Tato studie zkoumala inkluzivnĂ vzdAlĂĄvĂĄnĂ hru a rekreaAnĂ activity v ranĂSm dAtstvĂ jako prediktory sociĂĄlnĂ pĹizpĹŻsobenĂ u dAtĂ s poruchami sluchu ve stĂĄtA Oyo v NigĂSrii. Vzorek dvou set sedmdesĂĄti (270) ĂsAastnĂkĹŻ sestĂĄval ze 150 uAitelĹŻ pracujĂcĂch ve svĂS tĹĂdA s dAtmi s poruchami sluchu 120 rodiAĹŻ dAtĂ s poruchami sluchu. DesetipoloĹžkovĂ˝ (30) dotaznĂk se AtyĹbodovou hodnotĂcĂ ĹĄkĂĄlou a koeficientem spolehlivosti od 0,71 do 0,77 slouĹžil ke sbAru informacĂ o nĂĄzorech uAitelĹŻ a rodiAĹŻ na inkluzivnĂ vzdAlĂĄvĂĄnĂ, hru a rekreaAnĂ activity v ranĂSm dAtstvĂ jako prediktory sociĂĄlnĂho pĹizpĹŻsobenĂ u dAtĂ s poruchami sluchu. ZĂskanĂĄ data byla statisticky analyzovĂĄna za pouĹžitĂ Pearsonova korelace souAinu momentĹŻ a pouĹžita pro identifikaci vĂ˝znamnĂSho vztahu ve stanovenĂ˝ch vĂ˝zkumnĂ˝ch otĂĄzkĂĄch. Dale byla pouĹžita mnohonĂĄsobnĂĄ regresnĂ analĂ˝za (MRA) pro verifikaci otĂĄzky, zda nezĂĄvislĂS promAnnĂS pĹedpovĂdajĂ zĂĄvislou promAnnou, Ai nikoli. ZjiĹĄtAnĂ ukĂĄzala, Ĺže nezĂĄvislĂS promAnnĂS (inkluzivnĂ vzdAlĂĄvĂĄnĂ, hra a rekreaAnĂ activity v ranĂSm dAtstvĂ) se pojĂ se sociĂĄlnĂm pĹizpĹŻsobnĂm u dAtĂ s poruchami sluchu ve stĂĄtA Oyo v NigĂSrii a pĹedvĂdajĂ ho. AutoĹi mimo jinĂS doporuAili, aby rodiAe zapsali dAti do vzdAlĂĄvacĂho program v ranĂSm dAtstvĂ jako souAĂĄst balĂAku ranĂS intervence u dAtĂ, a pomohli jim tak vytvĂĄĹenĂ brzy interakce s jinĂ˝mi dAtmi v sociĂĄlnĂch kontextech.
{"title":"Inclusive Early Childhood Education, Play and Recreational Activities as Predictors of Social Adjustment of Children with Hearing Impairment in Oyo State, Nigeria","authors":"F. Uko","doi":"10.5507/epd.2018.017","DOIUrl":"https://doi.org/10.5507/epd.2018.017","url":null,"abstract":"Tato studie zkoumala inkluzivnĂ vzdAlĂĄvĂĄnĂ hru a rekreaAnĂ activity v ranĂSm dAtstvĂ jako prediktory sociĂĄlnĂ pĹizpĹŻsobenĂ u dAtĂ s poruchami sluchu ve stĂĄtA Oyo v NigĂSrii. Vzorek dvou set sedmdesĂĄti (270) ĂsAastnĂkĹŻ sestĂĄval ze 150 uAitelĹŻ pracujĂcĂch ve svĂS tĹĂdA s dAtmi s poruchami sluchu 120 rodiAĹŻ dAtĂ s poruchami sluchu. DesetipoloĹžkovĂ˝ (30) dotaznĂk se AtyĹbodovou hodnotĂcĂ ĹĄkĂĄlou a koeficientem spolehlivosti od 0,71 do 0,77 slouĹžil ke sbAru informacĂ o nĂĄzorech uAitelĹŻ a rodiAĹŻ na inkluzivnĂ vzdAlĂĄvĂĄnĂ, hru a rekreaAnĂ activity