99 Summary The topic of this Diploma thesis focuses on Fictionalization of History in History Teaching. This area is closely connected with Eduard Štorch. Eduard Štorch was an amateur archaeologist, a very good writer and an undervalued teacher. Based on topics which he drew from a variety of archaeological research projects he created and wrote adventure stories which can be classified as somewhere between fiction and popular science stories in which he described oldest periods of Czech history. His books are still recognised today as the very best of their kind and they have been translated into a number of foreign languages. As a teacher, Štorch did his utmost to improve children's education. At his own expense and almost single-handedly he built a "Children's Farm" on Libeňský ostrov in Prague. It was meant as a place for educating children not only inside a classroom but also in the middle of nature. Children from other schools in Prague were encouraged to use the outdoors facilities there in their free time as well. Eduard Štorch tried to promote and enforce changes in the teaching of all school subjects but concentrated on the teaching of history. For this purpose he published several books such as "The Reform of the History Taught at Schools" (Reforma školního dějepisu; 1905), "The New History"...

The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a programme for academically gifted learners was developed within this mini-education system. The information for the development of the programme was gathered from the interviews and focus groups. The paradigm that forms the foundation of this research includes elements of a Christian world view and is complemented by elements of interpretivism, constructivism, pragmatism and post-modernism. The literature study on academically gifted learners revealed that these learners possess their own unique characteristics. Although academically gifted, these learners experience many cognitive, social and affective problems in the current education system. The structure of the education system, educational productivity and self-managed and interactive learning as teaching strategy were highlighted as internal determinants of an educative nature that influence academically gifted learners. The current condition of gifted education in South Africa and on an international level form the internal determinants of historical nature. If education to gifted learners, and specifically academically gifted learners, in South Africa is compared to other countries, it is clear that there are still many gaps in the education system. The main external determinants that influence educational provision to academically gifted learners include the demography of academically gifted learners, the economic environment of academically gifted learners, science and technology, the role of politics in the educational provision to academically gifted learners and the co-workers and competitors in the educational provision to academically gifted learners. The number of learners is increasing and that means that the need for educational provision to academically gifted learners is increasing. A distance-based programme is ideal, as academically gifted learners are scattered across our country. The main goal of this study was to plan a mini-education system that will provide in the unique needs of academically gifted learners in the intermediate phase in an educationally productive way in South Africa. The framework for the strategic planning of a mini-education system was used as research method. An achievable, sustainable and affordable distance-based educational programme for academically gifted learners was planned and a grade 4 pilot module developed within this mini-education system. The findings of this study suggest that the framework for the strategic planning of a mini-education system can be successfully used in planning a system that can effectively provide in the needs of academically gifted learners in the intermediate phase. From the interviews and focus group it was also clear that there is a need for educational programmes intended for academically gifted learners and that these programmes can be successfully implemented at schools. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The purpose of this thesis is the proposal of the issue of education software for learning algorithms. Work approach to the problem, both from a theoretical point of view, of education and learning to new things, so and more important from a practical point of view for introduction to the process algorithmization. It also discusses the problem of learning algorithms in Czech schools and describes the resulting program, which was created along with this thesis. Contribution of this thesis is the summary of the requirements for the software and implementing software of this type, where is possible to demonstrate the problems and requirements of the draft programs of this kind. This thesis also describes the reactions of teachers to created application.

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The present study aimed at describing and analysing stakeholders' perception of the role of the school in providing moral education in a multicultural society. The relevance of moral education today in the context of the Mauritian society cannot be underscored given the widespread concern about the collapse of family structures and the demise of family role models as agents of moral education. The adoption of a materialistic philosophy of life and the increasingly influential role of the media have contributed to the disintegration of the moral fibre of society. Using a qualitative approach, the understanding of various categories of stakeholders, namely teachers, students, parents and school administrators, regarding the issue of morality, moral education and the role of the school have been investigated through a survey. The sample consisted of 33 teachers, 30 students and 9 school administrators and 10 parents. The data was collected through four focus group discussions with students and teachers respectively and a series of individual in depth interviews with parents and school administrators. The data collection period extended over eight months. The conceptual framework used in the study was based on the social learning model developed by Bandura (1991:91). The notion of modelling or vicarious learning as a form of social learning is particularly relevant in the case of moral learning and moral socialisation in the context of the school. The findings reveal a general consensus among adults of the need for schools to seriously reconsider its function as a moral educator. Their perceptions of the ways in which it ought to take place focus primarily on the use of role modelling and dialogue within the school set up. Adults also seem to believe that some form of direct moral instruction could be considered if the strategy used is more student-centred and based on discussions about case studies. The students, however, perceive indirect moral instruction through the hidden curriculum to be more effective in helping them to understand and internalise moral values. Chief among their concern is the role of the teacher and his or her professionalism as well as communication skills. In the light of the findings, guidelines have been developed to implement a moral education programme at secondary school level. / Educational Studies / D.Ed.(Psychology of Education)

