The diploma thesis is focused on the issue of word problems with different results, to which is not given systematic attention in the specialized literature. The focus of the work is to observe how pupils and teachers of elementary school work with a word problem with different results. The theoretical part focuses on the typology of word problems, the phases of their solution and solving strategies. Furthermore, the classification of word problems according to the number of results and the typology of word problems with different results is proposed. A significant part consists of the goals with which this type of task can be assigned in the teaching of mathematics and which change depending on the teacher and his approach to teaching. The work also deals with the basic characteristics of teaching styles. The selected qualitative research using the method of observation and questionnaire allows to describe the work of teachers with a word problem with different results and to identify elements of teaching styles, namely transmissive and constructivist approaches, which are reflected in the actions of teachers. An additional method is the analysis of selected textbooks in terms of the presence of word problems with different results, which reveals whether such tasks occur in textbooks and what...

The Modern Language Association (MLA) recently reported that from 1998 to 2002 there was a 92% increase in Arabic programs throughout the United States. With the increase in media coverage of current events in the Middle East, more and more students are desiring to learn about the region's languages and cultures. More teachers of Arabic are needed to meet this growing demand for Arabic instruction. This thesis investigates whether deliberate intervention via explicit and implicit exposure to the instructional behavior, skills, and strategies of master teachers of Arabic, combined with replication thereof, as well as critical personal reflection, positively alters instructor-teaching style (style, defined as behavior and beliefs in Katz, 1996). This thesis is also an attempt to provide an exportable model for the training of novice instructors of Arabic. One model currently being developed by the National Middle East Language Resource Center (NMELRC) is based on video footage of Muhammad Eissa, a master teacher of Arabic, made available by Brigham Young University, as well as additional footage from NMELRC's summer teacher development seminars. The model supports the first two semesters of Arabic instruction, including a set of DVDs of Dr. Muhammad Eissa teaching and interacting with students in a live classroom. The model also includes explicit training footage captured on DVDs from a two-week training seminar that took place at Middlebury College in Middlebury, Vermont, in the summer of 2003. My thesis investigates two types of training in this model: first, implicit training via exposure to Muhammad Eissa, accompanied with various reflective activities; and second, explicit training by way of exposure to, and discussion of, specific pedagogical issues via footage from the 2003 training seminar for instructors of Arabic at Middlebury College. It is hoped that my research will serve as a training model for teacher trainers and language program coordinators at institutions of higher education that desire to offer Arabic courses.

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Guided by the theoretical frameworks of Baumrind’s parenting style theory, interpersonal expectations, Self Determination Theory, and self-efficacy, this study examines factors that influence African American students’ GPA and motivation, specifically associations between parents’ and teachers’ control, warmth, and educational expectations and African American adolescents’ GPA, self-efficacy, and intrinsic motivation were examined. The moderating effects of neighborhood safety on the aforementioned associations were also assessed. Using data from the Educational Longitudinal Study of 2002, this study found that parents’ warmth and expectations were positive predictors of all educational variables, while parents control was a negative predictor of GPA and intrinsic motivation. Teachers’ warmth was a positive predictor of GPA and intrinsic motivation, and teachers’ expectations were positive predictor of self-efficacy. Lastly, teachers’ control was a positive predictor of self-efficacy. Neighborhood safety did not moderate associations. Findings suggest that African American students’ academic development can be enhanced by interventions that target relational interactions.

