Suchergebnisse

Tématem studie je problematika českého menšinového školství v meziválečném Československu. Konkrétním cílem textu je popsat a interpretovat významné události a jevy, které doprovázely školní život na českých obecných menšinových školách v politickém okresu Ústí nad Labem v průběhu školního roku. Výzkum vychází z historiografického přístupu dějin každodennosti. Data byla získána studiem a analýzou archivních materiálů uložených v Archivu města Ústí nad Labem a Národním archivu v Praze a analýzou memoárů Emmi-Goldrun Schellberger uložených v Sudetoněmeckém institutu v Mnichově. Studie přináší ojedinělý pohled do každodenního života českých obecných menšinových škol. Ukazuje například okolnosti zahájení a závěru školního roku, průběh vyučovací hodiny, aktivit žáků během přestávek mezi vyučovacími hodinami a dalších jevů spojených se školním životem, které získané archivní materiály umožnily odhalit. ; This study examines Czech minority education in interwar Czechoslovakia. It aims to describe and interpret significant events and phenomena that accompanied school life at Czech primary minority schools in the political district of Ústí nad Labem during the school year. The present study is based on a historiographic approach to the history of everyday life. The data were obtained by studying and analyzing archive materials deposited in the Archive of the City of Ústí nad Labem and the National Archive in Prague and also by analyzing the memoirs of Emmi-Goldrun Schellberger deposited at the Sudetenland Institute in Munich. This study brings unique insights into the everyday life of Czech primary minority schools. It shows, for example, the circumstances of the beginning and the end of the school year, the course of a lesson, the activities of pupils during breaks between lessons, and other phenomena related to school life which the archival materials were able to reveal. ; OA

The "Metelka Act", which laid out the procedure for the establishment of new minority schools, was, in terms of nationalities, the most important of the large number of educational laws issued following the foundation of the Czechoslovak Republic. Although the act made it possible for all minorities to build schools, under the given political conditions it tended to accommodate the needs of Czech national education in particular. Many Czech organisations and societies, such as the Central School Foundation, branches of Sokol, professional teacher organisations and many regional women's and youth organisations (including, in South Moravia, the National Union for Southwest Moravia), had an interest in the establishment of Czech minority education. This paper, in addition to a theoretical section on Czech minority education, also offers a concise look at the situation in minority education in three districts in the former German language island to the south of the historical centre of the City of Brno.

Across Western Europe, progressive issues take centre stage within integration debates and discourse. This article addresses the paradox middle‐class progressives get caught up in when arguing for openness towards diversity, while also expecting adaptation to the progressive "modern" norm on sexuality, especially from Muslim Others. Going beyond existing literature, this article demonstrates the understudied manifestations of this paradox in everyday life, within a diverse majority–minority primary school context in Amsterdam. Taking sex education as a case, the authors reveal three different approaches—confrontational, continued discussion, and compromise—with which middle‐class parents without a migration background negotiate difference, each emphasizing different aspects of the paradox. The results show how, despite being a local numerical minority, progressive parents still enact their power position at large arguing for (gradual) adaptation to "modernity." However, some parents provide solutions to difference that move away from consensus and envision a future that allows for multiple norms to exist.

In this paper, the author examined the perception of primary school teachers about supervision exercise in Nigerian primary schools. The sample comprised 1258 (581 men, 677 women) classroom teachers who were randomly selected from 81 primary schools in Akinyele, Ona-Ara, and Ibadan South East Local Government Education Authorities, Oyo State, Nigeria. A questionnaire titled "Supervision and Quality of Instruction in Primary Schools" was administered on the sample. Frequency counts, percentages, and independent sample t - test were used to analyse the data. Results showed that fairly large sizes of the respondents were favourably disposed to supervision exercise in primary schools. Male teachers were more favourably disposed to supervision exercise than female teachers. However, generally the respondents were of the opinion that effective supervision is necessary in order to enhance the quality of instruction and to maintain standard in primary schools. The findings suggest the need for the government at all levels to strengthen supervision exercise in primary schools.

