Historically, Hispanic/Latino (H/L) students have been under-referred, under-identified, and under-served by the U.S. Special Education (SPED) system, particularly under the emotional behavioral disturbance (EBD) category. This finding is alarming given that numerous federal sources report that H/L students continue a disturbing trend of struggling academically as well as being at a higher risk for poor mental health outcomes such as elevated levels of depression, anxiety, and suicidality when compared to their peers. Unfortunately, the existing mental health and education literature on H/L students provides limited guidance in understanding the disproportionate underrepresentation of H/L in the EBD category of the SPED system; an underrepresentation well-documented in the report to congress on the implementation of the Individuals with Disabilities Education Improvement Act (IDEIA). Using survey methods, the purpose of this study was to shed light on the possible mediating role teachers' perceptions have on the SPED referral and identification decisions by looking at teacher ratings of risk for EBD-like behaviors of students across behavioral conditions (i.e., internalizing versus externalizing types of behaviors) and across ethnic/racial groups (i.e., White, African Americans, and H/L students) using a response-to-intervention framework. Using the Qualtrics software, an online survey tool, 114 self-selected pre-service teachers were surveyed; data was collected and analyzed using a One-way Analysis of Variance. Two main effects and two interaction effects were explored: does the students' ethnic/racial background moderate the teachers' at risk score (ARS) regardless of the behavior displayed?; does the type of behavioral expression moderate the ARS regardless of ethnic/race?; is there an interaction effect between H/L students exhibiting internalizing behaviors that systematically results in a lower ARS and AA students exhibiting externalizing behaviors that systematically results in a higher ARS? Results indicated that (a) when compared to White, Hispanic/Latino students are indeed less likely to be perceived by the pre-service teachers as exhibiting EBD-like behaviors regardless of the behavior (externalizing, internalizing, or neutral) displayed, (b) externalizing behaviors was the strongest predictor for perceiving someone as at-risk for having EBD-like behaviors, and (c) no interaction effects were found.

Parental involvement in education is not a new concept; parents have always been involved in education in various ways and to various degrees. Perhaps nowr parents are more sensitive to the important role it plays in ensuring the full potential of the child is realised. Departing from the premise, that it is important, useful and necessary, the researcher has embarked upon an in depth literature study of parental involvement in education in various communities and has undertaken an empirical investigation of the involvement of parents of pupils in secondary schools in the Phoenix North area. The main thrust of this research was to explore the obstacles to parents being involved fully in the education of their children and to make appropriate recommendations to the principals, as the school managers. / Educational Leadership and Management / M. Ed. (Educational Management)

