This theoretical and empirical thesis addresses the issue of teaching assistant activity at primary school. It works with the views and experience of teachers and teaching assistants. The theoretical part summarizes knowledge concerning the work of teaching assistant at a primary school based on available literature. The empirical part is based on the assumption that the conditions of efficient work of the teaching assistant is his cooperation with the classroom teacher. In-depth interviews with teachers and assistants bring knowledge about the pitfalls and problems that a teachindg assistant can experience. This thesis can provide examples of good practice.

The aim of the thesis is to reveal the relationship between lower secondary school pupils in cities Semily and Prague and regular physical activity, depending on the interests of their parents. Specific objectives included the determination of the relationship of students to physical activities, finding their parents' relationship to these activities and the subsequent determination of the cross-correlation of these two relationships. After gathering and subsequent analysis of the relevant sources a questionnaire has been compiled. The questionnaire survey was conducted at selected lower secondary schools in cities Semily and Prague. After subsequent data collection a comparison of schools in both regions was conducted. Research has shown that in terms of regular physical activity pupils in Prague are more active than those in Semily. In Prague 73 % of pupils regularly perform physical activities, while in Semily it is 56 %. Another output is information that 79 % of parents in Semily are (or were in the past) regularly physically active. In Prague the figure is 82 %. The main finding of the thesis is a very strong link between physical activity of pupils and physical activity of their parents. 93 % of physically active students in Semily have parents who are also physically active, in Prague it...

The purpose of this thesis is to research vocal and instrumental ensembles that are part of music department at Fr. Kmoch Primary school of Art in Kolin. To record their history, endeavours and the efforts of their conductors and choirmasters. For the sake of completeness I do also mention the graduates who went through these ensembles and then decided to study the music at high schools or at universities and also those who remain dedicated to orchestral and group performing even after finishing the primary school. Powered by TCPDF (www.tcpdf.org)

Tittle: Handball in physical education for students of the 2nd of primary school and secondary school Author: Klára Kadlecová Department: Department of physical training Supervisor: PaedDr. Ladislav Pokorný, Katedra tělesné výchovy Pedagogické fakulty Univerzity Karlovy v Praze, M. D. Rettigové 4, 116 39 Praha 1 Supervisor's e-mail adress: pok.lad@email.cz Abstract: This thesis deals with the issue of teaching handball at the 2nd level of primary schools and grammar schools in the Vysočina region. The thesis is divided in two parts - theoretical and practical. The theoretical part is devoted to the concept of teaching handball within the General Educational Program, it is also devoted to the psychosomatic pecularities of adolescents, physical education and handball didactics. The practical part is focused on interpreting the results processed on the basis of questionnaires, which dealt mainly with the form of handball education and with the material and spatial possibilities of teachers in the Vysočina region. The practical part also includes a suggested model of teaching handball, together with the results of the initial and final students testing. Keywords: Handball, education, primaryschool, secondaryschool, physicaleducation

The diploma thesis deals with the method of structured drama and its help in the prevention of bullying. Specifically, the aim is to understand the role of a silent witness as a person who can prevent bullying by stepping out of this role. The theoretical part defines the term bullying, describes the forms, causes and characteristics of bullying among pupils of the first grade of the primary school. This part of the thesis also gives a definition of the chosen method of structured drama, its procedures and techniques. The practical part deals with the created structured drama and its reflection. The questionnaire survey then examines the attitude shift of selected pupils in their decision to step out of the role of the silent witness. The period immediately preceding the realization of structured drama and the period after a few months are the initial and terminal phases of the examined attitude shift. KEYWORDS: Structured drama, drama education, methods and techniques, bullying, silent majority, prevention, the first grade of the primary school, decision-making

The diploma thesis pursues a pupil's transition to a lower secondary school. The theoretical part describes the development of Czech primary and lower secondary school. It compares the compulsory education in European countries and describes a phenomenon of transition in view of its development in an international context during the past few decades. The empirical part explores main topics of pupil's transition to higher level of education. The research is based on the case study of the primary school with pupil's transition from the fourth grade and from the fifth grade. The research aim is to find out how the transition is viewed by the pupils and their teachers and to find out the reasons for an alternation of classic model of the transition in the fifth grade of primary school. It presents the advantages and disadvantages of this modification in a view of current pupils' development. The results show that neither pupils nor the teachers perceive any major differences in a timing of the transition. For all the pupils, with no regard to the model of the transition, the more important change is the entering to the sixth grade, which is connected with the change of the curriculum. The pupils transitioning according to a new model perceive the transition after the fourth grade as an advantage for...

