his thesis deals with the analysis of particular road resistances that affect the car. It describes their importance and factors that influence their size. This thesis defines steps that determine particular quantities that are necessary to assess road resistances. Describing, it qualifies transfer and sizes of driving force that is needed to overcome total road resistance, measuring methods of road range tests upon appropriation of road resistances and influence of road resistances on economy of traffic. Practical part discusses the plan and course of realized measuring of selected sample of cars. Final part deals with the evaluation of measured values of realized measuring.

This diploma thesis deals with the area of further education of civil servants at the level of the central government and its aim is to critically evaluate further education at selected departments in connection with the introduction of Act No. 234/2014 Coll., which came into force on the 1st January 2015. The thesis describes how the Civil Service Act influences the further education of central government officials, it outlines the key issues that are related to the education of central government officials and shows what are the problems that central government officials encounter in the field of further education. The research project is the case study, which included public policy documents related to the topic of further education and data collected through in-depth interviews with ten officials of two selected departments and two representatives of the human resources department, was used. Based on the thematic analysis, key issues of further education of central government officials were identified: educational needs, meeting educational needs, sources of information retrieval, and a official exam. Problems encountered by central government officials in the field of further education are part of these issues.

The thesis deals with the construction of inequalities in the access to the tertiary education with the special emphasis on entrance exams to the universities. The aim is to explore how the entrance exams as the gate to the universities are perceived by students - the actors who are the most affected by these inequalities in education, according to relevant research of these inequalities. The thesis studies how these actors perceive their position and situation within the entrance process, what situations (if any) are constructed as unequal by these actors, who is affected by such inequalities and how does he/she copes with them. The research question is seen from the perspective of interactionist constructivism and answered by applying methods of grounded theory and semi-structured in-depth interviews.

The theoretical part of this diploma thesis provides a broader academic context for the research presented in the theoretical part and is concerned with the specifics of the writing assessment. It proposes reasons why writing should be assessed, describes methods of assessment and scoring, and also examines writing tests. At the end of the theoretical part, the presumed controlling idea, called the washback effect, which significantly influenced the course of the research in the practical part of the thesis, is presented. The practical part is divided into two parts. The first part focuses on the types of scoring ESL grammar school teachers employ for assessing grammar school pupils. The aim was to discover how many of them use analytical and/or multiple-trait scoring. It was revealed that analytical scoring the most used means of assessment. Holistic scoring was next, followed by multiple-trait and lastly primary-trait scoring. Other scoring procedures are rarely employed. The second part is a case study of assessment criteria of selected teachers which compares these criteria against those used in Cambridge English: Preliminary examination and the Czech state secondary school-leaving exam. The author of the thesis tried to identify criteria or descriptors which appear across these systems and could,...

The thesis, as the title suggests, focuses on education of Geography and analysis of Geography as a subject at Prague grammar schools. The aim of the thesis is to evaluate the impact of curricular changes on teaching Geography. Furthermore, the thesis is to analyze the ideas of the Geography teachers on teaching methods and content taught to students in their lessons. The work also evaluates the variety of opinions of the pedagogues concerning this topic. It also discusses their different views on a new form of the state leaving exam. Moreover, it looks for the answer whether the new exam might change the methodology of Geography. This work is mainly based on a critical evaluation of expert materials as far as the school reform is concerned. The empirical part itself consists of the survey results and the assessment of directed interviews with 11 respondents, who are the Geography teachers at nine Prague grammar schools.

The paper looks at parents' experiences related to their children's preparations for attending an eight-year gymnázium (academic secondary school), with the goal of identifying and understanding how families experience this preparatory period and what preparatory strategies they choose; or rather, how they approach the preparatory exams, what preparations the family undergoes, what emotions they experience, and how they assess this experience. The theoretical part of this theoretical and empirical paper briefly defines some of the basic terminology necessary for understanding the paper's theoretical foundations and presents the legislative background of the state admissions exams. The third chapter of the theoretical part looks at several realized studies that have focused on the subject of multi- year gymnázia and parents' views on this phenomenon. The various chapters of the paper's empirical section present the author's qualitative methodology, describe the study's approach, and show the results of a qualitative study of parents and children who underwent this experience in the 2017/18 and 2018/19 school years. Their experiences with and perception of this process were determined via semi- structured interviews with both parents and children. The study also made use of interpretative phenomenological...

