Personal qualifications of industrial recreation directors and the adequacy of the North Texas State University recreation curriculum in developing these qualifications.

Diploma thesis is designed as quantitative research study. The aim is to find out the opinion and attitude of teachers from Czech primary schools concerning the new curriculum reform, which has officially come into use in the form of Framework Educational Program in 2005. The new system of curriculum documents replaces the former educational programs based on centrally imposed curriculum and thus broadens the autonomy of teachers and school institutions, who were assigned to prepare their own school educational program. Besides the changes both in the main objectives of primary education and to some extend in the educational content, there has also been a shift in the role and expectations related to the teacher profession. The main purpose of the study is to find out and describe teacher's prevailing opinion of such change in the educational concept and its benefits at the level of compulsory education. Another aim is to present, how teachers perceive the barriers and inner motivations related to these reform changes in schools, and how these barriers affect the overall attitude towards the reform. The research will also show how the changes in schools since the formal reform introduction are evaluated and which parts of the reform realization and to what extend are considered problematic. At last, the...

Thesis Curriculum of secondary school and Education for Health deals with educational area of Education for Health at secondary school. It is about Curriculum in general, as well as how educational area Education for Health is implemented in to The Framework Educational Program (FEP) for secondary vocational school and in the School Educational Program (SEP) for secondary school and how area Human and Health is implemented in FEP and SEP for elementary school. Goal of the thesis is to capture content and relevance of educational area Education for Health. Survey is focusing on real content of Education for health at secondary school as well as how pupils and teachers are looking at content and importance of this educational area. Next goal of research is to compare how is this area implemented in FEP for secondary vocational school and in the SEP for secondary school against elementary school.

The current thesis is a theoretical and empirical investigation of the foreign language classroom, conducted from a cross-national comparative perspective. The study is based on quantitative and qualitative data which were collected from students and teachers of German in selected universities of Ukraine and Australia. The following research questions were formulated: 1. What are the structure and objectives of the German language program at Ukrainian and Australian universities? 2. What are the peculiarities of the German language curriculum and teaching methodology in the universities of Ukraine and Australia? 3. What are students’ motives to study German in Ukraine and Australia? 4. What are students’ and teachers’ perceptions of the curriculum, content and teaching? 5. How do students themselves evaluate their present language skills, and those expected to be acquired by the end of the course? 6. What are the advantages and disadvantages in both education practices? / Each country’s distinctive social and pedagogical factors, such as language policy, attitudes towards languages and pedagogical tradition were taken into account. / The research was conducted at universities in Kyiv, Kharkiv and Lviv (Ukraine) and Melbourne (Australia). A combination of quantitative and qualitative methods was adopted which included student and teacher questionnaires, interviews, classroom observations and study of departmental programs and policy documents. In general terms, it was revealed that: Substantial differences exist in areas such as curriculum, teaching methods and approaches, content and student motivation for studying German. Although education systems in Australia and Ukraine are different, learners in both countries have similar aims and expectations from their language course, and their perceptions of a good language course are also similar. Students in both countries expressed an urgent need for an increase in the communicative component and greater exposure to practical, up-to-date lexical and grammar material in order to be able to communicate effectively. In Australia there is a mismatch between the course objectives and content outlined in the program and what is really taught in the class In Ukraine, a shift has occurred towards more practice-oriented and integrated language learning/teaching; however there is a great need for the creation of better conditions for acquisition of communicative skills and up-to-date vocabulary.

