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Yes / Assessment of children for school readiness is a crucial process that requires extensive effort to select the sequence of tests most appropriate for the particular case to be investigated. Indeed, the success of the assessment depends highly on the diversity, flexibility, and comprehensiveness of the tests available and the ability of the applied system to decide on the specific sequence of tests to be utilized for each child based on his/her skills which should be discovered dynam- ically as the assessment progresses. Given the huge search space for the test cases to be utilized in the assessment process, it is preferred to apply an optimization technique capable of finding an appropriate test case that better fits the skills of a given child. It was decided to use a genetic algorithm (GA)-based approach for the optimization process. Any other optimization technique could have been used and utilizing the GA is a personal decision to complement the framework developed for this paper. GAs have been widely and successfully used in various application domains. Fortunately, the results reported in this paper demonstrate the effective- ness of the utilized GA in handling the assessment process to decide on school readiness. Assessment of a person’s abilities and skills is an important task for organizations. Examples include evaluating a child’s readiness for school or determining an employee’s aptitude for a position. The assessment involves various parameters related to the test subject’s aptitude, such as motor skills, linguistic development, or deductive capabilities, among others. The assessment may be conducted by various bodies, such as public education systems, commercial testing companies, and recruiters. To facilitate the assessment process in a systematic way less influenced by the attitude of a specific domain expert, it is preferred to develop and employ web-based assessment systems which integrate the skills of professional domain experts. A recent innovation is an adaptive web-based stealth assessment that analyzes the subject’s skill and dynamically adapts the assessment tests accordingly. A web-based stealth assessment is used for evaluating school readiness of a child by having the child play a series of games comparing the child’s per- formance with a database of performance results for a population. The web-based stealth assessment includes a processor for processing the child’s performance data, for comparing the performance data with the performance results of the population, and for applying a GA to determine the most appropriate next test for the child.

Over the past decade, there has been a noticeable increase in the enrollment of foreign-born children in Swedish schools. While Swedish as a second language has its own curriculum, there appears to be a lack of emphasis on teaching English to new arrivals. Despite English being a compulsory subject in the Swedish education system, there is inconsistency among teachers in their approaches to teaching it to new arrivals. This study specifically focuses on children of Middle Eastern descent, whose native language is Arabic. It investigates whether new arrivals are effectively accommodated in the classroom while learning English as a third language, and if so, what specific accommodations are provided. To achieve the results of this study, interviews with teachers and student questionnaires have been conducted to assess and compare the alignment of teaching methodology between them. As a result, plurilingual teachers, proficient in multiple languages, seem to have a significant advantage in teaching and communicating with new arrivals, particularly if they share the same native language. The objective of this study is to investigate the possible advantages which plurilingual teachers have within the Swedish school system.

Il proposito di questa ricerca è di conoscere gli utenti dell’educazione degli adulti in Cile, il motivo per cui hanno abbandonato e poi ripreso gli studi, oltre alla loro attuale percezione del sistema scolastico. Per lo studio si è utilizzata la tecnica dei questionari, con un campione aleatorio di 597 giovani e 61 docenti in 24 scuole della regione di Valparaiso. Gli aspetti analizzati per gli studenti sono stati: abbandono della scuola, reinserimento nel sistema scolastico, didattica dell’insegnante; per gli insegnanti: soddisfazione per lavorare nei centri per adulti, opinioni rispetto agli studenti e percezione della propria didattica. Tra i risultati risalta il fatto che gli studenti riconoscono di aver abbandonato la scuola per mancanza di motivazione e per motivi didattici e per contro la buona percezione che hanno delle peculiarità della modalità di Educazione degli Adulti e del modo di fare degli insegnanti. Gli insegnanti si sentono soddisfatti del loro lavoro e considerano che la specializzazione nell’area l’hanno acquisita con l’esperienza. Riguardo agli studenti rilevano carenze nella motivazione, nella costanza allo studio e nella presenza alle lezioni; c’è una buona percezione dell’aiuto reciproco tra studenti anche se si registrano casi di auto-isolamento. / The purpose of this research is to know users of adult education in Chile, because they left their studies and taken up today, as well as current perception of the school system. The survey technique was used in the study and a random sample of 597 youth and 61 teachers from 24 schools in the Region of Valparaíso. The studied topics of students were: return to the school system, teaching used by teachers and drop out of school. The teacher topics were: satisfaction of working in adult schools, students view and perception of their own teaching. Results indicated that students admit to having left the formal system mostly due to lack of motivation and educational reasons. In addition they have a good perception of the treatment of teachers and characteristics of the adult education system. On the other hand, teachers believe that specialization in this area have been acquired through experience and feel satisfied in their work. About their students, teachers emphasize their lack of motivation, failure to attend classes and persistence in their studies.

