This diploma thesis examines whether and how does the Czech educational system respond to the growing cultural diversity of the Czech society. At the theoretical level, it defines the role of Education in a Multicultural society and within the implementation of Multicultural policy. The main part of the work consists of analysis of schoolbooks for the subjects History, Civics and Literature. Insitutional pespective, analysis of school curriculum and a case study focusing on faculties of Pedagogy are also considered. The thesis concludes that the concept of the Czech Educational system is monocultural and thus not responsive to the change of social reality. A few strategic and concrete steps deriving from the outcomes of the analysis and a comparative approach are presented. These steps should help to switch from a monocultural educational system to a multicultural one. The author argues that key changes need to be realized in the field of future teacher traning as well as in the area of schoolbooks, that are currently largely reproducing cultural stereotypes and that don't reflect culturally plural composition of the society.

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2004. / Bibliogr.: f. [106]-116. Document électronique également accessible en format PDF. CaQCU

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2004. / Bibliogr.: f. 134-143. Document électronique également accessible en format PDF. CaQCU

Mémoire (M.Ed.) -- Université du Québec à Chicoutimi, 2002. / Bibliogr.: f. 142-147. Document électronique également accessible en format PDF. CaQCU

Community colleges and for-profit institutions are considered open-access institutions and serve a large proportion of the United States student population. Furthermore, research confirms that students who are minorities, disadvantaged, and nontraditional attend these institutions in greater numbers than highly selective institutions. However, little is known about how these students choose between these two types of open-access institutions. The purpose of this study was to acquire a deeper understanding of the discriminating factors that influence these pathways and determine a predictive model of choice that is generalizable to undergraduate students choosing to attend open-access institutions. The study used the undergraduate portion of the 2011- 2012 National Postsecondary Student Aid Study (NPSAS:12) as its data source. NPSAS:12 contains a sample of about 95,000 undergraduate and about 16,900 graduate students enrolled between July 1, 2011 and June 30, 2012 in approximately 1,690 Title IV-eligible institutions of higher education in the 50 states and the District of Columbia. The results of the study indicate that the odds are higher for students attending for-profit colleges and universities than public two-year colleges to: be female; have independent status (24 years of age or older); have dependents; be Black or African American, Hispanic or Latino, American Indian and Alaska Native, or Native Hawaiian/other Pacific Islander; use higher amounts of financial aid; either not have a job or work fulltime; be less likely to attend college part-time; have higher college GPAs; and attend larger institutions. When restricting the sample for at-risk and non-traditional students, the odds for Hispanic and Latino and American Indian or Alaska Native students attending FPCUs increased, whereas the odds of Black or African American students attending FPCUs decreased. The results, implications for policy and practice, and recommendations for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection