My diploma paper is focused on integration of foreigners' children into education at grammar schools. The aim of my paper is to theoretically explain in more detailed way social and pedagogic aspects of foreigner's integration in connection to their integrity into educational system. And on the basis of exploration I want to examine readiness of schools for integration of pupils - foreigners into educational program at grammar schools in regional town Ústí nad Labem. My diploma paper is divided into two parts - theoretical and empirical parts. The first theoretical part of my diploma paper is focused on general theoretical approach to foreigners' and integration policy of the European Union and last but not least to the development of migration in the territory of the Czech Republic. It is focused on education of children of foreigners, particularly to its legal basis in Czech law and to inclusive education which is understood to be higher level of integration. The last part is dedicated to integration of foreigners' children itself. I worked out an examination project which is in the empirical part. This project is focused to examination of readiness of basis schools in Ústí nad Labem for presence of foreigners' children into schools and readiness of these schools to integrate these children with...

Kritická místa matematiky na základní škole (Analýza didaktických praktik učitelů - lineární rovnice) Critical Areas of Mathematics at the Primary School (Analysis of Teachers' Didactic Practices - Linear Equations) Abstract The goal of the diploma thesis is to describe didactic practices used by primary teachers when teaching linear equations, seen as one of the critical moments of primary school mathematics. First, semantic and structural models of linear equations and ways of teaching linear equations as suggested by selected textbooks for primary schools are described. Next, on the basis of literature review, pupil' problems and types of mistakes they make in this area are given. My research consisted of semistructured interviews with five experienced mathematics teachers and observations of their lessons. The interviews and observations were transcribed and the transcriptions were analysed by techniques of grounded theory. It was found out that the teachers use common didactic practices as well as their own which they develop. The practices, models which the teachers use when teaching linear equations, approaches to introducing equivalent operations, as well as a list of critical places within linear equations are the main results of the work. Keywords: Linear equations, models, pupils' problems,...

1 Abstract The goal of the diploma thesis was to identify and describe didactic practices of selected experienced mathematics teachers, used in the teaching of indirect proportion, to make an analysis of the most used textbooks from the point of view of teaching indirect proportion, to select suitable problems which diagnose pupils' knowledge of indirect proportion and to identify pupils' strategies and their mistakes in solving them. Indirect proportion is first described from the point of view of curricular documents and of Czech pupils' results in this area in both national and international surveys. The pupil's knowledge gaining process is characterised from the point of view of didactic constructivism. Next, ways and conceptions of teaching indirect proportion as provided by selected primary textbooks are given. The content analysis of textbooks was made and compared to results of similar studies. Next, the thesis deals with some results of international research on proportional thinking and solving strategies for problems on proportion which are then used as a starting point of my own research on pupils' strategies for problems on indirect proportion. The next part of research consists of semi-structured interviews with experienced teachers, observations of their lessons and analysis of their pupils'...

Title: Temperament and its consideration in the formation of training units in tennis for younger pupils. Objectives: The aim of the thesis is to determine temperament of pupils, to apply . model training unit and find out how much influence their athletic . ……………. performanece during training. . Methods: In this paper is use subjective method of observation, analysis methods of artistic expression, assessment method using a numerical rating scales and questionnaires investigation detecting subjective feelings from treined unit. Results: I found that the most frequently occurring is sanguine temperament, around fifty percent, then the least frequent is melancholic temperament. I also observed that temperament should really be an integral part in the creation of training units in tennis for younger pupils. Almost all tested (14/15) has seen positive reception during training units offs of their temperament and negative using opposing units. Likewise, it was with efficiency and dedication of younger pupils during training. Keywords: pupils, tennis, temperament, training unit, psyche

This essay deals with how the school is portrayed in the media. Selected articles are reviewed and divided in order to determine how the school is described in the media.Research shows that we to a large extent believe in the world we see in the media. How the articles describes the school means that it is reasonable to assume that we look at the school from this perspective. The study focuses on determining how the school is portrayed by examining different aspects.The survey shows that 49 percent of all articles have a negative angle. It also appears that the most commonly used categories are teachers and pupils. The patterns discovered were that equality was an important debate in school in 2016. It also appears that there are very few private writers but what is published is controlled by journalists.

This is a study of how speaking time is distributed in two different classroom settings. The study includes observations of lessons and interviews with teachers. The main aim of the study was to ascertain whether boys and girls receive and claim speaking time to an equal extent. The justification for the study is that school is supposed to give equal education to all pupils, and an essential condition for this should be that both boys and girls are given and can use the speaking time equally. The study was conducted from a gender perspective and with the approach of social constructionism. It examines the speaking time that the pupils take without the teacher’s permission, and also how the teacher allocates speaking time to boys and to girls. The result shows that boys dominate the speaking time, even though teachers say that they make an effort to distribute speaking time equally between girls and boys. One of the observations showed that the girls were more active than the boys, but this was contradicted by the results of the study as a whole. The study also includes interviews with two teachers, one from each school.

The aim is to study the newly arrived pupils'participation in the preparatory class (FBK) and regular class and how teachers support the newly arrived pupilsin the classroom for three daysat each school. The study is based on a qualitative method with three observations at each school. Observations in two different schools, one in a preparation class and the other one in a regular class. Our study showed that the newly arrived pupils in the preparation class had more chance to participate, learn and develop with the help of the teachers. On the other hand,the newly arrived pupils had less participation in the regular class and did not get as much help from the teachers as the other newly arrived pupils got in the preparation class.