v ranĂSm dAtstvĂ jako prediktory sociĂĄlnĂho pĹizpĹŻsobenĂ u dAtĂ s poruchami sluchu. ZĂskanĂĄ data byla statisticky analyzovĂĄna za pouĹžitĂ Pearsonova korelace souAinu momentĹŻ a pouĹžita pro identifikaci vĂ˝znamnĂSho vztahu ve stanovenĂ˝ch vĂ˝zkumnĂ˝ch otĂĄzkĂĄch. Dale byla pouĹžita mnohonĂĄsobnĂĄ regresnĂ analĂ˝za (MRA) pro verifikaci otĂĄzky, zda nezĂĄvislĂS promAnnĂS pĹedpovĂdajĂ zĂĄvislou promAnnou, Ai nikoli. ZjiĹĄtAnĂ ukĂĄzala, Ĺže nezĂĄvislĂS promAnnĂS (inkluzivnĂ vzdAlĂĄvĂĄnĂ, hra a rekreaAnĂ activity v ranĂSm dAtstvĂ) se pojĂ se sociĂĄlnĂm pĹizpĹŻsobnĂm u dAtĂ s poruchami sluchu ve stĂĄtA Oyo v NigĂSrii a pĹedvĂdajĂ ho. AutoĹi mimo jinĂS doporuAili, aby rodiAe zapsali dAti do vzdAlĂĄvacĂho program v ranĂSm dAtstvĂ jako souAĂĄst balĂAku ranĂS intervence u dAtĂ, a pomohli jim tak vytvĂĄĹenĂ brzy interakce s jinĂ˝mi dAtmi v sociĂĄlnĂch kontextech.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116090010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tato studie zkoumala factory spojenĂS s negativnĂmi postoji uAitel k inkluzivnĂmu vzdAlĂĄvĂĄnĂ dAtĂ s poruchami sluchu v Uyo v NigĂSrii. Vzorek sedmdesĂĄti pAti (75) uAitelĹŻ dAtĂ s poruchami sluchu byl vybrĂĄn pomocĂ techniky zĂĄmArnĂSho vĂ˝bAru. TĹicetipoloĹžkovĂ˝ (30) dotaznĂk s pAtibodovou hodnotĂcĂ ĹĄkĂĄlou a koeficientem spolehlivosti mezi 0,78 a 0,82 slouĹžil k porovnĂĄnĂ nĂĄzorĹŻ uAitelĹŻ na factory spojenĂS s negativnĂmi postoji k inkluzivnĂmu vzdAlĂĄvĂĄnĂ dAtĂ s poruchami sluchu. ZĂskanĂĄ data byla statisticky analyzovĂĄna za pouĹžitĂ Pearsonova korelace souAinu momentĹŻ, pomocĂ kterĂS byl take urAen vĂ˝znamnĂ˝ vztah ve stanovenĂ˝ch vĂ˝zkumnĂ˝ch otĂĄzkĂĄch. DĂĄle byla pouĹžita mnohonĂĄsobnĂĄ regresnĂ analĂ˝za (MRA) pro verifikaci otĂĄzky, zda nezĂĄvislĂS promAnnĂS pĹedpovĂdajĂ zĂĄvislou promAnnou, Ai nikoli. ZjiĹĄtAnĂ ukĂĄzala, Ĺže nĂzkĂĄ kompentnost uAitelĹŻ, nedostatek motivacĂ pro uAitele a zĂĄvaĹžnost ztrĂĄty sluchu u dĂtAtA se pojĂ s negativnĂmi postoji uAitelĹŻ k inkluzivnĂmu vzdAlĂĄvĂĄnĂ dAtĂ s poruchami sluchu a pĹedvĂdajĂ ho. AutoĹi mimo jinĂS doporuAili, aby vlĂĄda organizovala program dalĹĄĂho rozvoje uAitelĂS, a poskytla jim tak sprĂĄvnĂS pedagogickĂS vAdomosti, praktickĂS dovednosti a postoje potĹebnĂS pro podporu inkluzivnĂho vzdAlĂĄvĂĄnĂ dAtĂ s poruchami sluchu.