The main objectives of this research were to determine the perspectives of South Korean educators regarding the inclusion of environmental education into the curriculum of South Korean schools and to establish the educators’ level of knowledge of environmental education. The research was conducted using a translated questionnaire, which was administered to the educators. The findings of the research showed that few South Korean educators have had any training in environmental education. While most have had no exposure to environmental education it was found that they would appreciate training in the subject. The study highlights the importance of, and discusses the implementation of, environmental education in some Asian countries, as well as the constraints experienced during implementation. On the basis of the research findings, it is recommended that South Korea draw on the knowledge of other countries in both improving the current curriculum so as to include environmental education at all levels, and in the professional development of its educators, in order to bring about the effective inclusion and implementation of environmental education in South Korean schools. / Educational Studies / M. Ed. (Environmental Education)

本研究探討韓國中等學校職前師資培育制度內容並進一步展望未來發展。本研究所獲得之主要結論如下： 目前，韓國的師資培育課程，可大分為師範學院課程和非師範學院課程。師範院校的課程有國立和私立師範學院之分；非師範學院課程有普通大學的教職課程和教育系及教育研究所課程。透過這樣的多元和開放性的師資培育，來充足教師的來源。但是，在課程設置和管理上，只是讓學生能獲得教育職業科目的資格，就連師範校院也出現了與普通大學相似的傾向。引導學生研究教育和改善教學方法不夠，應須提高師資的品質。 因此韓國係以所修課程及學分數作為專業科目（即任教科目）的認定標準。另外韓國的中等學校教師的資格係採兩分級制，獲得一級正教師資格者為，基礎學歷需有碩士學位。二級正教師資格者為，基礎學歷獲有學士學位。 依據研究結論，本研究提出以下建議。 1. 建立完善的教師資格檢定制度。 2. 建立師資培育機構、學校、社區密切合作的制度。 3. 在韓國中等學校職前師資培育階段中應需較長之教育實習時間。 基於以上的研究對於教育行政機關、大學校院、及中等學校、未來後續研究提出建議，俾供兩國建構師資培育制度之參考。 / The purpose of this research was to study pre-service education system of Korean and secondary school Teachers. The conclusions and implications of the present study are summarized below: The training curricula for Korean teachers can be divided into two parts; One is the curricula for normal universities and the other is for non–normal universities. The courses for normal universities are separately designed for national normal universities and private normal universities. And those for non-normal universities are for general universities and the department of education and graduate institute of education. The diversity and open teacher educational system can suffice the need for teachers. However, as far as curriculum designing and curriculum management , it can only help students obtain teacher’s certificates. This even happens to students in normal universities. The problem arise because the system is lacking in guiding students how to study education and optimize teaching methods. The system should enhance the quality of teacher training. The number of credit points one obtains serves as criterion for professional curriculum. Moreover, teachers in secondary education can gain two kinds of certificates. Teachers who have a master degree can receive “The firth grad teacher’s license ” and those who have a bachelor degree can obtain “The second grad teacher’s license ”. Suggestion of some ideas to improve the teacher education areas follows: 1. To establish complete certain of the teachers rating system. 2. To establish teacher education system, the secondary schools and community which are closely related to one another. 3. More time is needed for practicing teachers in Korea. According to the conclusion of this study, I hope it will be some help to the construct of secondary school teachers education system. Moreover, the study gives some suggestions to the educational administration, unive rsities , secondary schools, and the further study.

