The aim of this study is to investigate the approach taken by upper primary school teachers to the development of pupils’ verbal communication skills in Swedish as a school subject. The study also looks at to what degree quieter pupils receive support in the development of these skills. A qualitative study was undertaken in which interviews were conducted with four qualified upper primary school teachers. All four teachers reported that they organized their teaching so as to suit all their pupils. All the teachers described their methodology as interactive where the pupils are involved and active. Three teachers described the work with the development of pupils’ verbal communication skills as not to be prioritized in comparison to the other parts of the Swedish subject. According to the teachers, pupils often practice these skills in other subjects. The teachers talked about the need for a supportive classroom environment if pupils are to be willing to speak while others are listening. Nevertheless, the teachers also found creating a disciplined and accepting classroom environment to be a challenge. In each of their classes the teachers had a couple pupils who did not follow the classroom rules and that effected other pupils in the class. All the teachers described quieter pupils in their classes. Three teachers reported that they supported quieter pupils through a good contact with both the pupils and the parents. Otherwise, the quieter pupils didn’t get any specific support. / Syftet med denna studie är att undersöka lärares syn på att utveckla elevers samtalsförmågor i svenskämnet i skolans mellanår. Syftet är vidare att undersöka hur mer tystlåtna elever får stöd i detta arbete samt vilka utmaningar som lärare upplever i utvecklingen av elevers samtalsförmågor. Metoden som har använts är kvalitativa intervjuer av fyra legitimerade och verksamma lärare i skolans mellanår. De deltagande lärare beskriver att de utformar arbetssätt som präglas av att eleverna är aktiva. Arbetssätten beskrivs som utformade för att passa så många som möjligt av eleverna i klassrummet. Tre av fyra lärare beskriver att utvecklingen av elevers samtalsförmågor är lågprioriterad i jämförelse med andra delar av svenskan vilket lärarna menar kan bero på att samtal sker kontinuerligt i flera ämnen. Alla lärare beskriver betydelsen av ett tryggt klassrumsklimat för att elever både ska våga och vilja ta ordet i klassrummet när andra lyssnar. Lärarna beskriver att upprätthållandet av ett tryggt klassrumsklimat kan vara en utmaning eftersom ett par elever i varje klass på olika sätt inte förhåller sig till gemensamma regler. Det i sin tur menar lärarna kan påverka andra elever i klassrummet. Alla lärare beskriver även att det finns mer tystlåtna elever i klassrummet. Det stöd som de mer tystlåtna eleverna får i utvecklingen av samtalsförmågorna beskrives som dialoger med elev och vårdnadshavare angående tystlåtenheten samt genom positiva förstärkningar. I övrigt stöttas inte dessa elever på något specifikt sätt.

