The diploma thesis on the topic of Subject Matters for Inquiry Based Education of Biogeography in Educational Programmes for ZOO Ohrada in Hluboká nad Vltavou consists of two parts theoretical and practical. The theoretical part is formed by research of literature, in which the author of the thesis discusses literature which was used as a source of information for further processing. The diploma thesis also describes methods used in the theoretical part and for creation of own teaching materials. The author describes importance of extracurricular teaching in ZOO Ohrada Hluboká nad Vltavou and characterizes Inquiry Based Education. The practical part focuses on description and realization of the educational programme as such. Three subject matters of educational programme were made in total. Topics of the programmes are based on the concept of Educational programme in ZOO Ohrada in Hluboká nad Vltavou and characterize representatives of animal groups of snakes, birds and predators. Concept of all the programmes is the same. Each programme includes four parts presentation, practical activity of pupils, competition and working sheets for home.

The diploma work focuses on the beginnins and historical development of elementary education in the village of Volduchy since the end of 18th century until 1965. It summarizes and analyzes available regional sources. The first chapter is about the history of Volduchy. Next chapters follow the changes in pedagogical staff, number of pupils, denomination, organisation of education, extracurricular activities, numerous celebrations, significant events, teaching collections as well as the use of the school building. The diploma work also focuses on the influence of historical events and political changes on education.

The thesis deals with general creativity and creativity development of adolescent children by the means of project method. Theoretical part describes creativity as a term, its factors and levels. It further characterizes these terms: creative activity, creation, creative thinking, brainware, and creative experience. Further it analyses creativity importance for an individual person and society as a whole. It also characterises creative type of personality, describes pedagogical creativity and offers ways and means of creativity support. Next part draws up creative thinking development possibilities and development possibilities of qualities important for creative personality development. Next chapter pursues project method character. It describes case-history, then it targets the project-problem relation, highlights project education effects and basic principles. It focuses on phases of the project process and project pattern overview. In following chapters school subject art education, its characteristic, its main goals, and art education pedagogy methods and forms are described. Artistic expression development and crises of artistic expression are described, too. The thesis further concerns leisure time, extracurricular education and its institutions, relations of leisure time, lifestyle and focus on social values. Last chapter considers adolescence. Practical part contains description of an art project, which is divided into several creative activities. This part is focused particularly on spontaneous expression of a group supporting.

Made available in DSpace on 2014-08-20T13:49:18Z (GMT). No. of bitstreams: 1 DanielleAndrade .pdf: 702405 bytes, checksum: 5497672131b43e2c423740d23b9e9dd6 (MD5) Previous issue date: 2011-03-25 / Although the current context of education depicts a scenario of disdain, disbelief and devaluation of the teaching profession, are in schools motivated and committed professionals, professionals who use resources, seek alternatives and engage with the same. These professionals often go unnoticed and appear to non exist in the public schools. To contribute to greater reflection on teacher motivation, a topic widely discussed in education, this study aims to trace the characterization of physical education teachers who work with extracurricular sports in College Hall Pelotense, the from their motivations, their careers, their knowledge and identities. Characterized as a qualitative and descriptive study,like a study case. For the data collection instrument were used a semi-structured interviews which were transcribed later to be analyzed and discussed. The subjects in this study were six teachers involved in extracurricular sports activities at the school. The study results point to a scenario where teachers, mostly men and ex athletes, trained in ESEF / UFPel, are at different stages of professional development, with different expectations about the future. They are motivated to work, though not fully satisfied. The feelings of satisfaction concerning the development of students, since the dissatisfaction is related to work conditions and low wages. The knowledge used in their practices are related to their trajectories, particularly, their experiences with the sport. They point out that professional development is hampered by the lack of professional training policies. The training materials are from the personal commitment of teachers. Recognize themselves and are recognized by the wider community as competent professionals. Such recognition promotes increased self-esteem and influence in the motivation of teachers / Ainda que o contexto atual da educação retrate um cenário de desprezo, descrédito e desvalorização da profissão de educador, nas escolas encontram-se profissionais empenhados e motivados, profissionais que mobilizam recursos, buscam alternativas e envolvem-se com a mesma. Estes profissionais por vezes passam despercebidos e parecem inexistir nas escolas públicas. A fim de contribuir para uma maior reflexão acerca da motivação docente, tema amplamente discutido no campo da educação, este estudo tem como objetivo caracterizar os professores de Educação Física que trabalham com o esporte extraclasse no Colégio Municipal Pelotense, a partir de suas motivações, suas trajetórias, seus saberes e identidades. Caracteriza-se como um estudo qualitativo, descritivo, tipo estudo de caso. Para a coleta dos dados o instrumento utilizado foi a entrevista semi-estruturada, as quais foram transcritas para posteriormente serem analisadas e discutidas. Os sujeitos deste estudo foram seis professores envolvidos com as atividades esportivas extraclasse na referida escola. Os resultados do estudo apontam para um cenário onde os professores, na sua maioria homens e ex-atletas, formados na ESEF/UFPel, encontram-se em diferentes fases de desenvolvimento profissional, apresentando diferentes expectativas com relação ao futuro. Estão motivados para o trabalho, embora não plenamente satisfeitos. Os sentimentos de satisfação dizem respeito ao desenvolvimento dos alunos, já os de insatisfação relacionam-se com as condições de trabalho e os baixos salários. Os saberes empregados nas suas práticas estão relacionados às suas trajetórias, em especial, as suas experiências com o esporte. Salientam que a atualização profissional é comprometida pela falta de políticas de capacitação profissional. Os materiais para treinamento são oriundos do empenho pessoal dos professores. Reconhecem-se e são reconhecidos pela comunidade em geral como profissionais competentes. Tal reconhecimento favorece o aumento da auto-estima, bem como influencia na motivação dos professores