{"title":"Factors associated with negative attitudes of teachers towards inclusive education of children with hearing impairment in Uyo, Nigeria","authors":"F. Uko","doi":"10.5507/EPD.2018.018","DOIUrl":"https://doi.org/10.5507/EPD.2018.018","url":null,"abstract":"Tato studie zkoumala factory spojenĂS s negativnĂmi postoji uAitel k inkluzivnĂmu vzdAlĂĄvĂĄnĂ dAtĂ s poruchami sluchu v Uyo v NigĂSrii. Vzorek sedmdesĂĄti pAti (75) uAitelĹŻ dAtĂ s poruchami sluchu byl vybrĂĄn pomocĂ techniky zĂĄmArnĂSho vĂ˝bAru. TĹicetipoloĹžkovĂ˝ (30) dotaznĂk s pAtibodovou hodnotĂcĂ ĹĄkĂĄlou a koeficientem spolehlivosti mezi 0,78 a 0,82 slouĹžil k porovnĂĄnĂ nĂĄzorĹŻ uAitelĹŻ na factory spojenĂS s negativnĂmi postoji k inkluzivnĂmu vzdAlĂĄvĂĄnĂ dAtĂ s poruchami sluchu. ZĂskanĂĄ data byla statisticky analyzovĂĄna za pouĹžitĂ Pearsonova korelace souAinu momentĹŻ, pomocĂ kterĂS byl take urAen vĂ˝znamnĂ˝ vztah ve stanovenĂ˝ch vĂ˝zkumnĂ˝ch otĂĄzkĂĄch. DĂĄle byla pouĹžita mnohonĂĄsobnĂĄ regresnĂ analĂ˝za (MRA) pro verifikaci otĂĄzky, zda nezĂĄvislĂS promAnnĂS pĹedpovĂdajĂ zĂĄvislou promAnnou, Ai nikoli. ZjiĹĄtAnĂ ukĂĄzala, Ĺže nĂzkĂĄ kompentnost uAitelĹŻ, nedostatek motivacĂ pro uAitele a zĂĄvaĹžnost ztrĂĄty sluchu u dĂtAtA se pojĂ s negativnĂmi postoji uAitelĹŻ k inkluzivnĂmu vzdAlĂĄvĂĄnĂ dAtĂ s poruchami sluchu a pĹedvĂdajĂ ho. AutoĹi mimo jinĂS doporuAili, aby vlĂĄda organizovala program dalĹĄĂho rozvoje uAitelĂS, a poskytla jim tak sprĂĄvnĂS pedagogickĂS vAdomosti, praktickĂS dovednosti a postoje potĹebnĂS pro podporu inkluzivnĂho vzdAlĂĄvĂĄnĂ dAtĂ s poruchami sluchu.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131678824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we focus on the relationship between emotional and social intelligence and pedagogical communication, which significantly affects both the effectiveness of pedagogical communication and the atmosphere in the school classroom. These are two important phenomena whose relationship cannot be underestimated. The ability of meaningful and effective communication is a basic requirement for the teacher’s personal characteristics as well as for the teaching profession. Equally important for the teacher’s work are the emotions from the quality of which the teacher’s behaviour towards the students derives. For this reason, the teacher needs to be equipped with developed and cultivated emotional intelligence that the empathetic and sensitive approach to each student requires. The aim of the paper is to find factors that help teachers to cope with emotionally tense situations and thus benefit effective pedagogical communication. It is also necessary to mention the ways in which effective communication affects both the class atmosphere and climate of the class and school. The method of grounded theory was used in this research.