Studiens syfte är att undersöka rektorers specialpedagogiska förhållningssätt, förväntningar på specialpedagogens uppdrag och deras framtidsvision utifrån rektorers utbildningsbakgrund. Vår förhoppning är att detta i förlängningen bidrar till en samsyn mellan rektor och specialpedagog i skolan. Vi vill också påvisa att det är viktigt för rektorer att känna till alla delar som ingår i specialpedagogens uppdrag. Slutligen hoppas vi att det ska ingå specialpedagogik i kommande rektorsutbildningar vilket kan utveckla enhetliga arbetsbeskrivningar för oss specialpedagoger.   De frågeställningar som ligger till grund för vår undersökning är: 1. Vilka likheter och skillnader finns mellan rektorer med och utan specialpedagogisk utbildningsbakgrund när det gäller deras specialpedagogiska förhållningssätt?   2. Vilka likheter och skillnader finns mellan rektorer med och utan specialpedagogisk utbildningsbakgrund när det gäller förväntningar på specialpedagogens uppdrag?   3. Vilka likheter och skillnader finns mellan rektorer med och utan specialpedagogisk utbildningsbakgrund när det gäller deras specialpedagogiska framtidsversion?   Vår studies teoretiska utgångspunkt är olika specialpedagogiska perspektiv samt systemteori som berör det organisatoriska perspektivet. Vi väljer dessa utgångspunkter för att kunna analysera och tolka rektorernas specialpedagogiska förhållningssätt, deras organisation och specialpedagogiska framtidsvisioner.   Studiens metodval är kvalitativa semistrukturerade intervjuer med tre rektorer som har specialpedagogisk utbildningsbakgrund och fyra rektorer som saknar specialpedagogisk utbildningsbakgrund.   I resultatet beskriver vi likheter och skillnader i rektorernas specialpedagogiska förhållningssätt och deras förväntningar på specialpedagogens uppdrag samt vilka skillnader och likheter som finns i rektorernas specialpedagogiska framtidsvision med utgångspunkt i deras utbildningsbakgrund. En av slutsatserna i vår studie visar att samtliga rektorer uppfattar att specialpedagogens expertis har ett mycket stort värde för rektor, lärare och elever vilket betyder att specialpedagogen ses som ett nav i skolans verksamhet. Vidare visar ett av våra resultat att behovet av specialpedagoger även kommer att bestå i rektorernas framtidsvision.   Nyckelord: Rektors specialpedagogiska kompetens, rektorsutbildningen, skolans och rektors specialpedagogiska uppdrag, specialpedagogens uppdrag, specialpedagogiskt förhållningssätt / The purpose of this study is to investigate the expectations and approaches of principals education approaches and their expectations of the special education teacher's and how this correlates to their educational background. The hope is to be able to contribute to a common understanding between principals and the special education teachers in schools. The aim is to demonstrate that it is important for principals to be acquainted with all the aspects of the special education teacher's role. Finally, the hope is that special education will be included in future training for principals in Sweden, which can, in turn, develop uniform job descriptions for special education teachers.    The issues that form the basis of this investigation are:  1. What are the similarities and differences between principals with and without a special education background regarding their special education approach?   2. What are the similarities and differences between principals with and without a special education background when it comes to expectations of the special educator´s role?   3. What are the similarities and differences between principals with and without a special education background regarding their special education vision? The results, detail similarities and differences in the principals' special education approach and their expectations of the special education teacher's assignment, as well as the differences and similarities that exist in the principals' special education vision for the future based on their educational background.   One of the conclusions of the study shows that all principals perceive that the special education teacher's expertise is important for the principal, teachers and students, which means that the special education teacher is seen as a key person in the school's activities. Furthermore, the results show that the special educators should be included in the principals' vision for the future.    Keywords: Principals special education competence, principal education, special education assignments of the school and the principal, special education teacher's role, special education approach

This thesis "Pedagogy and Maria Montessori School in the Czech Republic" in the theoretical part describes the life of Maria Montessori, Montessori principles of education and development of Montessori schools with a focus on their development in the Czech Republic. The practical part deals with a case study of a Prague school with Montessori principles and a questionnaire survey with the headmaster of Montessori schools.

DRTINOVÁ, Simona. Learning the Czech language in retirement age. Prague, 2013. Dissertation. Charles University in Prague, Faculty of Arts, Institute of Czech Language and Theory of Communication. This thesis deals with foreign language learning in retirement age from interdisciplinary perspective. Its characteristics may be limited economic activity, more free time and the potential occurrence of certain barriers caused by age. The case of foreigners in retirement age living in the Czech Republic and learning Czech will serve as an example of foreign language learning. The theoretical part of the thesis firstly defines old age together with the changes typical for the process of aging and old age: the changes are described on a physical, cognitive and social level. The thesis then goes on to address the process of learning with emphasis on foreign language learning. Selected components are mentioned within the pedagogical- psychological part of the learning process, specifically the motivation to learn, different organizational forms of education and teacher's role during the education. The end of the theoretical part addresses the offer of Czech language courses. All the parts of the thesis first address the topic on a general level and then focus on seniors. The empirical part of this thesis attempts to...