One of the most fundamental and meaningful statements that can be made about the human being, is that man is always in a certain relationship towards his fellow-man and the objects in his livingenvironment. With this statement as vantage-point it has been attempted to study the realization of the pedagogical relationships in psychopedagogical perspective and to analyse the becoming of the child within these relationships, against the background of the categories experiencing-willing-experience as becoming. The child is a person-in-the-world of objects and people, and as fellow-being he finds homself in certain relationships, because man is intentional and ever involved. Psycho-pedagogics deals with the discovering of the psychological life of the child in education and also reveals becoming and learni~ as its equal basic structures. It has furthermore become clear that "becoming and learning" are actualised, inter alia, by means of "learningas- becoming., and "experiencing-as-becoming" and exist as prerequisite for the adequate realization of pedagogical relationships (trust, knowledge and authority). Furthermore, a psychopedagogical analysis has been made of educational procedures and subsequently the structures of the pedagogical situation has been dealt with. Special attention was given to the trust-understanding and authority relationships against the background of the child's becoming-actualising-forms, namely: "Emancipating as experiencing-willing and living-becoming", "Exploring- as-experiencing, willing and living-becoming", "Distantiating-as-experiencing, willing-and living-becoming", "Differentiating-as-experiencing, willing-and living-becoming" and "Objectivating- as-experiencing, willing-and living-becoming". Mention was made of the stability which must be present in the child's experience world, and that experience as well as the will in the child's becoming within pedagogical relationships, depend on the degree of rational execution of these relationships, in order to reach adequate actualisation. The adequate actualisation of the pedagogical relationships pre-shapes the child's later actions as adult in his relationship towards his fellow-man, It was also been attempted to consider pedagogically the development of the various pedagogical relationships in which the child finds himself against the background of his becoming, with particular emphasis on the pre-school years, the primary school phase and the secondary school phase, Subsequently certain psychopedagogical criteria for the evaluation of the child's becoming within the realized pedagogical relationship- structures were elucidated, The thesis concludes with various remarks regarding the recognition of deviation from pedagogical relationships and suggested remedial steps, / Dissertation (MEd)--University of Pretoria, 1976. / gm2014 / Early Childhood Education / Unrestricted

Magister Educationis - MEd / Different studies indicate that parents, who offer their services as volunteers at their children's school, assist with homework and participate in school activities, can influence the learners’ academic success in a positive manner (Lunenberg & Irby, 2002; Sanders & Sheldon, 2009). Therefore, parents are considered to be one of the most important and indispensable stakeholders in education. Parental involvement in their children's schooling is a critical factor that influences academic success of learners, but despite its importance, parental involvement at previously disadvantaged primary schools appears to be discouragingly low. This study explored the role parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town. The study attempted to answer the following research questions: (i) How does parental involvement influence the academic achievement of their children? (ii) What roles do educators expect parents to play in the development of their children's academic achievement? (iii) Which factors enhance and hinder parental involvement across the phases of primary schooling? (iv) How does parental involvement in children's academic progress change over time as learners' progress through the primary schooling phase? The study is located within the interpretive paradigm, using qualitative case study design. The study began by undertaking a literature review to explore the phenomenon of parental involvement in their children's schooling and its relationship to the academic achievement of learners. Therefore, data was collected using three groups of participants. Participants were purposively chosen with the aim of exploring perspectives about parental involvement (in their children’s schooling) from diverse role players. Data was collected via questionnaires and individual semi-structured interviews. Data was analysed thematically. The study's findings report on parental involvement in terms of both school-based (e.g. voluntary assistance at school) as well as home-based involvement (e.g. homework activities). The findings of this study revealed that parental involvement can positively influence academic achievement of primary school learners. The parent participants regarded education as important and this notion was affirmed by the learner participants. There was also sufficient evidence in this study to suggest that the parent participants associated the concept of parental involvement with more home-based activities. The learner participants in this study expressed both positive and negative feelings about their parents' involvement with regard to their homework activities. The learner participants reported that their mothers rather than their fathers assisted them with homework. The weaker scholastic achievement learner participants reported that they received less homework assistance from their parents in comparison to the average and strong scholastic achievement groups. The parent participants also reported that they were unable to assist their children with certain homework activities. The parent participants reported that the homework workload was far too much for their children. Encouraging their children to read was more prevalent in the average and strong scholastic achievement categories than the weak scholastic achievement group. The findings revealed that those parents who were more involved in their children's schooling produced academically stronger learners than those who were less involved. The educator participants reported that parental involvement had a positive influence on the learners' academic achievement. The findings highlight the various factors responsible for enhancing and hindering parental involvement at a specific primary school. The study revealed that parental support declined as the learner's progressed from one phase to the next. There is no doubt that parental involvement plays a pivotal role in a learner's academic achievement. Furthermore, since education is often regarded as the primary way to develop our country, encouraging parental involvement in their children’s schooling is essential in developing an educational society

This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.

The purpose of this thesis was to investigate the attitudes and working methods that study- and career counselors apply when it comes to competence provision. The main focus of the thesis was to investigate whether the study and career counselors consider that competence development work is an essential part of their work in a primary school in a municipality with a dominant market of industries. Therefor our main question was about how the study and career counsellors are working with this today, if there is any influence from external stakeholders and what the desired role of collaboration they would like to have in the future. We have contacted forty study and career counsellors who work in primary school in member municipalities in the network of Industristarka Kommuner and they were interviewed by mail and in some cases by phone. There were totally nine study and career counsellors that were represented in the survey. The study results in a model for the collaborative role, which could be divided into four stages, directly active, indirectly active, indirectly passive and direct passive, depending on the position and behavior of study and career counselors in the question of collaboration. The roles could also be linked to different career theories and were largely dependent on how the top of the board looked and most of our informants had a desire to take a step back and allow someone else to manage the skills to solve time for other guidance work.