{"title":"Emotional intelligence factors helping teachers cope with emotionally tense situations and enhancing effective pedagogical communication","authors":"A. Jůvová, Ondřej Duda","doi":"10.5507/epd.2021.024","DOIUrl":"https://doi.org/10.5507/epd.2021.024","url":null,"abstract":"In this paper, we focus on the relationship between emotional and social intelligence and pedagogical communication, which significantly affects both the effectiveness of pedagogical communication and the atmosphere in the school classroom. These are two important phenomena whose relationship cannot be underestimated. The ability of meaningful and effective communication is a basic requirement for the teacher’s personal characteristics as well as for the teaching profession. Equally important for the teacher’s work are the emotions from the quality of which the teacher’s behaviour towards the students derives. For this reason, the teacher needs to be equipped with developed and cultivated emotional intelligence that the empathetic and sensitive approach to each student requires. The aim of the paper is to find factors that help teachers to cope with emotionally tense situations and thus benefit effective pedagogical communication. It is also necessary to mention the ways in which effective communication affects both the class atmosphere and climate of the class and school. The method of grounded theory was used in this research.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123076308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Řičica, Ladislav Baloun, Ondrej Ješina, I. Pavlová, M. Kudlacek
The aim of the study is to find out to what extent do the cognitive attitudes of selected primary and lower secondary school pupils towards pupils with disabilities and attitudes to the inclusive physical education (PE) change after they experience the educational programme Paralympic school day (PSD). In total, 78 pupils (37 boys and 41 girls) aged from 9 to 14 (mean age 12.72 ± 1.22) participated in the research. In order to perform the presented research, the questionnaires CAIPECZ (attitudes towards the inclusive PE) and ACL (cognitive attitudes towards people with disabilities) were used. The change in the pupils’ attitudes was assessed in the span of three weeks (before and after they experienced PSD). From the results of the performed study, it may be concluded that when the pupils went through PSD, they statistically significantly improved p < 0,001 in the area of cognitive attitudes at the small effect size coefficient (r = 0,32). However, the attitudes towards a model pupil with disabilities did not prove a statistically significant change (p = 0.27) at the effect size coefficient r = 0.09.
{"title":"Changes of attitudes towards inclusion in the physical education after experiencing the educational programme Paralympic school day","authors":"J. Řičica, Ladislav Baloun, Ondrej Ješina, I. Pavlová, M. Kudlacek","doi":"10.5507/epd.2021.016","DOIUrl":"https://doi.org/10.5507/epd.2021.016","url":null,"abstract":"The aim of the study is to find out to what extent do the cognitive attitudes of selected primary and lower secondary school pupils towards pupils with disabilities and attitudes to the inclusive physical education (PE) change after they experience the educational programme Paralympic school day (PSD). In total, 78 pupils (37 boys and 41 girls) aged from 9 to 14 (mean age 12.72 ± 1.22) participated in the research. In order to perform the presented research, the questionnaires CAIPECZ (attitudes towards the inclusive PE) and ACL (cognitive attitudes towards people with disabilities) were used. The change in the pupils’ attitudes was assessed in the span of three weeks (before and after they experienced PSD). From the results of the performed study, it may be concluded that when the pupils went through PSD, they statistically significantly improved p < 0,001 in the area of cognitive attitudes at the small effect size coefficient (r = 0,32). However, the attitudes towards a model pupil with disabilities did not prove a statistically significant change (p = 0.27) at the effect size coefficient r = 0.09.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131572687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The roots of Czech Sign Language, one of the oldest European sign languages, are closely associated with the establishment of the Institute for the Deaf and Dumb in Prague in 1786. Since then, some information on visual-manual communication of the deaf has emerged in the literature focused on deaf education. The authors of these texts were predominantly educators working in institutes for deaf children; most of them commonly encountered sign language and often had some knowledge of it. Although these texts are non-linguistic, they serve as a rich source of information about the origin and development of sign language – the mother tongue of the deaf. The deaf were seen as predestined to create a nearly universal language based on natural gestures when interacting with their hearing surroundings. This simple homesign was further developed in schools. Based on the convention established between teachers and pupils, the sign language was constantly evolving and transforming, new signs were emerging, and signs for concrete as well as abstract concepts were created. Thus, Czech Sign Language emerged and was passed on to future generations of pupils of the deaf institutes. 19th century texts provide information about how the signs were formed and what they looked like. In the present text, we focus on texts and especially dictionaries from the first half of the 19th century. Probably the oldest and most extensive historical source of Czech signs is the glossary with written sign descriptions published in 1834 by Johann Mücke.
