Educational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions, learning may be enhanced. This study examines the possible power of allowing students to explore primary documents and learn by doing during social studies instruction (Dewey, 1916). This thesis examines middle school students' perceptions of the effectiveness of using primary source documents in social studies. Through a survey given to general education students and to ESE students, this thesis explored eighth graders' perceptions of using primary sources. The survey included questions pertaining to the depth of knowledge on using primary sources as well as questions about how to determine a primary source from a secondary source and which of the two is more interesting and/or of more benefit to the learning process. By analyzing the responses to the survey given, the results found that a number of eighth graders thought that primary sources were more interesting, but preferred to lean from secondary sources. These findings do not necessarily agree with what educational experts and historians are suggesting, yet, they may offer insights into the educational implications for middle school teachers and provide opportunities for future research.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-05T11:54:32Z No. of bitstreams: 1 mariadasgracasschinnigerassungarcia.pdf: 1134387 bytes, checksum: 64c073ab58c8c7633340840516ced970 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-06T14:14:47Z (GMT) No. of bitstreams: 1 mariadasgracasschinnigerassungarcia.pdf: 1134387 bytes, checksum: 64c073ab58c8c7633340840516ced970 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-06T14:15:06Z (GMT) No. of bitstreams: 1 mariadasgracasschinnigerassungarcia.pdf: 1134387 bytes, checksum: 64c073ab58c8c7633340840516ced970 (MD5) / Made available in DSpace on 2018-07-06T14:15:06Z (GMT). No. of bitstreams: 1 mariadasgracasschinnigerassungarcia.pdf: 1134387 bytes, checksum: 64c073ab58c8c7633340840516ced970 (MD5) Previous issue date: 2018-04-02 / Esta dissertação estuda historicamente a presença do Desenho como matéria escolar no curso primário. Tomou-se como questão norteadora do estudo: Quais as finalidades da matéria Desenho lidas nas diretivas oficiais nacionais e mineiras das décadas de 1940-1950? No recorte temporal adotado – as décadas de 1940 e 1950 – o ensino é regido pela Lei Orgânica do Ensino Primário, de 1946. O estudo se situa no campo da História da educação matemática, tomando como referenciais teóricometodológicos aportes advindos da História Cultural, e considerando-se a cultura escolar e as disciplinas ou matérias como objetos históricos. Foram examinados, além da Lei Orgânica para o Ensino Primário, os Programas em Experiência de Minas Gerais, publicados na década de 1940 e republicados até 1961. Esses Programas trouxeram o Desenho integrado às áreas de ensino, apresentado como matéria auxiliar, que aparece como atividade de expressão, observação e intuição. Assume características rudimentares, ou seja, passa a constituir um ensino consubstanciado com o caráter de iniciação aos saberes escolares; sem nada a dever aos saberes de referência. Pautado nas finalidades dadas para o ensino primário, se mostrou alinhado às matérias escolares constitutivas deste ciclo escolar – aritmética, geometria, língua pátria, história e geografia, ciências e higiene. / This dissertation historically studies the presence of Design as primary school subject matter. It was taken as the guiding question of the study: what are the finities of the drawing matter read in the official national and mining directives of the 1940-1950 decades? In the 1940s and 1950s, the teaching is governed by the Organic Law of Primary Education of 1946. The study is situated in the field of History of Mathematics Education, taking as theoretical-methodological references contributions from Cultural History, and considering school culture and disciplines or subjects as historical objects. In addition to the Organic Law for Primary Education, the Programs in Experience of Minas Gerais, published in the 1940s and republished until 1961, were examined. These programs brought the Integrated Design to teaching areas, presented as an auxiliary material, which appears as an activity of expression, observation and intuition. It assumes characteristics of a discipline based on the perspective of rudiments. By these considerations, it begins to constitute a teaching consubstantiated with the character of initiation to the school knowledge; with nothing to do with reference knowledge. Targeted at the primary education objectives, it was aligned with the school subjects constituting this school year - arithmetic, geometry, mother tongue, history and geography, science and hygiene