The purpose of this research was to explore the subject of integrating philosophy of education and the goals of education in education practice at the high schools in Kenya. It is stated that the impact of education practice is hinged in the statement of philosophy of education and the goals of education which has been neglected by researchers and scholars in Kenya. An intensive literature review which was undertaken revealed that philosophy of education and the goals of education are flouted in education practice. The sources of literature review were books, journals, policy documents, dissertations, theses, newspapers, and websites. In this qualitative research, phenomenology was selected as suitable theoretical framework to situate education practice as a human activity which is shaped by philosophy of education and the goals of education. A qualitative design was used, and purposive sampling was identified to select the schools and the respondents. The respondents in this research included the school principals, teachers, education officers, board of governors, and the parents-teachers’ representatives. The main qualitative research methods involved literature review and interviews. In this study, ideograms were utilized in the process of analysing the responses acquired from the respondents. According to the respondents, the statement of philosophy of education is foreign in the high schools, but the goals of education are printed in the syllabi, and this explains why the study focused on the goals as the familiar items. The views obtained from the respondents emphasized on what is envisioned to occur at the high schools, and this explains that the students are estranged from philosophy of education. It was concluded that high school pedagogy is exposed to conflicts in relation to integrating philosophy of education and the goals of education. In this case, the study recommended the following insights to improve the process of integrating philosophy of education, the goals of education, and education practice in Kenya: The necessity of revising the content and material resources of high school syllabi to comprise the attributes of philosophy of education in pedagogical activities.  Another suggestion emphasized on restructuring evaluation strategies to integrate the attributes of social cohesion, human progress and economic development.  The final recommendation is that the teaching and learning activities are necessary to intensify knowledge transfer which articulates the attributes of philosophy of education and the goals of education. / Teacher Education / D. Ed. (Philosophy of Education))

A growing body of research has emphasised the social processes by which teachers – who are curriculum policy implementing agents – are trained and supported on how to practically implement policies in the classroom. Yet, little attention has been paid to the factors that influence teachers’ interpretation of curriculum policy and how their understanding of policy implementation influences the ways in which they respond to policies. Some research has already been done on the implementation of curriculum policies in schools, with findings centred largely on the disjuncture between policy and practice. Research has also established that much of what teachers are doing in the classroom does not reflect policy. Although teachers have opportunities to enhance the implementation of policy, there are also factors that negatively influence their implementation of educational policy. This is basically because of the gap between the policy makers and the implementing agents. The lack of a shared understanding between these two stakeholders’ results in a perception of policy as a set of strict rules and procedures meant to be followed by teachers. This study aims to develop an understanding of what influences teachers in their attempts to implement the curriculum policy on environmental education in the classroom. The study further aims to gain an understanding, from the practitioners’ perspectives, of how policy implementation challenges their habitual patterns of teaching and schooling and whether, to them, this implementation seems to threaten the conventional disciplinary curricular structures of fixed timetables and depending on textbooks, and leaves little room for outdoor or hands-on activities. The focus on teachers is motivated by the fact that they are the primary curriculum implementers in schools and as such, are expected to play a significant role in implementing the curriculum according to policy. This study advocates an interdisciplinary approach to implementing environmental education policy in teaching and learning in the Natural Sciences. This entails environmental education becoming part of the curriculum, and being taught as a cross-curricula component. In this context, environmental education will form part of teaching and learning in every learning area of the curriculum for the General Education and Training band of the South African education system. What this means for teachers is that they have to integrate environmental concepts or topics within their respective learning areas, and that they have to follow a learner-centred approach that allows learners the opportunity to become active participants, responsible for their own learning. This implies that, for learners to develop knowledge, skills, and correct attitudes regarding the environment, teachers have to use available, local teaching materials or resources. As the classroom becomes free from traditional teaching styles, learners become active and take responsibility for their own learning. They discuss and share ideas with one another, and the teacher becomes the facilitator of the teaching and learning process. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