Vozný, M.: Graduation from art education. [Diploma thesis] Prague 2019. Charles University - Faculty of Education, Department of art education, počet stran:85. The diploma thesis focuses on the topic of graduation, specifically on the graduation from art education. Within the theoretical aspects, study documents, the Education Act and the relevant decrees are examined in terms of form and content. Part of the thesis is also a research part that is based on qualitative research. It brings the knowledge created on the basis of the visits made and performs structured in-depth interviews with audio recordings at pre-selected grammar schools. The information obtained from the field continues to reflect and undergo the relevant research proposal, which is an established theory. Audiobooks from research interviews are subsequently overwritten and open, axial and selective encoding of documents. The output is a look at the newly discovered relationships and categories that are related to the creation of the content, form and reflection of the graduation from art education. The result of the thesis is the creation of the own design of graduation from art education, which is based on a semantic approach. Keywords: Graduation, art education, research, upper secondary school, curricular documents, education...

No description available.

The development of AI (artificial intelligence) and AI tools has advanced rapidly and has affected teaching in many ways. For example, The Swedish National Agency for Education (Skolverket) now recommends teachers to not use written assignments for grading to ensure that the students have not used AI tools. The purpose of this study was to better understand teachers’ attitudes towards AI tools, their knowledge of them and their experiences of AI tools in relation to their subject specific education and exam methods. The research questions were striving to investigate teachers’ knowledge and use of AI tools in their professional practice, their attitudes towards AI tools, how they have adapted exams and assignments, and how the characteristics of the subjects that the teachers teach affects potential differences in attitudes and exam methods. Seven subject teachers teaching various subjects at the upper secondary and lower secondary levels were interviewed about their attitudes and experiences of AI tools in relation to their teaching through semi-structured interviews. The results showed that teachers generally had limited knowledge about AI tools, despite several of them having participated in professional development regarding AI at their workplaces. The teachers discussed their opinions and experiences regarding AI tools as a tool for cheating, their views on AI tools as a source of knowledge, how AI tools have or will affect schools and the society, how AI tools challenge the teaching role, and their views on using AI tools for assessing student assignments. The teachers also talked about how they have adapted, or not adapted, their exam methods to the development of AI tools and the new recommendations from Skolverket. The results from the interviews were analyzed using the theoretical framework TPACK to break down the teachers' knowledge of AI tools in relation to teaching. In the discussion, the results are compared with previous research, AI tools in relation to teaching are discussed, and suggestions for future research are given. / Utvecklingen av AI (artificiell intelligens) och AI-verktyg har gått snabbt framåt och påverkat skolan och undervisningen på flera sätt. Exempelvis rekommenderar Skolverket numera att lärare inte använder skriftliga inlämningsuppgifter som betygsunderlag för att säkerställa en rättssäker betygssättning. Syftet med denna undersökning var att få mer kunskap om lärares attityder till, kunskaper om och erfarenheter av AI-verktyg i relation till deras ämnesundervisning och betygsgrundande moment. Frågeställningarna var kopplade till att undersöka lärarnas kunskaper och användning av AI-verktyg i sin yrkesutövning, vilka attityder de har till AI-verktyg, hur de anpassat betygsgrundande moment och provtillfällen och hur lärares ämnestillhörighet påverkar eventuella skillnader i attityder och provmetoder. Till undersökningen intervjuades sju verksamma ämneslärare i olika ämnen på gymnasiet och högstadiet om deras attityder och erfarenheter av AI-verktyg i relation till deras undervisning genom semi-strukturerade intervjuer. Resultatet visade att lärarna hade låga kunskaper om AI-verktyg, trots att flera av dem fått tagit del av kompetensutveckling på arbetsplatsen. Lärarna berättade bland annat om deras åsikter och erfarenheter kring AI-verktyg som ett fuskverktyg, hur de ser på AI-verktyg som källa till kunskap, hur AI-verktyg har eller kommer påverka skolan och samhället, hur AI-verktyg utmanar lärarrollen och hur de ser på att använda AI-verktyg för att bedöma elevuppgifter. Lärarna berättade också om hur de anpassat, eller inte anpassat, sina provmetoder till utvecklingen av AI-verktyg och Skolverkets nya rekommendationer. Resultatet analyserades med det teoretiska ramverket TPACK för att bryta ner lärarnas kunskap om AI-verktyg i relation till undervisningen. I diskussionen jämförs resultatet med tidigare forskning, AI-verktyg i relation till undervisning diskuterad och förslag på framtida forskning ges.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.