O presente trabalho é resultado de uma pesquisa que busca apresentar a contribuição da interdisciplinaridade para o desenvolvimento do conhecimento no Curso de Administração de Empresas da Faculdade Batista Brasileira, discutindo sua contribuição para o enriquecimento cultural de seus alunos e a educação integrada do futuro administrador. Apresenta como título: A interdisciplinaridade no ensino superior: um estudo de caso do projeto interdisciplinar da Faculdade Batista Brasileira, especificamente no Curso de Administração de Empresas. Foi desenvolvido tomando por metodologia a pesquisa bibliográfica exploratória, o estudo documental e o estudo de caso. Tem como sustentação referencial teórico na área, com o objetivo de apresentar e discutir os aspectos norteadores da interdisciplinaridade e sua busca pela superação da fragmentação do conhecimento. Busca analisar como esta metodologia interdisciplinar vem sendo trabalhada no Curso de Administração de Empresas da Faculdade Batista Brasileira, por meio da análise dos projetos desenvolvidos no transcorrer do curso, por alunos e professores. Aborda ainda cada um dos projetos desenvolvidos semestralmente no curso, analisando-os sob a ótica interdisciplinar, demonstrando a possibilidade de construção cada vez maior de novos caminhos do saber. O trabalho finaliza com a compreensão de que estudos interdisciplinares podem gerar novas investigações e novas ideias, dependendo inclusive do próprio avanço das disciplinas que compõem estes estudos. / This paper is a result of a research project which seeks to present the contribution of interdisciplinarity to the development of knowledge in the Business Administration Program of the Faculdade Batista Brasileira [Brazilian Baptist College], discussing its contribution to the cultural enrichment of its students and to the integrated education of the future administrator. Its title is presented as: The interdisciplinarity of higher learning: a case study of the interdisciplinary project of the Faculdade Batista Brasileira, specifically the Business Administration Program. It was developed having as its methodology exploratory bibliographic research, studies of documents and the case study. Its theoretical referential support in the area is with the goal of presenting and discussing the guiding aspects of interdisciplinarity and its quest for overcoming the fragmentation of knowledge. It seeks to analyze how this interdisciplinary methodology is being used in the Business Administration Program of the Faculdade Batista Brasileira, through analyzing the projects developed during the program by the students and professors. Besides this it also deals with each one of the projects developed during the semester in the program, analyzing them from an interdisciplinary perspective, demonstrating the ever greater possibility of constructing new paths of knowledge. The work ends with the comprehension that interdisciplinary studies can generate new investigations and new ideas, depending, as well, on the advancement itself of the disciplines which make up these studies.

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This work presents a case study of Basic art school in Liberec and concentrates on specifics in teachers´ work in this type of school. The theoretical framework of this research was made on the basis of technical literature. The practical part comprises a description of the Basic art school with special attention to the educational program of this school. This part also gives characterization of specifics in teachers´ work from the view of students, teachers and a headmaster.

