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Perception of parents when evaluating their children's school
Pánková, Magdaléna ; Viktorová, Ida (advisor) ; Vídršperková, Lenka (referee)
This diploma thesis aims to delve deeper into parents' perspectives on their children's schools. The research intends to investigate the factors that parents consider significant when assessing their child's educational institution and also considers their own past experiences with schooling, which may influence their expectations for their children's education. The theoretical part explores the concept of school satisfaction, examines the current discourse on education with a focus on the parent-school relationship, and highlights socio-cultural disparities in attitudes towards education and their reproduction. The empirical section of the thesis outlines the research goals and questions and describes the use of semi-structured interviews with eight parents whose children are currently studying in the third year of grammar school or secondary vocational school. Detailed profiles of the participants are also presented. The collected data is analyzed and grouped into four main categories and other sub-categories, which provide insights into parents' perspectives on their children's education. The findings reveal that parents prioritize children's satisfaction, individualized teaching approaches, and a collaborative partnership between parents and the school. Parents use their own past experiences as...
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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...
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Competitive Advantages of Secondary Schools
Zolotuchin, Patrik ; Kursch, Martin (advisor) ; Veteška, Jaroslav (referee)
More recently, competition issues have not only focused on the private sector, but have become increasingly important in public administration, especially in the field of education. The thesis focuses on the issue of the competitive environment of secondary schools in Prague and the Central Bohemian Region, which provide education in the educational program Public administration. The selection of these schools was based on an analysis of the education market. The aim of this work is to find out what the competitive characteristics of secondary vocational schools are through the lens of individual headmasters. The thesis is divided into two parts. In the theoretical part, a competition-oriented literature survey is conducted. The survey then provides an up-to-date view of the perception of the competition in education in the world by various authors and scholarly articles. The chapter entitled Quality in Education characterizes the Quality of the school according to the Czech School Inspection and also serves as a basis for the practical part. The theoretical part is further developed by a chapter focusing on the description of secondary education and the description of the Framework Education Programme. The last chapter of the theoretical part is devoted to assessing the situation in the market of...
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School Improvement: Supporting School-Based Teacher Professional Development
Breníková, Jana ; Tomková, Anna (advisor) ; Krčmářová, Tereza (referee) ; Vítečková, Miluše (referee)
The dissertation explores teacher professional development as a strategy for improving school performance. The theoretical part defines school quality, teacher quality, and instruction quality. It further talks about teacher professional development, specifically strategies that involve teacher's reflective practices and teacher collaboration. The practical part of the dissertation examines the characteristics and impact of a five year support model of school based teacher professional development. The process was closely observed through case studies of four subjects in a particular school. The findings reveal that the implemented model contributed to the changes in the principal's leadership style, school culture and climate the most. KEYWORDS Teacher professional development, school quality, teacher quality, instruction quality, teacher collaboration, teacher coach, team teaching.
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Quality School Evaluation by its Founder
Rybová, Anna ; Chvál, Martin (advisor) ; Urbanová, Eva (referee)
The bachelor thesis Evaluation of school quality by its founder determines activities that are implemented at the level of regional education by founders of primary schools, mainly public schools, when assessing the quality of the schools. In the Czech Republic, the main authority for assessing of the quality conditions, progress and results of education is the Czech School Inspectorate. Its national competence is enshrined in Act No. 561/2004 Coll., on pre-primary, primary, secondary, higher vocational and other education. The evaluation criteria for individual grades are approved by the Minister of Education each year. In 2009-2012, a national project called "The Way to Quality" took place. It helped schools to implement internal evaluation - self-evaluation. Recommended criteria for school evaluation for founders were one of the outputs of the project. A research study of the bachelor thesis showed that founders evaluate activities of the headmaster to determine his financial reward or sanction, for example. The evaluation criteria for the headmaster's activities are not publicly accessible, unlike the schools evaluation which must be published in advance as stated in the Education Act. Publicly accessible documents on school evaluation methodology were given by two founders. They are the city...
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