This mixed-method case study examined effects of high school musicians' participation in the jam session, a student-directed, extracurricular music activity. The single case study site was a rural British Columbia high school exceptional for its support of jamming. Forty-four subjects, including 21 who fully met stated criteria for jammers, and 13 non-jamming subjects, were studied over a period of four months. The general research question was: Does participation in a band room jam session benefit students cognitively and motivationally? Specific research questions were: Do students who informally jam on various forms of music enhance their music skills in the perception and meaningful manipulation of music elements, and if so, how? In what ways does Csikszentmihalyi's flow theory explain the continued participation of students in the jam session? Three quantitative instruments were administered to 13 jammers capable of playing a Bb Concert scale on a melody instrument as well as to a comparable group of 13 non-jammers. These instruments included Gordon's Advanced Measures of Music Audiation (AMMA), Froseth's Test of Melodic Ear-to-Hand Coordination (TMEHC), and a researcher-developed test of ear-to-hand coordination (SOR). An ANOVA test showed no significant difference between jammer and non-jammer groups on AMMA scores (p<0.05). ANOVA showed a notable but not significant difference (p<0.056) between groups on the TMEHC, while a Repeated Measures Analysis of pre/post test TMEHC scores showed no effect of jamming over a period of 10 weeks. ANOVA showed a very clear difference between groups on the SOR (p<0.001). Qualitative data collected via journaling, interviews, observation, and participant-observer tasks indicated that jammers were perceiving and manipulating music elements in meaningful ways, and also supported Csikszentmihalyi's flow theory as an explanation for jam session participation. In particular, flow characteristics including transformation of time, loss of self-consciousness, and challenge/skill balance were both observed and reported. The role of the teacher, the presence of a music subculture, and the pseudo-curricular nature of jamming were noted as possible topics for further research. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Sojková, I.: Psyche et soma. Art as health promotion. [Master's Thesis] Prague 2016 - Charles University, Faculty of Education, Art Education Department, 67 pages. This Master's Thesis explores opportunities to improve various aspects of health, as defined by the World Health Organization, through art. The research is backed up by appropriate sources from philosophy, physiology, pedagogy, and psychology. The art tasks and activities which make up the research portion of this thesis are also based on these sources. My own artwork as well as that of several contemporary artists serve as another source for the didactic direction. KEY WORDS body, health, individuality, selfreflection, artephiletics, expression game, experience, school and extracurricular enviroment.

