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Media Education in Lower Secondary School from a Teacher's Perspective
Zuziaková, Markéta ; Jirák, Jan (advisor) ; Römer, Lucie (referee)
The bachelor's thesis deals with media education, which belongs to the cross-cutting topics and must be included in the teaching during basic education. The theoretical part of the thesis focuses on basic definitions and concepts related not only to media education, but also to media pedagogy and media literacy. It also describes the current role of media education as a cross- cutting topic in the Framework Curriculum for Primary Education. The practical part answers three main research questions through a questionnaire survey. Teachers and principals of primary schools and junior high schools were involved in the research. The aim was to find out whether media education is incorporated into teaching at all, and in which way it is done and in which subjects.
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Competency framework for head teachers - harmony in opinion of primary school head teachers and their founders
Večeřa, Pavel ; Kitzberger, Jindřich (advisor) ; Svobodová, Zuzana (referee)
The diploma thesis with the competency framework for head teachers, aims to examine and describe which partial competencies and spheres of competencies are important for primary school head teachers, and whether the founders of the schools are familiar with their opinions. The study is divided into a theoretical and a practical part. The first chapter of the thesis deals with competencies, illuminates development of the term's usage in the Czech environment, and delineates the two primary levels of the concept - competency as an authority and competency as a set of knowledge, skills, experience etc. The second chapter explores competencies of the founders and their relationship with primary school head teachers. In this case, founders are represented by public authorities such as communities, community unions, or city districts. This chapter clarifies the concept of competency as a formal power/authority to make a decision and take responsibility in specific cases. The third chapter deals with competencies of primary school head teachers on both of the aforementioned levels. The chapter also presents the Czech competency framework for head teachers and compares it to its foreign equivalents. The biggest part of this chapter is dedicated to an analysis of partial competencies and spheres of competencies as...
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Principals of small schools with composite classes
Pechačová, Michaela ; Trojan, Václav (advisor) ; Trunda, Jiří (referee)
The thesis is about principals of small schools with composite classes. The aim is to explore activity areas of principals of small schools in Ústecký region. Questionnaire survey was used to explore the principal activities and their specifics. The results showed that the principals mostly deal with areas related to administrative, pedagogical process, communication and economic agenda. Administrative activities are rated by principals as their least favourite activity. The pedagogical process and focus on pupils is the highest priority for the principals however they would like to have more time for this activity. The work of small schools' principals can be specified by family environment of the school and close contact with teachers, pupils and parents. And more, there are specific conditions for pedagogical activity in the classes, principals are usually overloaded and they need to be versatile.
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Motivational factors influencing the work of the primary art schools' principals
Kadeřábek, Antonín ; Trojanová, Irena (advisor) ; Tureckiová, Michaela (referee)
This work focuses on the motivation of the primary art schools' principals in the Region of Karlovy Vary, with the aim of establishing which specific factors influence it. First of all, I defined the factors that, based on expert literature and other research, influence people's motivation. Afterwards I studied how the individual factors motivate the primary art schools' principals in the Region of Karlovy Vary through questions in a survey. All principals in the region were surveyed. The data obtained was analyzed with the use of statistical methods and interpreted afterwards. On the basis of the obtained data analysis, I established for the individual factors how much they influence the motivation of the principals surveyed. There was significant or highly significant impact established for a total of 35 factors. These results were also compared with other research studying similar issues. The results mostly corresponded with four studies, and they differed from one. The results of this work extend the empirical knowledge in this field. They can be used as groundwork for further research or by the bodies establishing the primary art schools or other institutions that step into the work of the primary art schools' principals to increase their motivation.
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Founder role in the development of the Czech education system
Špringlová, Martina ; Lisnerová, Romana (advisor) ; Tureckiová, Michaela (referee)
The primary objective of the diploma thesis titled Role of the founder in the development of the Czech education system is to draw the benefits of the reform of public administration on the development of the Czech education system. The first theoretical part of the thesis attempts to explain the development of the Czech education system and at the same time, especially in the second theoretical part informing about the roles of founders and headmasters in the process of transformation of the Czech educational system. The second theoretical part specializes in the list of legislative competencies of headmasters and founders in connection with the reform of public administration. The main part of the thesis deals with the question whether a possible cause of declining educational outcomes Czech pupils in international PISA amendment to the law on state administration and local government in education. The first research assumption based on the fact that it is the effect of this amendment founders are obliged to establish schools and educational institutions only as contributory organizations. Thus, schools have autonomy in addition to teaching as well as economic autonomy with which it is associated and increase competencies and responsibilities of headmasters as statutory bodies funded...
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The evacuation of schools and school facilities for children, pupils and students with special educational needs in South Bohemia
PAVELKOVÁ, Petra
This thesis deals with the problems of schools and educational institutions in the South Bohemian Region in terms of their preparedness to evacuate children and students with special educational needs. This thesis assesses the preparedness and awareness of individual schools. The work is divided into two parts, a theoretical part and a research part. The theoretical part deals mainly with evacuations as a reaction on an emergence of an incident or crisis. Evacuation applies to people of all ages. Evacuation is divided in several respects. This includes aspects of the measures adopted, where we put area evacuation and building evacuation. Another aspect is that of selecting persons involved in the evacuation; then it is universal and partial evacuation. Evacuation is also divided according to its duration, into the short term evacuation, long term evacuation and an exit. Evacuation divided according to the mode of implementation is driven evacuation, spontaneous evacuation and self-evacuation. The last division of evacuation, division in terms of danger, divides evacuation into direct and indirect evacuation. Further in the thesis I deal with evacuations planning. I analyse evacuation plan as a part of the emergency plans of the region. I also discuss the planning of evacuation in emergency planning zones. One of the subsections discusses also a plan for the evacuation of people, as an integral part of the external emergency plan which is elaborated for a nuclear facility or a workplace of 4th category. Other subchapters deal with evacuation plans of organizations preparing an internal emergency plan, evacuation plans as part of flood protection and evacuation plans of other legal entities and individuals. An important chapter in the theoretical part is the educational system in the Czech Republic. Here I proceed mainly from the Act no. 561/2004 Coll., on preschool, primary, secondary, higher professional and other education (Education Act) and amending other laws, as amended. There are different kinds of schools. These species include kindergarten, primary school, secondary school, conservatory, higher vocational school, elementary school of arts and language school with the state language examination. Other types of schools are special schools. Among special schools we include kindergarten for visually impaired children, elementary school for the visually impaired, high school for the visually impaired, conservatory for the visually impaired; nursery school for the deaf, school for the hearing-impaired, high school for the hearing impaired; kindergarten for the deaf and blind, primary school for deaf and blind; kindergarten at health care facilities, primary school at health care facilities, special primary school at a health care facility; nursery school for the disabled, a school for the disabled, a secondary school for the disabled; speech therapy kindergarten, speech therapy elementary school; special kindergarten, elementary practical school, special school, vocational school, practical school; elementary school for pupils with learning disabilities, primary school for pupils with specific behavioural problems. Special schools are attended by children, pupils and students with special educational needs. These children, pupils and students can have different kinds of disability. According to the Act no. 108/2006 Coll., on social services, we divide disability into several groups, into visual impairment, hearing impairment, mental disability, physical disability, internal disability, speech impairment, combined handicaps and we also include mental illness, seniors and parents of children with disabilities to these groups. These individual disabilities are characterized later in the thesis.
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