The climate of the class in a conventional and in an alternative basic school is the main topic of this master thesis. The master thesis is divided into two parts, the first part is theoretical and the second one practical. It the theoretical part the main focus is dedicated to an explanation of the terms concerning the theme. The thesis deals with the methods of diagnostics in a class climate. The second part, the practical one, consists of the research held in the school classes of the conventional and alternative type. The research is considered to be a quantitative analysis and its research instrument is a questionnaire. The practical part is intended as a comparison between the climate in the both types of schools. The main goal of the master thesis is firstly to compare school climate in the alternative and conventional school. Secondly the master thesis should interpret the discovered information.

This diploma thesis deals with the development of the school climate in a classroom with a seriously physically disabled child who requires permanent presence of an assistant. The theoretical part focuses on physical disabilities and their impact on the psyche of the child, the specifics of including a seriously disabled child in educational instructional contexts and the life of the classroom, and on the cooperation between a form teacher and an assistant whose support and help is required by the child during all lessons. The practical part uses a narrative of two girls and people who are closely related to them to offer answers to the inquiries into how have relationships within such a classroom and the attitude of classmates to a disabled child changed over the years; how can the presence of an assistant affect the climate of the classroom; and whether the external perception of the inclusion of a disabled child as a successful one corresponds with the feelings of the disabled child, of if the child sees the process otherwise. Case studies which helped the author to get a general picture of the situation confirmed it appeared that the factor which immensely affects inclusion of a physically disabled child in the classroom is the age at which children meet and the attitude of the teacher and the...

Studies have demonstrated that classroom climate strongly affects the likelihood of students communicating within the classroom (e.g., Henson & Denker, 2009; Ifert Johnson, 2009). Furthermore, students are more likely to engage within a supportive environment (Myers & Claus, 2012). By exploring the impact of classroom discussions of diversity, such as gender, race, sexuality and class, this panel seeks to highlight the importance, difficulties, and possibilities of discussing diverse issues while maintaining a supportive classroom climate.

Die wissenschaftliche Begleitung des Schulversuchs „Deutsch-Italienische Gesamtschule Wolfsburg“ hat u. a. eine empirische Untersuchung zur Leistungs- und Persönlichkeitsentwicklung der Schüler an der Modellversuchsschule durchgeführt. In den Jahren 1996 bis 2006 erfolgten sowohl Quer- als auch Längsschnitterhebungen mit diversen Schulleistungstests sowie schriftliche Befragungen zu ausgewählten Persönlichkeitsmerkmalen der Schüler. An diese quantitativen Untersuchungen schlossen sich im Mai und Juni 2006 leitfadengestützte Gruppeninterviews mit Schülern der ersten drei Einschulungsjahrgänge an, die nach der 10. Klasse auf die gymnasiale Oberstufe eines Wolfsburger Gymnasiums gewechselt waren. Ziel dieser Interviews war es ein spezifisches Bild der „Deutsch-Italienischen Gesamtschule“ aus der Perspektive derer zu gewinnen, die einerseits zehn Jahre lang an dieser gelernt und gelebt haben, andererseits Erfahrungen an einer anderen Schule sammeln konnten. Als Ergebnisse lassen sich u.a. festhalten, dass der Entwicklung des Sozialverhaltens der Schüler an der Schule viel Aufmerksamkeit geschenkt wurde. Daher ist die Mehrheit der Befragten auch der Meinung, ein höheres Maß an sozialer Kompetenz zu besitzen, als andere Jugendliche. Obgleich die befragten Schüler ihre Kompetenzen in den Fächern Deutsch und Italienisch als gut bis sehr gut einschätzen offenbaren sich gleichzeitig Übereinstimmungen bezüglich der Defizite der Ausbildung in einigen Unterrichtsfächern. Dies betrifft in erster Linie die naturwissenschaftlichen Fächer einschließlich Mathematik sowie Englisch. Bilanzierend beschreiben die interviewten Schüler die „Deutsch-Italienische Gesamtschule“ als einen Ort, an dem sie sich immer sehr wohl gefühlt und den sie gern besucht haben. Ihre Beziehung zu den Lehrern bezeichnen die Schüler übereinstimmend als sehr eng und freundschaftlich, das Verhältnis unter den Schülern als geprägt von Vertrautheit und einem starken Gemeinschaftsgefühl.

Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.

Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.