The purpose of this study was to explore and describe the relationship between top academic achievement in Grade 12 and certain characteristics of career adaptability. The career construction theory and the counselling model for life designing constituted the theoretical framework for the study. This research study of limited scope was conducted according to an interpretivist metatheoretical paradigm. I followed a qualitative methodological paradigm based on a case study design. Purposive sampling was used to select participants according to their top academic achievement. A very important factor in all case studies is the collection of data from multiple sources. Therefore, data collection methods included the Career Adapt-Abilities Inventory, individual interviews, life line and life story. A deductive style of analysis was used to identify themes (concern, control, curiosity, confidence). Inductive analysis was used to identify subthemes. Based on the findings of the study the salient aspects of career adaptability were established as being concern, control, curiosity and confidence. The importance of career adaptability when negotiating change was demonstrated by participants in their orientation and preparation for the future, making decisions after careful planning and exploration, and seeking information, as well as having confidence in their own ability and choices. Finally the findings of my research study suggest a significant relationship between Grade 12 top academic achievement and certain characteristics of career adaptability. Additionally findings suggest that other variables such as participation in extracurricular activities, gender, race and socioeconomic circumstances should not be excluded and therefore need to be investigated further. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

Denna studie behandlar det breda och komplexa området exkludering på fritidshemmet. Syftet med denna studie är att undersöka hur fritidslärare uppfattar att exkludering sker på fritidshemmet och belysa vilka metoder fritidslärare använder för att motverka exkludering. Detta är en kvalitativ studie där semistrukturerade intervjuer använts som forskningsverktyg. Studiens resultat visar att fritidslärarnas uppfattning är att exkludering sker mellan elever  under fria aktiviteter och lekar. Elever som har gemensamma intressen kan exkludera andra elever som inte har liknande intressen och som inte passar in i gruppen. Vidare är fritidslärarnas uppfattning att styrda aktiviteter kan motverka exkludering eftersom elever får samma förutsättningar att delta i aktiviteter och lekar. Fritidslärarna finns där för att styra och säkerställa så att inga elever känner sig utanför. Exempel på metoder som fritidslärarna brukar använda för att motverka exkludering är att läsa av situationer och ingripa om det behövs, ta en diskussion med elever och förklara hur den utsatta eleven känner sig, samt planera styrda lekar vilket ger fritidslärarna möjlighet att påverka elevernas deltagande. / This study addresses the broad and complex area of ​​exclusion at the leisure time centre. The purpose of this study is to investigate how leisure teachers perceive that exclusion takes place in the leisure time centre and what methods leisure teachers use to prevent exclusion. This is a qualitative study where semi-structured interviews were used as research tools. The study's results show that the leisure teachers' perception is that exclusion takes place between pupils during extracurricular activities and games. Pupils who share common interests may exclude other pupils who do not have similar interests and who do not fit into the group. Furthermore, the leisure teachers' view is that controlled activities can counteract exclusion because pupils are given the same conditions to participate in activities and games. The leisure teachers are there to guide and ensure that no pupils feel outside. Examples of methods that leisure teachers usually use to prevent exclusion are reading situations and intervening if necessary, discussing with pupils and explaining how the vulnerable pupil feels, and planning controlled activities that allow leisure teachers to influence pupil participation.