Cette thèse a pour objectif d’étudier trois pratiques distinctes d’évaluation en Français langue étrangère dans le contexte universitaire chinois, afin de proposer des orientations pour remédier aux difficultés d’apprentissage. Elle s’inscrit selon une double dynamique, d’un côté elle tente de situer l’enseignement, l’apprentissage et l’évaluation du français dans son environnement culturel, éducatif, institutionnel et méthodologique ; d’un autre côté, elle cherche à évaluer la compétence à communiquer à l’écrit dans des textes d’apprenants chinois.La démarche adoptée est à la fois empirique et interventionniste. Le modèle empirique de l’évaluation prend pour base l’université chinoise où s’inscrit le trajet de l’évaluation avec ses acteurs et ses actes, et qui s’articule avec deux autres niveaux, les épreuves nationales de français en Chine, et les épreuves internationales dans les projets de mobilité. La réflexion développée s’adosse à un corpus de productions écrites d’étudiants chinois en deuxième année à l’université. L’analyse et l’évaluation de ces productions permettent de cerner deux difficultés majeures, l’une liée au processus rédactionnel en langue étrangère, l’autre au caractère subjectif de l’évaluation d’un texte. L’articulation entre les niveaux universitaire, national et international implique une démarche interventionniste, le but est de proposer des pistes à aider les étudiants à améliorer leur compétence écrite afin de réussir leur évaluation à l’université, comme aux niveaux national et international. La recherche s’intéresse au processus rédactionnel dans sa globalité, elle montre qu’il est nécessaire de mettre en évidence les difficultés des scripteurs au cours de la rédaction en langue seconde. Elle s’appuie sur les notions d’évaluation, de compétence à communiquer à l’écrit, ainsi que des procédés de cohérence, cohésion et connexion. Des outils d’analyse hétérogènes sont mis en place à partir des théories de l’argumentation pour étudier la dimension interculturelle de la recherche. Ce volet implique des valeurs, des croyances et des attitudes qui ne sont pas évaluables dans les textes des étudiants, mais qui se situent au cœur même de la réflexion didactique de l’enseignement et l’apprentissage d’une langue étrangère. / This research has for objective to study three different practices of evaluation in French as a foreign language in the Chinese university context, to propose orientations to remedy the difficulties of learning. It joins according to a double dynamics, on one side it tries to place the teaching, the learning and the evaluation of French in its cultural, educational, institutional and methodological environment; on other side, it tries to estimate the skill to writing by Chinese learners.The adopted approach is at the same time empirical and interventionist. The empirical model of the evaluation takes for basis the Chinese university. The evaluation takes place with its actors and its actions; it is also structured with two other levels, the national examinations of French in China, and the international examinations that students take for their mobility projects. Developed reflection is based on a corpus of written productions by Chinese students in second year at the university in China. The analysis and evaluation of these productions makes it possible to identify two major difficulties, one related to the written process in the foreign language, the other to the subjective characters involved in the evaluation of a text. The articulation between university, national and international levels implies an interventionist approach, as the aim is to propose paths that can help students to improve their written skills in order to pass their assessment not only at university, but also at national and international level.The research is concerned with the written process in its entirety, it shows that it is necessary to highlight the difficulties of scriptors in second-language writing. It is based on the concepts of evaluation and written communication skills, and on the concepts of coherence, cohesion and connection. In addition, heterogeneous analytical tools are developed from the theories of argumentation to study the intercultural dimension of research. This component implies values, beliefs and attitudes that are not evaluable in the student’s texts but are at the heart of even didactic reflection of teaching and learning a foreign language.

The diploma thesis focuses on the concept of social work in the social and legal protection of children and social workers perception of the prestige this profession. The diploma thesis defines terms such as self-worth, self-realization, motivation and prestige, while the emphasis is mainly on meeting expectations that were formed before studying at university, or higher professional school. The work also focuses on the professional and systemic limits that social workers at OSPOD encounter, but also on the assumptions that are an integral part of the professional performance of social work at OSPOD. The empirical part of the thesis is focused on qualitative research, where semi-structured interviews were used and the respondents were selected on the basis of the reference selection. This thesis also looks into the problem and identification of critical areas, which are connected with the performance of social work on OSPOD, mainly in the context of perception of prestige of this profession.

Objectives: 1) To evaluate the impact of an interprofessional blended learning course on pharmacy and medical students’ communication skills; 2) To compare pre- and post-course communication skills across cohorts. Method: Pharmacy (N = 57) and medical (N = 67) students enrolled in a required Communication Skills for Health Professionals course completed asynchronous online modules and face-to-face standardized patient interview sessions over the course of 1 semester. Students completed pre- and post-course objective structured clinical examinations with standardized patients and were evaluated by trained faculty using the validated Common Ground Instrument. Communication skill domains evaluated on a 1 to 5 scale included: rapport building, agenda setting, information management, active listening, addressing feelings, and establishing common ground. Nonparametric statistical tests were used to examine paired pre-/post-course domain scores within professions and pre- and post-course scores across professions. Results: Performance in all communication skill domains increased significantly for pharmacy and medical students (p valuesImplications: The blended learning Communication Skills for Health Professionals course improved students’ interpersonal communication skills across multiple domains. Fostering communication skill development in medical and pharmacy students could improve the extent to which future health care professionals engage in patient-centered communication.