<p>Рад је настао као резултат теоријског и ем-<br />пиријског истраживања ефекта похађања<br />предшколског програма у Републици Срп-<br />ској на учење и развој дјеце предшколског<br />узраста.<br />У теоријском дијелу разматрају се питања о<br />предшколском програму као основи инсти-<br />туционалног предшколског васпитања и об-<br />разовања, о појмовном разграничењу појмо-<br />ва програм и курикулум, (о одређењу) тради-<br />ционалног наспрам савременог предшкол-<br />ског програма/курикулума, систему пред-<br />школског васпитања и образовања у Репу-<br />блици Српској, као и о односу програма и<br />васпитне праксе. Такође, посматрана су и<br />питања која се односе на рано учење, почев<br />од тога шта је рано учење и како га дефини-<br />сати, преко схватања о раном учењу кроз<br />историју, карактеристика раног учења, одно-<br />са раног учења и васпитања, те друштвене<br />парадигме раног васпитања, као и питања<br />која се односе на везу дјечје активности,<br />игре и раног учења, па све до значаја и кори-<br />сти од раног учења за појединца и друштво.<br />У дијелу рада који се односи на емпиријски<br />приступ проблему истраживања приказани<br />су резултати истраживања и налази добијени<br />испитивањем међузависности похађања про-<br />грама предшколског васпитања и образова-<br />ња и развоја предшколске дјеце посматраног<br />кроз физички, социо-емоционални, интелек-<br />туални развој и развој говора, комуникације<br />и стваралаштва.<br />Истраживање се темељи на хипотези да из-<br />међу похађања предшколског програма и ра-<br />ног учења постоји значајна и изражена међу-<br />зависност. Другим ријечима, истраживањем<br />смо хтјели утврдити да ли похађање пред-<br />школског програма детерминише рано уче-<br />ње код дјеце. Постављени циљеви и задаци истраживања</p><p>реализовани су, како смо већ рекли, кроз те-<br />оријско истраживање, али и кроз емпиријско<br />неекспериментално истраживање, примје-<br />ном инструмената који су конструисани за<br />потребе овог рада. Први инструмент односи<br />се на утврђивање испољености развојних<br />аспеката дјеце, док се други инструмент од-<br />носи на прикупљање података о односу по-<br />родичних прилика и развојних аспеката дје-<br />це. Први инструмент био је намијењен учи-<br />тељима, а други родитељима.<br />Узорак је обухватио 1.439 дјеце која су кре-<br />нула у први разред (шест година), и то: дјецу<br />која су похађала неку предшколску установу<br />и дјецу која нису похађала предшколску<br />установу нити су била укључена у неки об-<br />лик предшколског васпитања и образовања.<br />Исто тако, у истраживању су учествовали и<br />родитељи испитиване дјеце, од којих смо до-<br />били податке о социјалном статусу породице<br />дјетета и њиховој посвећености родитељ-<br />ству.<br />Резултати које смо добили дијелом су потвр-<br />дили хипотезе које смо поставили, а тиме<br />нас и усмјерили на додатна размишљања о<br />ефектима похађања предшколског програма<br />на све аспекте развоја, понајвише на социо-<br />емоционални развој, јер је овај аспект разво-<br />ја високо развијен код обје групе дјеце: која<br />су похађала предшколски програм и која га<br />нису похађала.</p> / <p>Rad je nastao kao rezultat teorijskog i em-<br />pirijskog istraživanja efekta pohađanja<br />predškolskog programa u Republici Srp-<br />skoj na učenje i razvoj djece predškolskog<br />uzrasta.<br />U teorijskom dijelu razmatraju se pitanja o<br />predškolskom programu kao osnovi insti-<br />tucionalnog predškolskog vaspitanja i ob-<br />razovanja, o pojmovnom razgraničenju pojmo-<br />va program i kurikulum, (o određenju) tradi-<br />cionalnog naspram savremenog predškol-<br />skog programa/kurikuluma, sistemu pred-<br />školskog vaspitanja i obrazovanja u Repu-<br />blici Srpskoj, kao i o odnosu programa i<br />vaspitne prakse. Takođe, posmatrana su i<br />pitanja koja se odnose na rano učenje, počev<br />od toga šta je rano učenje i kako ga defini-<br />sati, preko shvatanja o ranom učenju kroz<br />istoriju, karakteristika ranog učenja, odno-<br />sa ranog učenja i vaspitanja, te društvene<br />paradigme ranog vaspitanja, kao i pitanja<br />koja se odnose na vezu dječje aktivnosti,<br />igre i ranog učenja, pa sve do značaja i kori-<br />sti od ranog učenja za pojedinca i društvo.<br />U dijelu rada koji se odnosi na empirijski<br />pristup problemu istraživanja prikazani<br />su rezultati istraživanja i nalazi dobijeni<br />ispitivanjem međuzavisnosti pohađanja pro-<br />grama predškolskog vaspitanja i obrazova-<br />nja i razvoja predškolske djece posmatranog<br />kroz fizički, socio-emocionalni, intelek-<br />tualni razvoj i razvoj govora, komunikacije<br />i stvaralaštva.<br />Istraživanje se temelji na hipotezi da iz-<br />među pohađanja predškolskog programa i ra-<br />nog učenja postoji značajna i izražena među-<br />zavisnost. Drugim riječima, istraživanjem<br />smo htjeli utvrditi da li pohađanje pred-<br />školskog programa determiniše rano uče-<br />nje kod djece. Postavljeni ciljevi i zadaci istraživanja</p><p>realizovani su, kako smo već rekli, kroz te-<br />orijsko istraživanje, ali i kroz empirijsko<br />neeksperimentalno istraživanje, primje-<br />nom instrumenata koji su konstruisani za<br />potrebe ovog rada. Prvi instrument odnosi<br />se na utvrđivanje ispoljenosti razvojnih<br />aspekata djece, dok se drugi instrument od-<br />nosi na prikupljanje podataka o odnosu po-<br />rodičnih prilika i razvojnih aspekata dje-<br />ce. Prvi instrument bio je namijenjen uči-<br />teljima, a drugi roditeljima.