In all international comparative studies the Czech Republic exhibits relatively strong relationship between a student´s achievement and his/her family background, and large differences in achievement and compositions of students in different schools and tracks. At the same time the Czech education system is characterized by very early tracking. The paper explores the development of educational inequalities in the Czech Republic at the level of primary and secondary education in the last decade. Analysis is carried on the data from international comparative surveys (OECD PISA, IEA TIMSS) and uses multilevel linear modeling approach. Analysis shows that despite the proclaimed intention of Czech policy makers to lower educational inequalities there is an increase in the differences among the results of individual students, schools, and tracks on the level of lower and upper secondary education in the monitored period. At the same time, schools are increasingly differentiated by learning climate. (DIPF/Orig.) ; In allen internationalen Schulleistungsstudien weist die Tschechische Republik einen relativ starken Zusammenhang zwischen den Leistungen der Schüler und ihrem familialen Hintergrund auf, sowie große Unterschiede zwischen den Leistungen und der Zusammensetzung der Schüler in den verschiedenen Schulen und Schulformen. Gleichzeitig zeichnet sich das tschechische Schulsystem durch eine sehr früh einsetzende Schulformgliederung aus. Dieser Aufsatz befasst sich mit der Entwicklung von Bildungsungleichheiten in der tschechischen Primar- und Sekundarstufe innerhalb des letzten Jahrzehnts. Die hier vorgestellten Analysen basieren auf Daten aus den internationalen Vergleichsstudien OECD PISA sowie IEA TIMSS. Auf Basis von Mehrebenenanalysen wird gezeigt, dass es trotz der ausdrücklichen Absicht der tschechischen Bildungspolitik, Bildungsungleichheiten zu mindern, im betrachteten Zeitraum zu einer Vergrößerung der Leistungsunterschiede zwischen den Schülern, den Schulen sowie den Schulformen der Sekundarstufe I und II kommt. Gleichzeitig zeigt sich eine zunehmende Differenzierung der Schulen hinsichtlich ihres Lernklimas. (DIPF/Orig.)

Abstract
This study investigates the importance of having a set reading instruction method for the development of spelling skills among Czech children ranging in age across the four beginning grades of primary school. 238 children learning to read and spell using an analytical-synthetic method and 251 children learning to read and spell using a genetic method participated in this study. The outcomes of word spelling tests were assessed for the different grade and age levels: first, second- third and fourth. Distributional patterns of spelling skills performance for both instruction method subgroups were created in each of the grade groups. Comparisons of spelling task outputs between both methods were conducted using a non-parametric Mann-Whitney test. Results indicate that children using the genetic method are more effective in acquiring phoneme-grapheme correspondences throughout the first grade, and thus show more accurate word spelling in the first grade spelling task. However, this initial advantage for children learning to spell using the genetic method soon disperses, and it is not reflected in better spelling performance throughout the second to third and fourth grade.

One of the most common types of aggressive behavior among school-aged children is bullying which is no longer just a matter of the army, prison, or the lives of people in borderline life situations. It is not infrequently encountered by pupils and teachers in our schools as well. Nowadays, this phenomenon is moving from the age of adolescence and puberty to increasingly younger age groups - even to the younger school age or pre-school age. This paper deals with the issue of bullying among pupils of younger school age. The aim of the presented contribution is to present the experiences of primary school teachers with bullying among pupils and to map what forms of prevention they use in their practice.

Abstract
Students of István Deák have been at the forefront of problematizing the Czech national narrative, particularly following the fall of Communism. The Czech nationalist interpretation of history casts the Czechs as an imprisoned nation within Austria (and later inside the Soviet bloc). In this schema, the 1620 Battle of White Mountain ushered in an era of temno (darkness) during which the Germanic Habsburgs suppressed the Czech national language and culture. This article examines how scholars who studied with Deák complicated this narrative by investigating national indifference and fissures within the nineteenth- and twentieth-century national movements.

In the Czech Republic, school choice enables a strong differentiation of educational pathways even at primary school level. Children at the age of 5 or 6 years undergo an enrollment procedure prior to compulsory schooling. The nature of the procedure is exclusively the responsibility of the school management. In many schools, the testing of cognitive abilities is a part of the procedure. The likelihood that decision-makers will abolish school choice or differentiation at primary school level is negligible. Nevertheless, heterogeneity in primary schools might be an important prerequisite for social cohesion. Therefore, it is vital to have primary school classes that are as heterogeneous as possible.In such settings, parents attitudes to school choice are essential. It is important to know which arrangement is valuable enough for highly educated and well-off parents to choose a local school instead of a selective school. This case study provides an opportunity to look at the grounded theory approach to studying parents attitudes and the way they are formed. Apart from describing methods that could be fruitful for gaining valuable data from interviews, it points out the importance of deductive reasoning in the grounded theory approach.

The introduction of sex education into primary schools in New Zealand was a controversial and contested issue throughout the 1960s and 1970s. This article explores key documents and legislation produced during the period. It is argued that the controversy surrounding sex education for primary students resulted in the implementation in the 1980s of a largely fact-based curriculum, focusing on the biological process of pubertal change rather than social and emotional issues surrounding sexuality. The implementation of the 1999 curriculum document Health and Physical Education in the New Zealand Curriculum is also briefly discussed.