The diploma thesis focuses on the communication skills development of a girl who underwent cochlear implantation at an early age. This thesis is divided into theoretical and empirical parts. The first chapter defines the hearing impairment in the sense of classification ways, diagnostics methods, and its consequences. The second chapter describes the speech development of intact and hearing-impaired children. The choice of the therapeutic method is described as well. The third chapter is focused on cochlear implantation and explains the functioning mechanism. Also, the thesis mentions the history and current manufacturers of cochlear implants. The following part of this chapter is devoted to the comprehensive care of cochlear implant users, specifically the therapeutic process. The last section contains the list of diagnostic materials used for the communication skills assessment of implanted children. The research part aims to explore the process of communication skills development of a girl implanted due to the bilateral congenital deafness via a longitudinal case study. For data collection, the methods of medical reports analysis, interview with the parents and early care counselor and observation at home were used. The anamnesis in the pre and postoperative phases is compiled based on the...

This work deals with the topic of communication skills of pupils with specific learning disabilities. It is divided into theoretical and practical part and consists of four chapters. In the first chapter, the author deals with specific learning disabilities, attention is paid mainly to four types of specific learning disabilities, namely dyslexia, dysgraphia, dysortography and dyspraxia. The second chapter belongs to the language levels. The third chapter is devoted to the issues of language acquisition by a child. The fourth chapter describes the research itself, which was carried out for this thesis. The research is of a qualitative nature and its main goal is to analyze the communication skills of pupils with specific learning disabilities with a focus on language levels. The research sample consisted of six primary school pupils with specific learning disabilities such as dyslexia, dysgraphia and dysortography. The children are in the third and fourth years. The research was carried out in the Vysočina region. Various research methods were used to obtain data, including the use of questionnaires, questions related to the certain text, the test of the ability to create antonyms, words of superiors and subordinate, the test of auditory discrimination between Wepman, Matějček, an unstructured...

Objective This study tested the effectiveness of a brief, learner-centered, breaking bad news (BBN) communication skills training module using objective evaluation measures. Methods This randomized control study (N = 66) compared intervention and control groups of students (n = 28) and residents’ (n = 38) objective structured clinical examination (OSCE) performance of communication skills using Common Ground Assessment and Breaking Bad News measures. Results Follow-up performance scores of intervention group students improved significantly regarding BBN (colon cancer (CC), p = 0.007, r = −0.47; breast cancer (BC), p = 0.003, r = −0.53), attention to patient responses after BBN (CC, p < 0.001, r = −0.74; BC, p = 0.001, r = −0.65), and addressing feelings (BC, p = 0.006, r = −0.48). At CC follow-up assessment, performance scores of intervention group residents improved significantly regarding BBN (p=0.004, r = −0.43), communication related to emotions (p = 0.034, r = −0.30), determining patient's readiness to proceed after BBN and communication preferences (p = 0.041, r = −0.28), active listening (p = 0.011, r = −0.37), addressing feelings (p < 0.001, r = −0.65), and global interview performance (p = 0.001, r = −0.51). Conclusion This brief BBN training module is an effective method of improving BBN communication skills among medical students and residents. Practice implications Implementation of this brief individualized training module within health education programs could lead to improved communication skills and patient care.