捷克手语是欧洲最古老的手语之一，它的起源与1786年在布拉格建立的聋哑人研究所密切相关。从那时起，一些关于聋人视觉-手势交流的信息出现在聋人教育的文献中。这些文本的作者主要是在聋儿机构工作的教育工作者;他们中的大多数人经常遇到手语，并且通常对手语有所了解。虽然这些文本是非语言学的，但它们是关于手语(聋人的母语)的起源和发展的丰富信息来源。聋人被认为是命中注定要创造一种基于自然手势的通用语言，当他们与周围的听力环境互动时。这种简单的家庭标志在学校得到了进一步发展。基于教师和学生之间建立的惯例，手语不断发展和转变，新的符号出现，具体和抽象概念的符号被创造出来。因此，捷克手语出现了，并被传递给聋人学院的后代学生。19世纪的文本提供了关于这些符号是如何形成的以及它们的样子的信息。在目前的文本中，我们关注的是19世纪上半叶的文本，尤其是词典。可能最古老和最广泛的捷克语标志的历史来源是1834年出版的Johann m cke的书面标志描述词汇表。
{"title":"Historical Roots of Czech Sign Language the first half of the 19th century","authors":"Lenka Okrouhlíková","doi":"10.5507/epd.2021.018","DOIUrl":"https://doi.org/10.5507/epd.2021.018","url":null,"abstract":"The roots of Czech Sign Language, one of the oldest European sign languages, are closely associated with the establishment of the Institute for the Deaf and Dumb in Prague in 1786. Since then, some information on visual-manual communication of the deaf has emerged in the literature focused on deaf education. The authors of these texts were predominantly educators working in institutes for deaf children; most of them commonly encountered sign language and often had some knowledge of it. Although these texts are non-linguistic, they serve as a rich source of information about the origin and development of sign language – the mother tongue of the deaf. The deaf were seen as predestined to create a nearly universal language based on natural gestures when interacting with their hearing surroundings. This simple homesign was further developed in schools. Based on the convention established between teachers and pupils, the sign language was constantly evolving and transforming, new signs were emerging, and signs for concrete as well as abstract concepts were created. Thus, Czech Sign Language emerged and was passed on to future generations of pupils of the deaf institutes. 19th century texts provide information about how the signs were formed and what they looked like. In the present text, we focus on texts and especially dictionaries from the first half of the 19th century. Probably the oldest and most extensive historical source of Czech signs is the glossary with written sign descriptions published in 1834 by Johann Mücke.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123790662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Socially disadvantaged Roma students are one of the most vulnerable groups in education. Since the 1990s, one of the effective tools supporting the education of these students has been the job of teacher assistant (TA). The article presents the results of a study focused on the distance education of Roma students during school closures at the time of the Covid-19 pandemic in 2020. The research was based on semi-structured interviews with headteachers and other school staff from six elementary schools attended by socially disadvantaged Roma students. The aim of the study was to describe examples of good practice in distance education; the article focuses particularly on the contribution of teacher assistants, which consisted of: a) TAs establishing contact with students who do not attend online lessons; b) TAs helping to distribute printed learning materials to students, at schools as well as in the localities where the students lived; c) TAs providing one-to-one consultations for the students who were the most in need; d) TAs helping students and their parents to learn how to use the programs necessary for online learning; e) TAs providing online tutoring for students; f ) TAs helping teachers with the organization of teaching in smaller groups of students after the schools opened. The described examples of good practice should be the starting point for the
{"title":"\"They went on the so-called front-line\": Headteachers on the importance of teacher assistants supporting Roma students during Covid-19 pandemic","authors":"Zbyněk Němec","doi":"10.5507/epd.2021.022","DOIUrl":"https://doi.org/10.5507/epd.2021.022","url":null,"abstract":"Socially disadvantaged Roma students are one of the most vulnerable groups in education. Since the 1990s, one of the effective tools supporting the education of these students has been the job of teacher assistant (TA). The article presents the results of a study focused on the distance education of Roma students during school closures at the time of the Covid-19 pandemic in 2020. The research was based on semi-structured interviews with headteachers and other school staff from six elementary schools attended by socially disadvantaged Roma students. The aim of the study was to describe examples of good practice in distance education; the article focuses particularly on the contribution of teacher assistants, which consisted of: a) TAs establishing contact with students who do not attend online lessons; b) TAs helping to distribute printed learning materials to students, at schools as well as in the localities where the students lived; c) TAs providing one-to-one consultations for the students who were the most in need; d) TAs helping students and their parents to learn how to use the programs necessary for online learning; e) TAs providing online tutoring for