The focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn, better comprehend and retain the material. The pre-service teachers attend the University of Central Florida's College of Education and Human Performance. They voluntarily participated in completing a survey about their perceptions of single subject instruction versus thematic unit instruction. In the survey, the pre-service teachers seemed to be varied on what they believed was a better method of instruction for their future students. The pre-service teachers were split 50/50 as to whether they will teach traditionally, single-subject, or thematically. The pre-service teachers were unanimous in the idea that if they had the support of other teachers and administration as well as resources and research to guide them, that thematic instruction is a method of teaching that they would consider using. Nearly all of the teachers surveyed referred back to doing what is in the best interest of their students.

LEIPERTOVÁ, G. (2012): Interdisciplinary relation between cartography and mathematics in the teaching at high school. Department of Social Geography and Regional Development, Charles University in Prague. The present diploma thesis analyses interdisciplinary relations between cartography and mathematics on three levels: on the level of intended curriculum, on the level of implemented curriculum and on the level of attained curriculum. On the level of the intended curriculum, project documents such as the Framework Educational Programme for High Schools and the School Educational Programmes of selected high schools are especially studied. The content analysis of selected textbooks of geography evaluates relations between cartography and mathematics on the basis of occurrence and (quality of) explication of required subject matters, amount of examples, illustrations and charts. Moreover, selected chapters of cartography, in which mathematical skills are applied, are elaborated in detail. On the level of the implemented curriculum, the real state of teaching of these interdisciplinary relations at selected high schools is evaluated through questionnaires for teachers of geography and of mathematics. On the level of the attained curriculum, the ability of pupils to combine knowledge of cartography and...

The diploma thesis English Language Textbooks as a Possible Source of Inspiration for Teaching the Czech Language at Secondary Schools deals with the design of lessons for teaching Czech language based on the inspiration of English textbooks. The work is based on theoretical knowledge concerning current trends in Czech language didactics (constructivism and its three-phase PPP model including work with students' preconceptions, development of conscious use of the language system, content reduction and content-focused approach). The fundamental starting point is represented by the communicative goals of language teaching as well as on the integration of the language curriculum and the communicative (and literary) components. The practical part of the thesis comprises suggestions for Czech language lessons based on the inspiration from English textbooks, and its basis is a content analysis of three topics (phrasemes and idioms, grammatical voice of verbs, and means of textual continuity) in Czech and English language textbooks for secondary schools. It also includes a complementary quantitative questionnaire survey on the perception of Czech language textbooks by secondary school students (not focusing on grammar schools). In addition to the content analysis, the proposed lessons reflect both the...

The diploma thesis deals with CLIL teaching at primary school with a focus on pupils with special educational needs, specifically pupils with learning disabilities and pupils from socially disadvantaged backgrounds. The work aims to compare the work of ordinary pupils in CLIL classes with the work of pupils with special educational needs and to find out whether it is suitable for pupils with special educational needs. The theoretical part deals with CLIL teaching in general with a focus on teaching primary school pupils and briefly characterises some special educational needs. The practical part contains preparations for lessons and their reflections, an analysis of student work and evaluation of the pupils' satisfaction with content and language integrated learning questionnaire. At the end of the thesis, proposals for the modification of educational materials for pupils with special educational needs are attached. The research showed that CLIL teaching has no negative impact on the sample of pupils from socially disadvantaged backgrounds, but at the same time did not confirm, but also refute, the possibility of applying CLIL teaching to students with specific learning disabilities.