L'objectif de cette thèse est d'identifier la nature des idées ou des messages politiques véhiculés dans les programmes scolaires, afin de déterminer si le processus de socialisation peut apporter des solutions aux dysfonctionnements des États africains et du Tchad en particulier. La recherche est centrée sur les aspects éducatifs de cette problématique, à travers plus précisément une analyse critique du contenu des manuels destinés aux élèves des écoles primaires de N'Djamena.Nous nous sommes focalisé sur trois points principaux. Le premier, de nature théorique, évoque les approches classiques et contemporaines ayant trait à la transmission des connaissances, aux mécanismes de pouvoir et à l'histoire coloniale. Le second consiste à décrypter, tant quantitativement que qualitativement, les thématiques ayant des significations politiques et figurant dans les manuels visés. Le troisième est de nature empirique : il s'appuie, d'une part, sur une échelle de politisation conçue sur la base des 90 vocables les plus représentatifs de ce champ et, d'autre part, sur des entretiens menés avec des acteurs de l'Éducation nationale et centrés sur des questions relatives à ce secteur telles que les problèmes entravant son développement, l'impact des décisions centrales et les alternatives susceptibles de dépasser les obstacles rencontrés.Cette contribution permet de confirmer notre hypothèse selon laquelle ce qui est inculqué aux élèves tchadiens n'incarne pas une culture garante de cohabitation, mais contribue à la dégradation de la situation politique du pays, le système de valeurs ainsi véhiculées ne favorisant pas la constitution d'une identité nationale commune. / The objective of this thesis is to identify the nature of political ideas or messages conveyed in the curriculum, to determine whether the socialization process can provide solutions to the failures of African states and Chad in particular. The research focuses on the educational aspects of this problem, specifically through a critical analysis of the content of textbooks for primary school children in N'Djamena.We focused on three main points. The first, theoretical in nature, evokes the classic and contemporary approaches to dealing with the transmission of knowledge, the mechanisms of power and colonial history. The second is to decipher, both quantitatively and qualitatively, the themes that have meanings and policies contained in the textbooks in question. The third is empirical: it is based on the one hand, on a scale of politicization designed based on the 90 most representative words of the field and on the other hand, on interviews with actors national Education and focused on issues related to this area such as problems hindering its development, the impact of central decisions and alternatives that could overcome the obstacles encountered.This contribution confirms our hypothesis that what is taught to students Chadian culture does not embody a guarantee of cohabitation, but contributes to the worsening political situation, the value system and conveyed does not favor the establishment of a common national identity.

This thesis Development of Medial Education and Literacy in Germany presents formation and progresive development of medial education in our neighbouring state. Firstly the basic concepts are explained, then description of Medial eduacation evolution is following. This thesis presents also current state of medial education: which way it tends and how it is practised in particular grade of education. The practical part ilustrates findings from the qualitative research: the experts from Germany responded three fields of questions: general introduction into medial education, medial education at school and non-school medial education.

The final essay concerns itself with the issue of creating strategic material for educational development in the Czech Republic on the basis of possible consensus of the major political forces in the country. This work's goal is formulating aspects of the strategy, which could be accepted by the major political forces and is therefore possible to predict its embracement and realistic execution. Formulation of these cycles comes from a conducted comparison of the various political party programs, which received more than 1.5% of votes in the 2013 parliamentary elections. The comparison's result will be further equated with the document of the MŠMT The Main directions of the educational policy until year 2020. Based on which, problems will be formulated and through their solution, a consensus can be expected, which will therefore become the basis for future strategies of the development of Czech education. The work's results bring possibilities of utilisation, by the ongoing discussions about the strategy of education, which will be usable in the deliberations between representatives of political parties and other subjects working on the creation of the strategy. This way, it will be possible to anticipate the situation where by each change of government a major change of the education policy will...