students; f ) TAs helping teachers with the organization of teaching in smaller groups of students after the schools opened. The described examples of good practice should be the starting point for the","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129664853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are two models of alternative family care in the Czech Republic – foster care is the most suitable when the child grows up in a substitute family. Children who cannot be placed in families are placed in a substitute institutional care, the function of which in the Czech Republic is fulfilled by children’s homes intended for children aged 3 to 18 years. The aim of the research is to map the conditions and procedures for preparing children to leave children’s homes from the point of view of the directors of these establishments. The basic research sample consisted of 131 directors of state-run children’s homes; the selection sample included 98 directors. A questionnaire was constructed and in order to ensure a high degree of reliability of the research tool and validity of the results obtained, it was triangulated by several independent experts. The main finding based on the responses of the directors of children’s homes is the fact that preparing children for leaving institutional care is a very challenging process with uncertain success. This process is not systematically treated by the state, and significant responsibility is transferred to children’s homes and their staff. Selected children’s homes have their own strategy for preparing children for independence and their successful integration in society; others consider it a continuous process in the context of regular childhood education. Many children’s homes use cooperation with selected non-profit organizations to focus systematically on children leaving these establishments.
{"title":"Preparing individuals to leave the institutional care from the perspective of the directors of the children's homes","authors":"T. Čech, Veronika Štenclová","doi":"10.5507/epd.2021.023","DOIUrl":"https://doi.org/10.5507/epd.2021.023","url":null,"abstract":"There are two models of alternative family care in the Czech Republic – foster care is the most suitable when the child grows up in a substitute family. Children who cannot be placed in families are placed in a substitute institutional care, the function of which in the Czech Republic is fulfilled by children’s homes intended for children aged 3 to 18 years. The aim of the research is to map the conditions and procedures for preparing children to leave children’s homes from the point of view of the directors of these establishments. The basic research sample consisted of 131 directors of state-run children’s homes; the selection sample included 98 directors. A questionnaire was constructed and in order to ensure a high degree of reliability of the research tool and validity of the results obtained, it was triangulated by several independent experts. The main finding based on the responses of the directors of children’s homes is the fact that preparing children for leaving institutional care is a very challenging process with uncertain success. This process is not systematically treated by the state, and significant responsibility is transferred to children’s homes and their staff. Selected children’s homes have their own strategy for preparing children for independence and their successful integration in society; others consider it a continuous process in the context of regular childhood education. Many children’s homes use cooperation with selected non-profit organizations to focus systematically on children leaving these establishments.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116643832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents the selected results of a research survey on the use of teaching materials for teaching law in grammar schools. Quantitative design was used for the research survey; data obtained through an anonymous online questionnaire on the survio.com server was analysed in relation to the use of teaching materials for teaching law, educators’ satisfaction with the textbooks available and their subsequent use in practice.
{"title":"Teaching materials used in the teaching of law at grammar schools in the Czech Republic","authors":"Zdena Nováková, Jitka Tržilová","doi":"10.5507/epd.2021.020","DOIUrl":"https://doi.org/10.5507/epd.2021.020","url":null,"abstract":"This article presents the selected results of a research survey on the use of teaching materials for teaching law in grammar schools. Quantitative design was used for the research survey; data obtained through an anonymous online questionnaire on the survio.com server was analysed in relation to the use of teaching materials for teaching law, educators’ satisfaction with the textbooks available and their subsequent use in practice.","PeriodicalId":300167,"journal":{"name":"e-Pedagogium","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117138296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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