Skolans styrdokument vilar på demokratisk grund och Sverige har tagit ställning till att all verksamhet i skolan ska utgå från ett inkluderande synsätt. Den inkluderade skolan bygger på att alla elever, oavsett förutsättningar och behov, ska få möjlighet till gemenskap och delaktighet i skolan. Då det till författarnas kännedom inte fanns någon tidigare forskning om inkluderande undervisning mellan grundsärskolan och grundskolan, växte intresset och studiens syfte fram, att beskriva och analysera vilka utmaningar och möjligheter speciallärare och grundskollärare möter när de ska arbeta inkluderande mellan grundsärskolan och grundskolan. Den undersökningsmetod som användes för studiens genomförande var kvalitativ intervjumetod. Sex stycken speciallärare och sex grundskollärare blev intervjuade och intervjumallen utgick från teman om inkluderingens formella och informella syfte, inkluderingens praktiska utförande, förutsättningar och hinder för inkludering och fokuserade uppnåendemål. Resultatet visade att speciallärare och grundskollärare tankemässigt befinner sig på olika platser i inkluderingsprocessen. Majoriteten av speciallärarna och grundskollärarna uttrycker, trots upplevelser av hinder också goda möjligheter, samt en vilja och ambition att arbeta och utveckla den inkluderande undervisningen på den undersökta skolan. Den viktigaste ramfaktoren och förutsättningen som speciallärarna och grundskollärarna lyfte fram var tillgången till tid och att ha avsatt tid. Vidare var andra betydelsefulla faktorer speciallärarnas och grundskollärarnas attityder till ett inkluderande arbetssätt, rektors förhållningssätt och de mål som var satta för skolan när det gällde den inkluderande undervisningen. Den undersökta skolan har kommit långt i sin strävan efter att bedriva en inkluderande undervisningsform. Genom en större organisatorisk stabilitet i arbetslagen skulle arbetssätt och metoder ha större möjlighet att fördjupas och utvecklas. Att ge goda förutsättningar för inkluderande undervisning på organisationsnivå kan leda till att rektorer underlättar för elever att skapa bestående relationer mellan varandra och mellan grundsärskolan och grundskolan. / The school's governing documents are based on democratic grounds, and Sweden has taken a stand that all activities in school should be based on an inclusive approach. The included school is based on the fact that all pupils, regardless of their prerequistes and needs, will be given the opportunity for community and participation in the school. Since there was no prior research to the author's knowledge, about inclusive teaching between the special school and primary school, interest and the purpose of the study developed, to describe and analyze the challenges and opportunities of special school teachers and primary school teachers when they are going to work inclusive between special school and primary school. The study method used for the study's implementation was qualitative interviewing. Six special school teachers and six primary school teachers were interviewed, and the interviews were based on the themes about the formal and informal purpose of inclusion, the practical achievment of inclusion, pre-conditions and obstacles of inclusion and focused achievement goals. The result showed that special school teachers and primary school teachers had different thoughts of the process of inclusive teaching. The majority of special school teachers and primary school teachers had, despite experiences of obstacles, also expressed good opportunities, as well as a willingness and ambition to work and develop inclusive teaching at the studied school. The most important framework factor and the condition that special school teachers and primary school teachers raised were access to time and reserved time. Furthermore, other significant factors were the attitudes of special school teachers and primary school teachers had to an inclusive approach, the headmasters approach and the school's set goals for the inclusive teaching. The studied school has come a long way in pursuing an inclusive teaching method. Through greater organizational stability in the teaching crew, working methods would have a greater opportunity to deepen and develop. By providing good conditions for inclusive teaching at the organizational level, head masters can also make it easier for pupils to create permanent relationships between each other and between the special school and primary school.

The thesis focuses on a teacher beginner at country primary school. It is divided into a theoretical and a practical part. In the theoretical part, we define the concept of a beginning teacher, his competences, professional preparation for teaching in primary school and specific problems of a novice teacher. It also deals with a small school with mixed-age (multileveled) classes, with the history and the specifics of this type of school. A special part of this thesis is focused on the teaching process in schools with age-mixed classes. The practical part aims to describe and evaluate specific problems beginning teachers have at small schools with age-mixed classes, as well as their personal experience. Research is based on interviews with teachers and headmasters and on observations at school. KEYWORDS beginning teacher, primary school teacher, country primary school, mixed-age classes