Syftet med detta självständiga arbete är att beskriva hur åtta lärare arbetar med elevers muntliga framställning. Arbetets fokus är att belysa vilka metoder och strategier dessa lärare använder, för att vägleda och stötta eleverna i processen kring muntlig framställning. Vilken inverkan klassrumsklimatets har på muntliga framställningar kommer att beröras i studien samt hur lärarna arbetar med det.   Utifrån syftet ställdes tre frågeställningar Hur arbetar lärarna med processen kring muntlig framställning? Vilka strategier arbetar lärarna med för att skapa ett gott klassrumsklimat? Hur arbetar lärarna med återkoppling? Uppsatsens resultat baseras utifrån intervjuer med åtta lärare, vid tre olika skolor på låg- och mellanstadiet. Intervju som metod har valts för att söka lärares uppfattningar kring arbetsprocessen med elevers muntliga framställning. Resultatet visar en skillnad mellan de lärare som har kunskap inom retorik och dess arbetsmetoder, jämfört med de lärare som saknar den kunskapen. Elever till lärare som arbetar medvetet med muntliga framställningar undervisas i strategier och tekniker för hur de kan gå tillväga. Det visar sig att de på skoltid får stöd av läraren under hela processen, från förberedelse till genomförande, vilket bidrar till ökat självförtroende. Elever, vars lärare inte arbetar medvetet med muntliga framställningar, lämnas ofta åt sig själva i förberedelsen, i skolan eller i hemmet. Denna uppsats belyser vikten av att arbeta medvetet och strukturerat med elevers muntliga framställning, från förberedelse till genomförande och efterarbete. / The purpose of this independent work is to describe how eight teachers work with pupils oral presentations. Focus of the study is to illustrate teachers’ working methods and strategies, to guide and support pupils throughout the process. The classroom climate´s effect on oral presentations and how teachers work with it, will also be clarified in this study. Based on the purpose of this work, three questions were asked: How do teachers work with the process of oral presentation? What strategies are used by the teachers to create a good classroom climate?How do teachers provide feedback? I conducted the survey based on interviews as a method. I interviewed eight teachers at three different schools, to seek their opinions about how they work with the process of oral presentation. The result shows a difference between teachers having knowledge of rhetorics and its working methods, as compared to teachers who lack the knowledge. Pupils whose teachers work consciously with oral presentations are taught strategies and techniques. It turns out that they are supported by the teacher throughout the process, from preparation to implementation, which contributes to increased self-confidence. Pupils, whose teachers do not consciously work with oral presentations, are often left alone in the preparatory work, at school or at home. This independent work highlights the importance of working consciously and systematically with pupils’ oral presentation, from preparation to implematation and post-production.

This work deals with the classroom climate. The aim is to measure and compare the classroom climate at chosen South Bohemian primary and secondary schools. The work consists of two parts. The first part is theoretical and deals with the basic concepts related to the classroom climate. It deals with the school class as a social group, the position of students in the group, key players and climate determinants as well as with the developmental stages of adolescence, also with the differences between elementary and secondary grammar schools and the possibilities of measuring classroom climate. The second part, which is the fundamental for this work, defines the objectives, assumptions and research methods. In conclusion, the measurement results, their interpretation and verification of assumptions are set.

This dissertation work focuses on societal climate of an elementary school class. The work is dividend into a theoretical part and a practical part. The theoretical part concentrates mainly on the knowledge related to the climate, explanation of the terms such as social group, class and school climate, environment and atmosphere. I characterize the younger school age of examined pupils in detail. Then there are other factors that have an influence on class climate. The practical part concentrates on the research of the actual and ideal school climate both in cities and in the country. I also focus on the difference of perception of the climate between boys and girls. This research was conducted at schools in Jihlava region, specifically in the fifth grades. ?My Class Inventory? questionnaire was used for the research and the results are arranged in charts and graphs with a commentary.

Master's thesis "Classrooms' psychosocial chmate in the secondary schools of different focus" is divided into the theoretical part and the practical part. In the theoretical part the main focus is dedicated to an explanation of the basic terms concerning the theme followed by the analysis of its parts. This is mainly an analysis of classroom development, stages, types of class climate and mapping the factors that contribute to create the climate in the class including gender difference. The key attitudes towards the class climate research, the exploratory method which has been used in the practical part also play an important role in the theoretical part. The empirical part focuses on diagnosis of classrooms'climate at selected secondary schools of different focus in the region Klatovy and summarizes the results received by quantitative method through selected standardized questionnaire KLIT. The aim of this part is firstly to compare school climate in the secondary schools of different focus including evaluation of stated hypothesis in the research and secondly interpret the discovered information.