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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,...
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Principals as educational leaders
Černý, Jakub ; Veselý, Arnošt (advisor) ; Pýchová, Silvie (referee)
The Thesis focuses on opinions and attitudes of Czech primary and secondary school's headteachers and brings information about their perception of needs in fields of administrative and pedagogic matters. For this purpose, it was carried out a survey among 1 908 respondents. Theoretical part of Thesis finds content of the concept "pedagogical management" on the normative basis which assumes that headteacher is - firs of all - pedagogical leader. In accordance with the theoretical basis, the survey findings and practical knowledge there are headteacher support scenarios in the last part of the Thesis. The scenarios provide inspiration for the considered district support body competence and call for solutions outreach the educational policy framework.
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Analysis of conceptual framework of educational management in peer-reviewed pedagogical journals in 2000-2017
Schrötterová, Martina ; Dvořáková, Miroslava (advisor) ; Veteška, Jaroslav (referee)
This diploma thesis deals with the analysis of the conceptual framework of education management in peer-reviewed journals. The theoretical part is focused on the summary of the existing knowledge about all contexts related to the field of education management from the point of view of the time perspective. It draws on both foreign and domestic sources. Attention will also be paid to the current issue of terminologically uninterrupted important educological terms related to the management of education. Further chapters will focus on educational theories, leadership perspectives in education, lifelong learning, adult education and senior education. The research part is focused on the content analysis of the Czech peer- reviewed pedagogical journals Pedagogika, Pedagogická orientace and Studia paedagogica. Its aim is to analyze how the conceptual framework of education management in the years 2000-2017 developed in them. Based on the analysis, answers will be sought on the areas of management of education and the subject to which the most attention is paid, which topics are most frequently addressed in relation to adult education and senior citizens, how the frequency of these topics has evolved, and whether there are some common patterns among the magazines analyzed. KEYWORDS educational management,...
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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,...
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