<br />Uzorak je obuhvatio 1.439 djece koja su kre-<br />nula u prvi razred (šest godina), i to: djecu<br />koja su pohađala neku predškolsku ustanovu<br />i djecu koja nisu pohađala predškolsku<br />ustanovu niti su bila uključena u neki ob-<br />lik predškolskog vaspitanja i obrazovanja.<br />Isto tako, u istraživanju su učestvovali i<br />roditelji ispitivane djece, od kojih smo do-<br />bili podatke o socijalnom statusu porodice<br />djeteta i njihovoj posvećenosti roditelj-<br />stvu.<br />Rezultati koje smo dobili dijelom su potvr-<br />dili hipoteze koje smo postavili, a time<br />nas i usmjerili na dodatna razmišljanja o<br />efektima pohađanja predškolskog programa<br />na sve aspekte razvoja, ponajviše na socio-<br />emocionalni razvoj, jer je ovaj aspekt razvo-<br />ja visoko razvijen kod obje grupe djece: koja<br />su pohađala predškolski program i koja ga<br />nisu pohađala.</p> / <p>In search of the new answers to already known<br />questions concerned with discovering the causes<br />of different development of certain abilities in<br />children, this study ideas are focused on the interdependence<br />of stimulating learning environment<br />and early learning for children. This study<br />is a result of theoretical and empirical research<br />of the effect of attending preschool programme<br />in Republic of Srpska on learning and development<br />of children of preschool age.<br />The theoretical part investigates questions on<br />preschool programme as the foundation of institutional<br />preschool education, concept delimitation<br />of programme and curriculum, (definition<br />of) traditional versus contemporary preschool<br />programme/curriculum, system of preschool<br />education in Republic of Srpska, as well as questions<br />about relationship between children&rsquo;s activities,<br />play and early learning. Furthermore,<br />this paper investigates questions related to early<br />learning, starting from the notion of early learning<br />and how to define it, the understanding of<br />early learning throughout history, early learning<br />characteristics, the relationship of early learning<br />and education as well as social paradigm of<br />early education, questions related to the relationship<br />between children&rsquo;s activities, play and<br />early learning, to the importance and benefits of<br />early learning for an individual and a society.<br />A part of the study related to the empirical approach<br />to the research topic presents the research<br />results and findings obtained by examination<br />of the interdependence of attending the<br />preschool education and development of<br />preschool children, observed through physical<br />and socio-emotional development and development<br />of speech, communication and creativity.<br />This study is based on the hypothesis that there<br />is a significant and profound interdependence<br />between attending a preschool programme and<br />13<br />early learning. In other words, our intention was<br />to establish whether attending a preschool programme<br />determines early learning for children.<br />As mentioned before, the established research<br />goals and objectives have been accomplished<br />through theoretical research but also through<br />non-experimental empirical research, using instruments<br />constructed for this study. First instrument<br />refers to the expression of developmental<br />aspects of children while the second instrument<br />refers to data collection on relationship<br />between family context and developmental<br />aspects of children. First instrument was intended<br />for teachers and second one for parents.<br />The sample included 1 439 children who started<br />first grade (6 years) as follows: children who attended<br />a preschool institution and children who<br />did not attend preschool institutions nor were<br />involved in any form of preschool education.<br />Furthermore, the research included children&rsquo;s<br />parents who provided the information on child&rsquo;s<br />family social status and their own devotion to<br />parenthood.<br />The results obtained have partly confirmed the<br />hypothesis set and therefore directed us to further<br />reflection on the effects of attending a preschool<br />program on all aspects of development,<br />especially socio-emotional development since<br />this aspect is highly developed with both groups<br />of children: those who attended a preschoolprogramme and those who did not.</p>

The thesis is divided in two parts. The first theoretical part defines the term cooperation and deals with the question of cooperation and individualism in school environment. It also reflects the documents where cooperation is explicitly mentioned. It shows the influence of school culture and climate on the development of cooperation, and it studies the climate of teacher-staff, and the role of the leadership in teachers' cooperation. The thesis further tries to map the reasons for refusing cooperation and define the environment that would encourage and support cooperation among teachers. At the same time, it identifies obstacles that prevent cooperation. It is aimed at mapping the areas and forms of cooperation used in school systems and various levels in which the teachers are wiling to cooperate. The practical part contains an exploratory study aimed at discovering the actual situation in teachers' cooperation in Primary/Lower Secondary Schools in the capital city Prague and a good practice examples that present options of cooperation among teachers in a Primary and Lower Secondary School in Prague 2.