The author's inaugural dissertation, Heidelberg, 1936. / Lebenslauf. "Besprechung der wichtigsten literatur über die Pädagogische provinz": p. 80-84.

This multi-faceted research study examined the current approach of educational technology courses and how integrating modern learning technologies into curriculum effectively is addressed in pre-service education programs at U.S. universities. The primary goal was to explain the current trends in the reviewed pre-service programs in relation to how future educators are prepared by the universities to incorporate educational technology and use technology enhanced curriculum. This study was an exploratory, non-positivistic qualitative study that employed multi-strategy and survey research approaches in order to establish a baseline of the way that technology integration skills are being addressed in undergraduate pre-service educator programs today. Survey participants were educators within a public or private K-12 system in the U.S. The participants' level of education, university attended, educational technology experience, and technology perceptions were gathered from the survey's Likert-type and open-end questions. Current and historically statistics and data were collected for each university identified from the survey responses. Findings of this study revealed outcomes related to participants' education, perception of educational technology, and university educational technology course offerings and/or requirements for undergraduate pre-service educator programs. Results of this research study provide a solid foundation for future research in these areas within the field of education.

The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.

The diploma thesis entitled "Education of Pupils with parallel hearing and mental disabilities in the 1st grade of Primary School for the hearing impaired " analyzes the accessibility of teaching aids for students frequenting Grades 1-6 of elementary schools for students with hearing problems. With respect to the subject treated, exploring part of the thesis focuses on on the collaboration of the teacher with the hearing-impaired educator or the educator's assistant. Also discussed are the types of communication systems most frequently used by the teachers during their work. In the thesis there is also an overview of elementary schools in the Czech Republic, in which students with hearing impairments and parallel mental retardation are educated on the 1st grade. The objective of this diploma thesis is to point out the shortage of teaching aids for students with this form of health impairment, who require a variety of educational strategies, given their specific educational needs. The research work was undertaken using methods of a semi-structured interview, observation and an analysis of teaching products. The outcome of the research conducted for the purposes of this diploma thesis was the conclusion that the availability of teaching aids for students with parallel hearing and mental impairments...

The diploma thesis entitled "Education of Pupils with parallel hearing and mental disabilities in the 1st grade of Primary School for the hearing impaired " analyzes the accessibility of teaching aids for students frequenting Grades 1-6 of elementary schools for students with hearing problems. With respect to the subject treated, one part of the thesis focuses on the instruction methods used for the teaching and education of such children and on the collaboration of the teacher with the hearing-impaired educator or the educator's assistant. Also discussed are the types of communication systems most frequently used by the teachers during their work. The second part of the thesis provides an overview of elementary schools in the Czech Republic, in which students with hearing impairments and parallel mental retardation receive education. The objective of this diploma thesis is to point out the shortage of teaching aids for students with this form of health impairment, who require a variety of educational strategies, given their specific educational needs. The research work was undertaken using methods of a semi-structured interview, observation and an analysis of teaching products. The outcome of the research conducted for the purposes of this diploma thesis was the conclusion that the availability of...