Cette thèse vise à comprendre les pratiques de transmission de deux enseignants de français langue étrangère (FLE), à partir d’un manuel universaliste, utilisé dans un contexte local, ici le contexte libyen. Le rapport des enseignants à la règle, et les motifs qui orientent leurs écarts, sont alors au centre de notre démarche analytique. Située au croisement de la didactique des langues, des sciences du langage et de l’ergonomie de travail, la recherche porte sur la relation entre la prescription comme contrainte institutionnelle, et le style d’agir professoral. Parce que les motifs et les sources de transmission sont pluriels et partagés entre les différents acteurs sociaux de la classe, enseignant et apprenants, et fonctionnent par le biais d’outils sémiotiques spécifiques, tableau et manuel pour n’en citer que les principaux, notre réflexion est nécessairement pluridisciplinaire. La problématique de cette thèse interroge ainsi les stratégies de reformulation des consignes du même manuel par deux enseignants. De telles interrogations permettent d’identifier des styles professoraux particuliers, et de questionner leur efficacité pragmatique dans le processus d’enseignement. Si notre charpente théorique se base de manière privilégiée sur la prescription éducative, la théorie sociologique de l’acteur social dans son rapport à la règle, l’activité de reformulation dans le discours, il n’en demeure pas moins qu’elle puise généreusement dans une bibliographie plus large de l’analyse du discours et des théories de la pensée enseignante. Sur le plan méthodologique notre démarche est qualitative, et nous avons privilégié l’observation non-participante de l’interaction ainsi que l’entretien d’autoconfrontation simple. Notre corpus d’analyse, enregistré, transcrit et enrichit d’observations, relate deux enseignements différents : celui de deux enseignants, travaillant le même cadre universitaire. / This thesis aims to understand the transmission practices of two teachers from a universalist handbook, used in a local context. The teachers' relationship to the rule, and the reasons that guide their differences, are at the core of our analytical approach. Placed at the crossroads of language learning and teaching, language sciences and ergonomics of work sciences, the research focuses on the linkage between prescription as an institutional constraint, and as a teaching method. The motives and the sources of transmission are plural and shared between various social actors of the class, both teachers and learners. Furthermore, they work and interact through specific semiotic tools, board and handbook to name only the main. For those reasons our reflection is necessarily multidisciplinary.The challenge of this thesis thus questions the notions of reformulation and transmission strategies. How do two teachers recast the same instructions, in the same context? By asking, we’re trying to observe and identify signs of the teacher’s action style, and to question their pragmatic effectiveness in the teaching process.Hence, our theoretical framework is mostly based on the study of educational prescriptions, the sociological theory of the social actor, in its relation to the rule, and the activity of reformulation in the discourse. It nonetheless remains that it draws generously in a broader bibliography of discourse analysis and the teacher thinking theories. On the methodological front, our approach is qualitative, based on a non-participant observation of the interaction as well as on the simple self-confrontation interview. Our corpus of analysis, recorded, transcribed and enriched by observations, relates two different teachings: that of Nadia and Fouad.

TITLE: QUALITY OF A PRIMARY TEACHER FROM THE PARENTS AND PUBLIC PERSPECTIVE Author Alena Kolaříková DAPARTEMENT Centre of school management SUPERVISOR PhDr. Jan Voda, Ph.D. ANNOTATION The role of a teacher in society and quality of education are quite often subject of a discussion these days. These discussions are linked with evaluation of quality of teachers, their way of teaching, and also with their approach to pupils and parents. The importance of teaching can be seen in two levels: firstly, the focus is on giving the knowledge, and secondly the focus is on personal development of the pupil, his/her competencies, and personal skills and respect. In this work I will describe various styles of teaching, personal prerequisites and further competencies, as necessary qualities a teacher should have. I will present five basic teaching styles with focus on their positives and risks. In analytical part, I will look up competitions rewarding good teachers and will describe criteria based on which selected teachers are rewarded. By the form of questionnaire, the practical part will try to identify what type of teacher of 1st level Primary school is preferred by the parents / legal representatives, and what type of personal and professional qualities they appreciate the most. KEYWORDS : Teachers' quality,...

The aim of this thesis is to describe and explain the factors which affect formation and development of pupils' competence to cooperate across all grades of lower primary school. The thesis is divided into two parts. The theoretical part describes various factors which affect pupils' competence to cooperate - on the side of pupil and teacher. The practical part contains the results of research that explains how teacher builds and develops the pupil's competence to cooperate in each grade of lower primary school, which style of teaching supports development of this competence and also how is this competence affected by pupils' developmental prerequisites. This thesis contributes to creation of comprehensive knowledge about the development and building pupils' competence to cooperate and it is supported by examples from pedagogical practise. Keywords - pupils' competence to cooperate, developmental prerequisites for cooperation, teaching style, cooperative teaching strategies, group work

The purpose of this project was to develop a questionnaire that could lend insight to physical educations teachers’ perceptions and use of Mosston's Teaching Styles. The researcher designed a pilot study in which he distributed the questionnaire to six teachers from three Santa Barbara District High Schools. Results show that the six teachers were familiar with all Mosston’s Styles. However, citing circumstances such as class time and class sizes, the participants in this study did not use all of Mosston’s Styles. These results may be useful for physical education teacher educators to help them understand teachers’ knowledge of Mosston’s Styles, and what they can do to help teachers by giving them strategies to help use different teaching styles, despite reasons such as limited time and large class sizes.

Thesis "Beginning teacher - analysis of his personality, work and the most common problems in his work" deals with the personality of a beginning teacher, mentions the most common problems in his work and tries to find ideas for improving the situation. As the same times in analyses the selected components of his personality, which usually participates the lack of attention, especially in preparing future teachers, and which usually not mentioned in proper context. It focuses primary on the professional competence of teachers in relation to the student's core competencies as well as in other contexts. It also discusses the role of novice teachers in the context of the transformation of the Czech education system and also in the context of the Lisbon process. Analyses of key documents are included too. Great attention is paid to think about the different problematic areas concerning the work of novices teachers. In this context, the author focuses on the matter of authority and educational styles. It is based not only on the special literature but also on the sound, which took the form of numerous interview, surveys, questionnaires and observation. In conclusion, there are suggested recommendations of improving the situation of beginning teachers with regard to the analysis of the current academic...