The SCANS report issued in 1990 brought national attention to concerns about lagging competencies of US workers and their lack of preparedness for the high-performance workplace. Since the SCANS report, several national and statewide efforts have attempted to identify skill sets appropriate for success in the changing workplace. Recent discussion has included skill sets appropriate for college graduates. This study was designed to determine perceptions of Maryland community college chief academic officers and department chairs toward one such skill set, the Maryland Skills for Success, and whether they are appropriate learning expectations for associate degree completers. The Maryland Skills for Success (MSS) are comprised of five skill goals: (1) learning skills, (2) thinking skills, (3) communication skills, (4) technology skills, and (5) interpersonal skills. Three to five 'learning expectations' elaborate what students should be able to accomplish under each skill goal to be successful in future work and learning. The study involved a survey of 293 chief academic officers and department chairs at the 18 community colleges across Maryland. A 75 percent response rate was achieved. The survey assessed the extent to which respondents agreed that: (a) the Maryland Skills for Success are appropriate expectations for associate degree completers, (b) students currently achieve MSS expectations, (c) respondent's courses and programs contain specific learning objectives that require students to learn and perform such skills, (d) all Maryland community colleges should teach and assess a common set of higher-order knowledge application skills. Respondent ratings indicated that the Maryland Skills for Success represent valid learning expectations for associate degree completers. Deans were more favorable toward the MSS than were department chairs, and were more confident that students were required to learn and perform learning expectations similar to those listed in the MSS. The department chairs were also divided into groups to determine attitudinal differences by disciplines. The department chairs were more likely than the deans to agree that students currently achieve the MSS learning expectations. Most chair groups somewhat disagreed their courses and programs contained specific learning objectives requiring students to learn and perform the skills represented in the MSS. Of the chair groups, the English/fine arts/humanities, and the technologies/health care groups tended to produce significantly higher ratings than other chairs and supported the notion of Maryland community Colleges teaching and assessing a common higher-order knowledge application skill set. Based on respondent ratings, the communication, thinking and interpersonal skill sets in the MSS have the best chance of gaining acceptance by colleges interested in integration of purposeful teaching and assessment of a higher-order skill set across the curricula. Respondent ratings also indicated that it is unlikely that the colleges would undertake a common initiative to teach and assess a common skill set like the MSS without intervention from the state. Respondents expressed distrust of bureaucratic intervention, were somewhat concerned about the difficulty of teaching and assessing the entire skill set, and felt that the skill sets were too broad to be feasibly taught. Recommendations include the need for extensive faculty development and the provision of incentives from the state educational agencies to provide support for colleges interested in teaching and assessing a common higher-order knowledge application skill set. / Ed. D.

TITLE: Impact of the trade days project on the key competencies of Kunratice Elemetary School graduates AUTHOR: Tom Tychtl DEPARTMENT: Department for research and development of education SUPERVISOR: PhDr. Veronika Laufková Ph.D. ABSTRACT: This thesis deals with the project called "Trade days", which is implemented at the Kunratice Elementary School, especially its impact on the development of key competences od school graduates with an overlap onto their future life. The work is based on theoretical findings on key competences, constructivist concept of teaching, organisational forms of teaching and project-based learning, which are then used in the practical part. In the practical part, the thesis aims present the functioning of the project and, based on a combination of qualitative and quantitative research, to present the results of the impact of the "Trade days" project on the development of key competencies and the overlap of this development into the future life of school graduates. KEYWORDS: key competencies, project-based learning, secondary school, qualitative research, graduates

The thesis deals with verbal communication skills based on a respectful and partnership approach to students, through a multi-case study of two selected teachers at lower-secondary schools. The theoretical part is devoted to human communication, especially in terms of verbal and also marginally in terms of nonverbal. Introduces and describes the principles and tools of respectful, partnership and immediate communication. It draws attention to the possible effects of the disrespectful and authoritative approach of teachers on pupils' problematic behaviour and their ability to learn. The practical part, through a questionnaire survey and analysis of video recordings of lessons, presents the results of the influence of a respectful and partnership approach on the overall atmosphere in the classroom. In reference to the theoretical part of the work, it provides examples of transcribed monologues and dialogues containing elements of a partnership and respectful approach. Based on the triangulation of data, it was found out which elements of respectful and partner communication teachers use in their practice, and it was also proven that the application of these elements positively affects the atmosphere in school classrooms. Finally, the analysis of the questionnaire survey confirmed that teachers...