(in English) The aim of this diploma thesis is focused on observation of communication behaviour between the teacher and pupils with autistic disorder spectrum and mental disability from the special primary school. The research is based on the analysis of audio recordings of verbal communication of pedagogical team and pupils. The nonverbal phenomena of this communication which were recorded by researcher is appended to this analysis. The thoretical part consists the information of mental disability and its etiology and classification as well as the information of autistic disorder spectrum and its etiology, classification and characteristic problematic domains. The most comprehensive part of this thesis deals with disruption of communication between children with autistic disorder spectrum. I also describe the pedagogical communication on the special primary school. The experimental part consists the analysis of communication behaviour of the teachers and pupils with mental disability and autistic disorder spectrum which was observed during five lessons of language education. The research also consists the analysis of two works heets which were worked out by pupils with autistic disorder spectrum and mental disability.

A major challenge for teachers in crowded classrooms is to adapt the teaching to different pupil’s needs and abilities. Previous research shows that learning for pupils in the Swedish primary school has somewhat become an individual project. An increase in the individual work has been at the expense of whole class teaching. This has had a negative impact on pupils' academic performance. However, previous research also indicates that individual adaptation may affect results positively when the teacher is active, has knowledge of pupil’s needs and abilities and also a willingness to meet them. In the last few versions of the Swedish curriculum it is mentioned that teaching should be adjusted based on each pupil's abilities and needs. The purpose of this study is to investigate, describe and analyze how today's teachers in primary school (grades 1-6) handle individual adaptation in teaching, what strategies they use and what dilemmas that occurs. The study focuses on how work is carried out in practice. Qualitative interviews and participant observations are used in the data collection. This study has been conducted in two parts. The first part addresses five teachers and their classes in four different schools. In the second part the study has been extended with one of the above teachers whose classroom work was followed during a period of seven weeks. The results show that teachers are working hard to find methods that promote communication and interaction. They use different strategies to adapt teaching to each student. Individual work is still present but does not dominate the classroom work. Teachers individualize teaching by variation and interaction, by working together with tasks, with active relationship-oriented work and through continuous adjustments in the moment. The study also shows that teachers face several dilemmas when they individualize teaching in the classroom. One dilemma is among the ideal adaptation that teachers have a vision of, versus the time- and efficiencydriven adaptation that is possible to accomplish in the classroom. There is a tension between overall ideal images and teachers' practical everyday reality.

Syftet med denna systematiska litteraturstudie är att undersöka hur olika representationsformer kan påverka elevers inlärning av grundläggande taluppfattning. I denna studie har sökningen av artiklar skett genom både manuell sökning och databassökning. Sökning i databaserna har skett främst i ERIC och Unisearch. Resultatet visar att samtliga representationsformer är fördelaktiga att använda som i matematikundervisningen, för elevernas inlärning av grundläggande taluppfattning.

Syftet med denna studie är att bidra med ökade kunskaper om hur mellanstadielärare undervisar om partikelmodellen. Datainsamlingsmetoden var kvalitativa semistrukturerade intervjuer och åtta lärare intervjuades. Resultatet visar att partikelmodellen får lite utrymme i dagens kemiundervisning på mellanstadiet. Lärarna anger flera idéer men gör det utan att presentera en holistisk modell. Likaså lyfter de fram ett begränsat undervisningsinnehåll kopplat till partikelmodellen som inte speglar dess användbarhet eller ger eleverna förutsättningar till att utveckla en helhetsförståelse för vad modellen innebär. Lärarna har dessutom lättare för att ange varför och vad de undervisar om partikelmodellen än när och hur. Detta tyder på att de saknar strategier för hur de kan undervisa om partikelmodellen med en genomtänkt progression. En slutsats är att lärarna är medvetna om att partikelmodellen är viktig, men att detta inte speglas i deras undervisningspraktik. / The purpose of this study is to contribute with increased knowledge of how primary school teachers teach about the particle model. The data collection method was qualitative semi-structured interviews and eight teachers were interviewed. The result shows that the particle model has a small place in today’s chemistry teaching for pupils in age 10 to 12 years. The teachers mention several ideas that pupils should learn but without presenting a holistic model. Similarly, they emphasized a limited teaching content linked to the particle model which does not reflect its usefulness or provide students with the conditions to develop a holistic understanding of what the model means. In addition, teachers can more easily tell why and what they teach about the particle model than when and how. This indicates that they lack strategies for how to teach about the particle model with a progression. One conclusion is that teachers are aware of the importance of the particle model, but this is not reflected in their teaching practice.

