paid to the tests used in the research. The theoretical part also deals with the development period of pre-school children, speech and issues with an obsolescence of the tests. In the empirical section of the thesis, the data from 30 children that have undergone the tests are processed using correlation and regression analyses. Conclusions based on the statistical analyses are developed further in an empirical section while the study revealed the following surprising findings. A significant relationship between the S-B IV. test and IDS test has not been found and there was no confirmation of the Flynn effect hypothesis. The discussion section focuses on the reflection of the research conclusions including the limitations of...
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Reading comprehension in children with autism spectrum disorder in 6th and 9th grade
Nováková, Hana ; Sotáková, Hana (advisor) ; Kucharská, Anna (referee)
The submitted thesis deals with the matter of reading comprehension in pupils with autism spectrum disorders. The thesis is divided into the theoretical and empirical part. In the theoretical part we dealt with the issue of autism spectrum disorders, constituent diagnoses and the triad of disrupted areas. Further into thesis we presented the reader the fundamental cognitive theories which explain exhibitions within the range of autism spectrum disorders. Towards the end of thesis we dealt with reader's literacy with special emphasis on reading comprehension. The second part presents empirical research aimed at ascertainment of reading comprehension in pupils with autism spectrum disorders. The research sample consisted of sixth and ninth grade pupils diagnosed with Asperger syndrome from both primary and grammar school. The sample was supplemented with a control group which comprised intact pupils of the same grades. For the purposes of this study there were created new tests focusing on the level of reading comprehension. The first test aimed at reading comprehension with regard to silent reading, the second test observed reading comprehension in terms of loud reading. Methodology was further supplemented with the Strange Stories test ascertaining the level of theory of mind. The crucial part of...
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