Thesis (doctoral)--Universität Bern.

Thesis (B. Ec.(Hons))--University of Adelaide, 1980. / Cover title. Includes bibliographical references (leaves 81-86).

DALTON PLAN, its application and realization as of an educational system This work brings results of a survey of the realization and application of the dalton plan as of an educational system in czech and foreign schools. It concentrates on the impact of the enforcement of the principles of this system on school teachers and directors but mainly on students and their parents. It characterizes the specifications of the dalton plan in the Czech Republic and contrasts them, above all, with dalton in Holland but also with other countries in the world. The theoretical part of this work summarizes facts concerning history, principles, personalities and places connected with dalton. The practical part follows the ultimate methods used at different school stages, benefits and problems linked with application of dalton methods at schools. This work also involves some ideas and quotes some teachers of the dalton schools, which I have visited during my school practice and while collecting data for this work. The picture apendix of this work is an actual evidence of a real life of a dalton school in the Czech Republic.

When one realizes how little the harp of the 1700's had advanced from its Biblical predecessors, its neglect by such masters as Bach, Haydn, and Beethoven does not seem remarkable. Why should a serious composer waste his time in writing for an instrument with no facilities for modulating, an instrument the weak tones of which would be lost in an orchestra?

This thesis is called "Teacher personality in a Classic School and Alternative School". The thesis is based on a theoretical-empirical approach. The aim of the thesis is to depict differences in personalities of teachers at regular school and alternative school. Theoretical part concerns about characteristics of alternative schools and their distinctions in comparison with regular schools. Teacher's personality, its structure and basic terminology are also concerns of a theoretical part, including teacher typology and their typical features. Separate part of the thesis is about teacher competences and qualities of a good teacher. At the end of the theoretical part are described requirements on a teacher of regular and alternative school. Practical part of the thesis was realized by questionnaire research. The goal of the thesis and research assumptions are there. The research is supplemented by evaluation of those assumptions. It contains tables and graphical illustrations. The summary of the thesis sums up acquired findings about teachers personality at regular and alternative school.