Les activités parascolaires sont de plus en plus reconnues comme un contexte favorisant le développement positif des jeunes, et ce, particulièrement pour les jeunes en milieu défavorisé. Toutefois, l’efficacité de ces interventions varie selon les programmes, leur contexte d’implantation, ainsi que les caractéristiques et l’engagement des jeunes. La présente étude se situe dans l’évaluation du programme La classe enchantée (CE), un programme d’activités parascolaires musicales offert depuis 2017 aux élèves de 4e année d’une école primaire montréalaise pluriethnique en milieu défavorisé. La CE vise spécifiquement à influencer positivement l’épanouissement des jeunes par l’apprentissage collectif de la musique ainsi que par un accès démocratique à ce programme. De façon à mieux comprendre le fonctionnement et les conditions optimales d’implantation de cette initiative novatrice, la présente étude a comme objectif général d’évaluer la mise en œuvre du programme. De façon plus précise, le premier objectif est de décrire le programme et d’identifier les obstacles et facilitateurs en lien avec son implantation. Le deuxième objectif vise ensuite à relever les composantes essentielles de la mise en œuvre favorisant l’engagement des jeunes, et plus largement, leur développement positif. Les données ont été recueillies sur un peu plus de deux ans auprès de quatre groupes d’acteurs, soit les participants, leurs parents, les enseignants de musique ainsi que l’équipe de direction du programme, et ce, principalement à partir d’entrevues. Dans une visée formative, les analyses descriptives et thématiques ont permis de dresser un portrait détaillé de la mise en œuvre de la CE et de ses facteurs d’influence à partir de la structure d’ensemble du modèle psychoéducatif. Parmi ceux-ci, l’instabilité du financement est ressortie comme étant un obstacle constant avec lequel la direction doit composer. Les résultats mettent également en valeur l’importance des enseignants, de la relation qu’ils créent avec les jeunes, mais également de leur expérience avec la clientèle qui est déterminante pour l’instauration d’un climat propice aux apprentissages. Enfin, certaines aptitudes de la direction ainsi que l’ajout d’une coordination à l’interne ressortent comme étant particulièrement importants au sein du programme pour que les acteurs de sa mise en œuvre s’ajustent efficacement aux obstacles rencontrés et répondent aux besoins des jeunes. L’étude dégage également des réflexions quant à l’utilisation de la structure d’ensemble du modèle psychoéducatif comme outil d’évaluation de la mise en œuvre. / Extracurricular activities are increasingly recognized as a context that promotes youth positive development, especially for those living in disadvantaged areas. However, the effectiveness of these interventions varies from one program to another, based on their implementation context, and according to youth characteristics and commitment. This study is part of the evaluation of the La classe enchantée (EC), an extracurricular music program offered since 2017 to 4th graders attending a multi-ethnic Montreal school located in a disadvantaged area. The EC specifically aims to positively influence youth development through collective music learning as well as through a democratic access to the program. In order to better understand the functioning and optimal conditions for implementing this innovative initiative, the present study aimed as a general objective to evaluate the implementation of the program. More specifically, our objectives were to describe the program and identify the obstacles and facilitators related to its implementation, as to identify the essential implementation components promoting youth engagement and positive development. Data were collected over two years among four groups of actors, namely the participants, their parents, the music teachers, and the program management team. Data were mainly collected from interviews. We relied on the psychoeducational model to draw a detailed portrait of the implementation of EC using descriptive and thematic analysis. Among the main factors associated with the program implementation, funding instability has emerged as a constant barrier for the management team. Our results also highlight the importance of the teachers and the relationship they create with their students, but also their experience with the clientele, which was decisive for the creation of an efficient learning climate. Finally, the management team skills as well as the addition of internal coordination stand out as being particularly important to allow program promoter to effectively adjust to obstacles and better meet student needs. The study also highlights important insight regarding the relevance of the psychoeducation model as an implementation tool as well as broader recommendations on the implementation of extracurricular activity programs.

Title: Analysis of the current offer of leisure activities with focus on physical activity for primary school pupils with special needs in Prague Objectives: The main objective of this work is to analyze the services offered in the field of leisure activities with focus on sports and physical activity (PA) for primary school pupils with special educational needs (SEN) in Prague. Methods: We use two sources of data in our qualitative research. The first source is data obtained from the analysis of the Ministry of Education, Youth and Sports specifically for this research. The second source of data is a modified survey questionnaire created by Linhartova (2018). The questionnaire responses were obtained from 49 respondents, who were managers of centers and instructors of PA who provide leisure PA in Prague. Results: The research discovered insufficient support for PA among Prague primary school pupils with SEN in their free time. It turned out that on the one hand the offer of provided PA is not adapted to children with SEN and in the same way the offered activities are used by these children only to a very small extent, where it is more about individuals. The study also points to a set of barriers limiting the implementation of these PA. We identified obstacles in the area of insufficient...