Nuolatinio švietimo organizacijų tobulinimo poreikis, efektyvus kaitos valdymas, augantys reikalavimai švietimo paslaugų kokybei bei kiti veiksniai įtakoja švietimo organizacijų valdymo pokyčius, kurie siejasi su naujais vadovų vaidmenimis ir funkcijomis. Šiuolaikinės mokyklos vadovas turi būti vienas iš aktyviausių švietimo kaitos dalyvių, todėl inovatyviai atliekama jo veikla gali sąlygoti sėkmingą ugdymo institucijos veiklą bei jos kaitą. Magistro darbe analizuota ikimokyklinio ugdymo įstaigų vystymo strateginiai orientyrai, pateikta minėtų institucijų tobulinimo samprata, atskleistos tobulinimo sąsajos su kokybe, aptarti vadovų vaidmenys kaitos kontekste, išryškinti vadovų vaidmenų transformacijas sąlygojantys veiksniai. Tyrimas atliekamas naudojant teorinius, empirinius, statistinius tyrimo metodus: mokslinės literatūros šaltinių ir švietimo veiklą reglamentuojančių dokumentų analizė, anketinė apklausa, statistiniai: aprašomosios statistikos metodai. Tyrimo metu siekta išsiaiškinti, koks yra ikimokyklinio ugdymo įstaigų vadovų vaidmuo organizacijos tobulinimui pačių vadovų ir pedagogų požiūrio aspektu. Tyrimas patvirtino hipotezę, kad didžioji dauguma vadovų ir daugiau nei pusė pedagogų yra įsitikinę, kad vadovų vaidmuo ikimokyklinio ugdymo institucijos tobulinimui yra didesnis nei pedagogų. Remiantis tyrimo rezultatais formuluojamos išvados, kad per pastaruosius penkerius metus daugiausia pokyčių įvyko šiose ikimokyklinio ugdymo įstaigų srityse: (Pasvalio miesto... [toliau žr. visą tekstą] / The permanent requirement of educational institutions development, an effective control of alternation, rising requisitions for the quality of educational service and other factors influence the change of educational institution’s controlling, which relates with new roles and functions of the authorities. The leader of modern school has to be one of the most active participator in educational changes. Therefore innovative activities can determine the successful practice and changes of educational institutes. This work of master’s degree analyses preschool educational institutes’ guides of development’s strategics. There is presented the conception of aforementioned institutions’ development, educed the connection between development and quality, disputed the roles of the authorities in the development and emphasized the factors of the authorities’ roles transformation. The research is fulfilled by using theoretical, empirical, statistical methods: the analysis of scientific literature and documents that regulate the education, questionnaire and statistical-descriptive method. The aim of the work is to find out the role of preschool authorities in the development of the institutions according to their own and pedagogues’ attitudes. The hypothesis has been proved that the biggest part of the authorities and more than a half of pedagogues are certain, that in the development of preschool institutions the authorities have major role than pedagogues. According to the results... [to full text]

This study is an investigation into the morale and motivation of Nigerian teachers. Due to the geographical and administrative vastness of Nigeria this study focuses on Abia State. Abia is one of the 36 States of Nigeria and it typifies the educational structure and practice of Nigeria The study involves teachers and students from two primary and two secondary schools from each of the educational zones in Abia (a total of 12 schools). A focus group of 37 headteachers across Abia State will also be studied and the views of a cross section of students (12 students from each secondary school) are sought. The background information on education in Nigeria and Abia State as well as the reasons for this study are discussed in the introduction. A review of the literature on morale and motivation in African countries and other international studies is presented. The study employs ethnographic multiple case study and focus group methods which included a semi-structured focus group interview, participant observation and a self-administered questionnaire. Research methods and findings are discussed and analysed and from these emerged a motivation model. The study concludes with a discussion and evaluation of the findings. Obviously, any research work of this magnitude would have its limitations. These will be discussed. Recommendations for future research and developments towards improving the morale and motivation of teachers in Nigeria would follow.

This thesis deals with the issue of equal educational opportunities in Finland. Both, Czech and foreign sources as well as my own research data were used for the purpose of this study. The main objectives are to find the answers to the questions of how the idea of equal opportunities in education is carried out at different stages of the Finnish educational system, what is the role of comprehensive school, which specific tools are used for addressing the equity issues systematically or what is the opinion of our experts on the possible inspiration from the Finnish educational model in the Czech conditions. Using the comparison of results of the PISA assessment programme I am trying to reveal the positive and negative effects of two different types of primary schools - comprehensive in Finland and selective in the Czech Republic - mainly focusing on the field of distribution of equal educational opportunities.

This diploma thesis examines school documents in the former Karlín district, from the second half of the 19th century to the year 1927 for example: general schools in Brandýs nad Labem, Stará Boleslav, Klecany, Odolena Voda, Panenské Břežany and Veliká Ves. This thesis is divided in two parts, the first part focuses on the history of education from Marie Terezie's school reforms to the first Czechoslovak Republic along with school administration in the same period, mainly it focuses on the lower grades of school education systems. Then I describe the former Karlín district, especially individual towns and villages, whose documents I describe later and I write about short history of their schools. In the main part of this thesis I compare selected school documents - namely class statements, class registers, class statements of school leavers, main registers, conferences protocols and school chronicles of individual schools and I examinate their development. Key words The Karlín district, general education system, Brandýs nad Labem, Stará Boleslav, Klecany, Odolena Voda, Panenské Břežany, Veliká Ves