En contexte scolaire, l’état motivationnel de l’apprenant en classe de français langue étrangère conditionne à la fois l’enseignement et l’apprentissage. Pour apprendre, l’élève a besoin de participer activement, d’autant plus qu’en langue étrangère, l’apprentissage comporte très souvent des implications psychologiques plus importantes qu’en d’autres matières scolaires. Cela réclame, de la part de l’apprenant, une disponibilité et un engagement total dans les activités d’apprentissage, ce qui est loin d’être toujours le cas : dans la région Sud de l’Angola qui nous intéresse, les collégiens et lycéens se montrent très passifs en classe de français langue étrangère. Dans ce travail, nous nous sommes surtout interrogé sur la raison principale de cette attitude récurrente de passivité et d’adoption de comportements d’évitement d’effort, voire de comportements perturbateurs, spécifiquement en classe de français langue étrangère. S’agit-il d’une question de manque de motivation ? Si oui, quelles en seraient alors les causes profondes, la motivation n’étant qu’une simple résultante d’autres facteurs ?Pour obtenir des réponses à ces interrogations, nous nous sommes appuyé sur un ensemble de questionnaires adressés aux élèves, aux enseignants et aux parents d’élèves, et sur l’observation des comportements des élèves et des pratiques enseignantes en classe de français langue étrangère. Ainsi, les résultats obtenus nous ont permis de répondre aux questions préalablement posées. Pour contribuer à l’amélioration de l’enseignement/apprentissage du FLE, nous avons élaboré des propositions de remédiation pédagogique, en fonction des difficultés rencontrées sur le terrain / In a school context, teaching and learning are both determined by the learner’s motivation status in lessons of French as a foreign language. An active participation is required from the pupil for learning especially since, as far as a foreign language is concerned, learning very often entails a more important psychological commitment than in other school subjects. The learner should prove a complete availability and involvement in learning activities, which is far from being the case: in the Southern region of Angola in our scope of interest, the secondary school children prove very passive in lessons of French as a foreign language.In this work we have been above all wondering why a recurring passive attitude and a behaviour of evasive efforts, even a troublemaking one, mainly occur specifically in lessons of French as a foreign language. Is it due to a lack of motivation? If yes, what would then be the deep causes of it, as motivation simply results from other factors? The answers to these interrogations are based on a set of questionnaires sent to pupils, teachers and to pupils’ parents and on observing pupils’ behaviour and teachers’ practice in lessons of French as a foreign language. Thus the results obtained enabled us to answer to questions asked beforehand. For helping improve teaching/learning French as a foreign language we built up proposals of teaching remediation in accordance to difficulties met in the field

Syftet med föreliggande studie är att beskriva en kommuns arbete med att upptäcka och bedriva undervisning för elever med särskild begåvning i matematik samt hur detta arbete stöds. Metoden som användes för studien var semistrukturerade intervjuer med fem olika skolaktörer (matematikutvecklare, specialpedagoger och lärare). Den insamlade datan analyserades med hjälp av Cobb och Jacksons (2012) teoretiska ramverk för hur matematikundervisning kan förbättras och utvecklas i större skala. Resultaten visar att kommunen, enligt deltagande skolaktörer, inte arbetar aktivt med att upptäcka särskilt begåvade elever i matematik, men de elever som utmärker sig utreds. Vidare visar resultaten att kommunen, enligt skolaktörerna, bedriver matematikundervisning för dessa elever på olika sätt beroende på elevernas individuella behov och skolans resurser. Resultaten visar även på att skolaktörerna upplever stöd i arbetet med särskilt begåvade elever i matematik genom det kollegiala samarbetet på olika organisatoriska nivåer i kommunen. Skolaktörerna finner även stöd i utredningar och kartläggningar i arbetet kring särskilt begåvade elever i matematik samt anpassat material och fortbildningar kring dessa elever. Från resultatet kan tre slutsatser dras. Den första slutsatsen är att kommunen inte arbetar systematiskt med att identifiera särskilt begåvade elever i matematik. Den andra slutsatsen är att matematikundervisningen för dessa elever bedrivs på olika sätt på den enskilda skolan. Den tredje slutsatsen är att skolaktörerna upplever att de har flera typer av stöd för att arbeta med att upptäcka och undervisa särskilt begåvade elever i matematik. / The purpose of this study is to describe the effort to identify and conduct teaching for gifted pupils in mathematics and how this work is supported in a larger Swedish municipality. The method used for the study was semistructured interviews with five school actors (mathematics developer, special educators and teachers). The collected data was analysed by the means of Cobb and Jackson’s (2012) theoretical framework for how mathematics instruction can be improved and developed on a larger scale. The results show that the municipality, according to participating school actors, does not work systematically to identify gifted pupils in mathematics, only the pupils who clearly distinguish themselves are identified. Further on the results show that the municipality, according to the school actors, conducts teaching in mathematics for these pupils in different ways depending on the needs of the individual pupil and available resources at the respective schools. The results also show that the school actors feel supported in their work with gifted pupils in mathematics through collegial cooperation on different organizational levels. The school actors also find support in the mappings of gifted pupils in mathematics, as well as custom made materials and professional development around these pupils. Three conclusions are drawn from the results. The first conclusion is that the municipality does not systematically work to identify gifted pupils in mathematics. The second conclusion is that mathematics instruction is conducted in different ways at the individual school. The third conclusion is that the school actors experience several different kinds of supports in distinguishing and conducting instruction for gifted pupils in mathematics.

The thesis is focused on the evaluation of pupils in physical education at primary school. The theoretical part explains the concept of evaluation. What is the function of evaluation, what are the types and forms of evaluation. Next I describe the teaching methods. It focuses on evaluation in physical education in physical education - physical development, pupil's motor skills, motor performance, pupils' knowledge and pupil's relationship to physical education. The thesis also describes physical education according to the framework educational program. The practical part describes the results of the questionnaire survey, which examined how teachers evaluate pupils in the subject of physical education.