The subject of the diploma thesis belongs due to its character to the domain of educational psychology and sociology of education. The thesis deals with the advantages of education of Romani children in Waldorf schools. The key terms are: education, Roma minority, cognitive determinants, Waldorf pedagogy. The aim of the thesis is to introduce the questions of education of Romani children as well as the general information about the Roma minority in the Czech Republic, the methods of education of Romani children in dependence on their school achievements, the description of cognitive determinants of Romani pupils in relation to their school efficiency and the demonstration of advantages of Waldorf pedagogy for Romani children comparing with the traditional educational system.

Work in the six chapters first formulates thesis of the need to address the problem of loss of quality of teaching of the Catholic religion. This is then given to the second chapter, which carefully considers its history. After a brief third chapter which collectively will talk about alternative education speak collectively alternative education is included in this current analytical processing analysis Montessori and Waldorf education. It analysis processes the history of the founders of both pedagogies and the relation to the didactic triangle educator - curriculum - student. The sixth chapter is a synthesis of findings and draw conclusions about the relationship of spirituality to Christianity and usability of teaching methods. Keywords Christianity, education, Montessori, Waldorf, teacher, student

The topic of this thesis is the pedagogy of Rudolf Steiner in the Czech educational system. The theoretical part is divided into three sections. The first chapter is dedicated to the founder of waldorf education Rudolf Steiner, it deals with his life, work and his legacy to the Czech pedagogical environment. The second chapter describes the free school of Rudolf Steiner, its origin, specifications and evolution of Steiner's education. The last chapter of the theoretical part is focused on Steiner's pedagogy in the Czech education system and studies application of the Steiner's pedagogy at each of the levels of the Czech school system. The empirical part deals with describtions of several Czech primary Steiner's schools and compares them from the point of view of chosen areas of origin, evolution and implementation of Rudolf Steiner's ideas. In the last chapter of the thesis the before mentioned areas of Czech Steiner's schools are compared in short with Steiner's schools in the Eindhoven in Netherlands. Keywords Rudolf Steiner, waldorf education, anthroposophy, Czech waldorf schools, Steiner's special education, eurythm

The subject of my master thesis is alternative school education. The main aim is to describe the parent's motivation for choosing alternative school education, specficially Waldorf school education. In the theoretical part the most important concepts will be defined which will provide a deeper insight into the issue. The practical part is carried out using qualitative research methodology, especially semi-??/ unstructured interviews with parents. I will also use my own experiences of having worked at these schools.

The central aim of my thesis is to compare the objectives of the concept of Waldorf education since the foundation of the education until the present time. At the beginning the thesis deals with Rudolf Steiner, who founded thiseducational system almost one hundred years ago. Here its aim is to represent the basic ideas of Steiner, which later served as a basis of Waldorf education and became popular worldwide. Development of Waldorf schools worldwide, especially in the Czech Republic, is another part of the thesis. Furthermore, I compare the aims of Waldorf educational concept at the beginning and today. I describe changes that have occurred mainly in the Czech Republic, but I could not omit changes abroad. In my thesis I try to capture the positives and negatives of Waldorf schools compared to traditional schools.

This thesis "Educational and occupational perspektive of adolescents and adult people with disabilities" outlines the educational system for the people with disabilites, their employment and work placement options. Characteristics of the Waldorf Elementary and High school points out specialities and attitudes of the Waldofr's pedagogy and anthroposophic view towards the people with disabilities with the aim to present its implication on the posibilities of the people with disabilities on the following education and work placement. The outcome of the questionaire placed in Waldorf elementary and high school reflects the assertion of graduates after leaving the school, interviews with teachers of practical traning and the head of the workshop Jinan. The aim of this thesis is to emphasizes the importance of education and work placement for the people with disabilities, necessary in order to cultivate and enrich their lives.

This thesis focuses on keeping and developing the inner motivation for learning in the first class of the primary waldorf school, where the author works as a class teacher. The theoretical part of the thesis contains the characterization of the term inner motivation, its sorts and describes which methods are helping to its keeping. Further there is a description of specific ways of teaching at waldorf school. For the practical part of the thesis author of this dissertation uses method action teacher's research. She observes four selected pupils from her class. During one school year she determines the most suitable strategies of teaching lessons so the inner motivation for learning is supported. Results of research confirm when pupils are motivated, they are active and they cooperate more.

This diploma thesis is focused on aspects of education at Waldorf schools. It deals marginally with some general aspects of Waldorf pedagogy, on the other hand, the Waldorf school teaching plan, especially in chemistry teaching context is described and discussed in detail. Educational approaches and procedures at Czech Waldorf schools (especially Prague schools) are described and discussed, based on a personal experience. The second part of the thesis is focused on evaluation of key competences through the Waldorf portfolio work. Many inspirations to chemistry teaching on Waldorf schools (and common schools) are included, which are mostly verified in my praxis. Appendix includes examples of students portfolio works and methodical commentaries to chemistry teaching at Waldorf schools of secondary level.

This diploma thesis deals with the methodology of ELT in Waldorf lower secondary schools. The theoretical part focuses on the historical background and the philosophical premises of Waldorf pedagogy, as well as a general outline of this alternative educational approach. The subsequent chapters are dedicated to the anthroposophical concept of language and the Waldorf methodology of teaching both native and foreign languages. The goal of the practical part is to examine the distinctive features of ELT in this type of schools. The research study is based on the evaluation of the data obtained with the qualitative methods of lesson observation, namely in the 6th and the 8th forms, and interviews with the teachers. The thesis contains a survey of the Waldorf pupils' attitude towards English and the sources of their learning motivation.

The aim of diploma thesis Teachers personality in the 21st century is to point out the importance of the human spiritual dimension, as well as the importance of personality development of every teacher. The thesis is trying to disclose which of the challenges are teachers facing nowadays and how the students and pupils themselves are affected by their lecturers. The paper describes the transformation of the teacher's role in present-day society. Two different approaches in teachers training are presented and compared - classical higher education and Waldorf education. The theoretical part of the thesis deals with the definition of the personality concept regarding a psychological point of view, as well as the definition of teacher education paradigm transformation relating to key competences and professional teachers standards. One section of the text is describing the basic principles of Waldorf pedagogy. The empirical part consists of an analysis of two different teacher education approaches, obtained through interviews with representatives of the Faculty of Education of Charles University in Prague and Freie Hochschule in Stuttgart. The benefit of this thesis is to bring the description of the educational model, which emphasises on a artistic process in the future teachers education, into the...