The aim of the diploma thesis is to find out and compare the level of motor abilities of younger school age children attending dance lessons at Elementary Art school and then to compare it with the level of motor abilities of younger school age children which do sports only in Physical Education. It has been testing at the Elementary Art school in Chotěboř and at the Primary School Smetanova in Chotěboř and I used the battery test - Unifittest (6-60), which I completed by the holistic motoric test, called the Jacík test. I also used a questionnaire to find out what other sports activities do pupils of the dance branch. The research part of this work shows that the dance students achieved on average better results than the pupils of the Primary School dedicated to sports only in Physical Education. The biggest difference was between the test groups in the repeatedly "Leh-Sed", when the dance students were better by almost 30 %. Using a questionnaire survey I found out that 9 out of 14 pupils of the dance branch attend at least one other sports club. KEYWORDS motor abilities, primary school age, elementary art school, dance subject, UNIFITTEST (6-60)

Analysis of knowledge level in common local vertebrate species at children from different school types and hobby groups This thesis deals with the research of practical knowledge and skills of students of primary and secondary schools. It targets exploring of cognition of local common species of vertebrates (fish, amphibians, reptiles, birds and mammals). It takes up this research (Lang, Pravda, 1971). It takes a large part of their methodology and compares the results with selec- ted reference species. The results are presented in graphs and chart tables. Key words: Knowledge of local vertebrates, questionnaire survey, primary school, secondary school, high school, hobby group, genus name, species name.

Diploma thesis is focused on prevention in social work and in school environment. It presents possibility of interdisciplinary cooperation by creation of school social worker position. Emphasis is put particularly on bullying as one of the form of risky behavior. Theoretical part of the work defines topics such as social prevention, prevention in school environment, school social worker and school bullying. Practical part of the thesis elaborates on selected interviews with school employees, family members and social workers using grounded theory approach. Focus of the analysis is put on inter-role cooperation in primary prevention of school bullying. Key words: social prevention, prevention in social work, school social worker, school primary prevention, bullying, inter-role cooperation

The diploma thesis is focused on the problem of risk behavior and its prevention in primary schools of selected Central Bohemian micro-region. The work evaluates and compares the individual programs of primary prevention of schools. In connection with these findings, interviews with school prevention methodologies are analyzed and information is supplemented. The aim of this thesis is to find out how primary prevention programs of selected schools are implemented and to compare the content of programs with the actual implementation. Another aim of the thesis is to find out and recommend good practice, based on the experience of these schools. The whole work is divided into two basic parts, which are theoretical basis and practical part including research. The theoretical part introduces the current terminology in this area. The practical part describes the research, which took place in two stages. First, the primary prevention programs were analyzed from the content and these findings were subsequently supplemented by interviews with school prevention methodologies of schools in the selected Central Bohemian micro-region. The output of the work is a summary of findings of content analysis in comparison with interviews with school prevention methodologies and a summary of recommendations in the...

This diploma thesis deals with education at composite school and its problems. It is a case study at a particular primary school, which is not fully organized. The thesis is divided into two parts - theoretical and practical. The theoretical part contains three chapters. In the introductory chapter there is described the current conception of Czech education system. This system is related closely to curricular system of education in the Czech Republic. The first chapter is also focused on curricular documents - The Framework Educational Programme for Basic Education and National Programme for the Development of Education in the Czech Republic (White Paper). The second chapter deals with a teacher's personality. The aim is to describe the teacher's role in educational process at primary schools. Concerning teachers, there is also described their profession, characterization of their personality and definition of the teachers' role. The last chapter is concerned with education at composite primary schools and it is aimed especially at the characterization of specific attributes of composite schools education. The second part of the thesis is a practical part and it has qualitative character. The practical part is a detailed prezentation of the case study of a concrete composite school. This part describes pedagogical-educational influence of the school on its pupils. There are also described local teachers, pupils and their parents. There were used different methods for this research - observation, in-depth dialogue and qestionnaire.

The work deals with the origins of development of education in the town of Jindřichův Hradec (Neuhaus, Nova Domus). It briefly describes the history of the city, and it mentions the development of the school system in Bohemia. The study follows the development of educational facilities in Jindřichův Hradec from its beginnings in the Middle Ages up to the climax in the form of the University. The greatest attention is paid to the local pride of education - "grammar school" with its more than four hundred-year-old history - while trying not to miss any of the schools that arose in the town over the centuries. The study demonstrates the importance of Jindřichův Hradec as the school centre of more than regional significance.