The purpose of the study was to contribute to the knowledge of how primary teachers design their teaching when aiming for inclusive education. The study focuses on how the teachers describe how they use teaching resources and other materials when designing their teaching. It is a qualitative study based on semi-structured interviews with ten primary teachers who teach mathematics in grades 1-3. The Framework Design Capacity for Enactment has been used to analyze and discuss the results of the study. Through the analysis of the interviews two different types of approaches  emerged: the one who has great confidence in teaching materials and the one who uses teaching materials as inspiration. The first type of teacher prefers to use the textbook in an individual and quiet setting, while the second type of teacher works in several different ways to support and challenge the students.    Several teachers describe that they would like to teach more individualized but for various reasons they do not have the opportunity. / Syftet med studien var att få ökad kunskap om hur lågstadielärare utformar matematikundervisningen så att den anpassas till alla elevers behov. Specifikt studerades hur lärare förhåller sig till undervisningsresurser och övrigt material. Det är en kvalitativ studie som grundar sig på semistrukturerade intervjuer med tio verksamma lågstadielärare som undervisar i matematik. Ramverket Design Capacity for Enactmenthar använts för att analysera och diskutera resultatet för studien. Genom analysen av intervjuerna framträdde två typer av lärare, den läromedelstrogna och den läromedelsinspirerade läraren. Den läromedelstrogna läraren använder sig mest av tyst, enskilt, arbete i matteboken medan den läromedelsinspirerade läraren arbetar påett varierat sätt för att stötta och utmana eleverna.  Flera lärare beskriver att de skulle vilja undervisa mer individualiserat men att de av olika anledningar inte har möjlighet till det.

Studiens syfte är att undersöka elevers attityd till läsning av faktaböcker i förhållande till skönlitteratur i skolan och fokuserar på flerspråkiga elever i årskurs 3. Studien utgår från self determination theory vid tolkning av resultat och analys. Insamlingsmaterialet består av elevintervjuer som var både enskilda och i fokusgrupp. Studien visar att flerspråkiga elevers attityd till faktaböcker har ett samband med identitetsskapande, bland annat genom att de väljer faktaböcker respektive skönlitteratur baserat på vilken identitet de vill ha. Identiteten skapas i sin tur i olika sammanhang, framförallt i klassrumsmiljöns olika gruppkonstellationer. Denna studie kan bidra till att göra pedagoger medvetna om hur faktaböcker och skönlitterära böcker kan användas i undervisningen, men också ge kunskap om vilka motiv elever har för att välja böcker i förhållande till sin identitet.

Title: The condition survey and the use of sports facilities in primary schools in Prague 6 Objectives: Based on a given project from municipal district of Prague 6 prepare the condition survey and the use of sports facilities in primary schools in Prague 6. Methods: In the paper are used methods of structured interview and use of secondary information. Results: Primary Schools in Prague 6 effectively using their physical education facilities at a time when there are no lessons and offer it the people, but it is limited insufficient capacity or inadequate functionality of the physical education facilities. Key words: sports facilities, physical education, primary school, Prague 6

i Title: Support for the Implementation and Explanation of Problematic Physics Experiments in Education at Primary School - Mini Case Study Author: Bc. Aneta Čermáková Department: Department of Physics Education Supervisor: RNDr. Jitka Houfková, Ph.D., Department of Physics Education Abstract: This thesis aim is to refer and to acquaint with the problem of experiment in natural sciences at primary school. It identifies the obstacles encountered by primary school teachers when they use experiments in the education and it formulates principles that should guide authors of future materials dealing with experiments for primary school to make it easier for teachers to use them in education. After the introduction dealing with the experiment in the curriculum and textbooks for primary education, interviews with 8 primary school teachers follow. Based on the interviews, a material containing 15 descriptions of experiments for primary school was prepared. It is the next part of the work. This is followed by the outputs from the involved teachers' feedback on the basis of which the material was modified and the conclusions and recommendations for other similar materials were formulated. A CD with the thesis text in digital form, recordings of interviews with teachers, photos and videos illustrating the experiments...

This thesis on the topic of health promotion programs in primary schools in the South Bohemian Region deals with projects that focus on the health of pupils attending primary school. The aim of the study was to find out what is the attitude of directors selected primary schools in the South Region to programs promoting health. Another objective was to evaluate the attitudes and assessment of Directors to use the effectiveness of these programs. The research is divided into theoretical and practical part, the theoretical focuses on the basic concepts, such as e.g. health, healthy lifestyles, health promotion programs, prevention, health determinants like. In other parts of the work are described individual health promotion programs, which schools are offered in the South Bohemian region, which surveyed schools also utilize. In the practical part is based on research, which is divided into two blocks. The first block is focused on the director of elementary schools and one block refers to providers of health promotion programs. In connection with the set goals, it was found that the level of implementation varies widely because headmasters somewhere implementation have been very sophisticated and large number of programs elsewhere is only a few programs and implementation lags. Following the partial...

Tato diplomová práce se věnuje tématu podpory zdraví na základních školách Jihočeském kraji. Pozornost je věnována současné situaci v dále jsou zkoumány jednotlivé programy. Text dále sleduje, jak ředitelé základních škol a pracovníci Státního zdravotního ústavu hodnotí účinnost programů podpory zdraví. Na základě kvalitativního šetření mezi zmíněnými aktéry jsou identifikována se do značné míry liší úrovní propracovanosti. Přínosem práce by mělo být zjištění aktuální situace při implementaci vybraných programů podpory zdraví, zhodnocení efektivnosti a návrhy opatření na zlepšení zjištěné situace.