Inclusive Education and Teachers´ Self-evaluation in Czech
Primary Schools

J 2013

Inclusive Education and Teachers´ Self-evaluation in Czech Primary Schools

KRATOCHVÍLOVÁ, Jana

Základní údaje

Originální název

Inclusive Education and Teachers´ Self-evaluation in Czech Primary Schools

Název česky

Inkluzivní vzdělávání a autoevaluace učitelů v primárním vzdělávání

Autoři

KRATOCHVÍLOVÁ, Jana (203 Česká republika, garant, domácí)

Vydání

American International Journal of Social Science, New York, Center for Promoting Ideas, 2013, 2325-4149

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50300 5.3 Education

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Kód RIV

RIV/00216224:14410/13:00081909

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

škola 1. stupně ZŠ; inkluze; sebeevaluace; speciální vzdělávací potřeby; podmínky vzdělávání

Klíčová slova anglicky

primary school; inclusion; self-evaluation; special needs; conditions of education

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 29. 10. 2015 20:46, doc. Mgr. Jana Kratochvílová, Ph.D.

Anotace

V originále

The aim of our research was to determine what conditions teachers create for their pupils in primary schools in education with regard to inclusion, and how they verbalize and evaluate these conditions themselves. Our objectives were to verify the Czech version of the Framework for self-evaluation of conditions of education 2007 questionnaire (modified version of the British original “Index for inclusion”. The research applies mixed design (quantitative and qualitative approach). From the qualitative analysis, we obtained information about which criteria of the inclusion are evaluated as the best, worst, and the criteria among which the biggest differences exist. For the qualitative analysis, we obtained a set of arguments for the sub-criteria which justify their ratings and also an idea about how to improve the conditions for inclusion. The presented results show the complexity of the current process of the transformation of Czech schools with respect to implementing the ideas of inclusion in the real life of schools and the differences among schools.

Návaznosti

MSM0021622443, záměr

Název: Speciální potřeby žáků v kontextu Rámcového vzdělávacího programu pro základní vzdělávání

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Speciální potřeby žáků v kontextu Rámcového vzdělávacího programu pro základní vzdělávání

Citovat

KRATOCHVÍLOVÁ, Jana. Inclusive Education and Teachers´ Self-evaluation in Czech Primary Schools. American International Journal of Social Science. New York: Center for Promoting Ideas, 2013, roč. 2013, 2, č. 5, s. 17-22. ISSN 2325-4149.

@article{1121252,
   author = {Kratochvílová, Jana},
   article_location = {New York},
   article_number = {5},
   keywords = {primary school; inclusion; self-evaluation; special needs; conditions of education},
   language = {eng},
   issn = {2325-4149},
   journal = {American International Journal of Social Science},
   title = {Inclusive Education and Teachers´ Self-evaluation in Czech Primary Schools},
   volume = {2013, 2},
   year = {2013}
}

TY  - JOUR
ID  - 1121252
AU  - Kratochvílová, Jana
PY  - 2013
TI  - Inclusive Education and Teachers´ Self-evaluation in Czech Primary Schools
JF  - American International Journal of Social Science
VL  - 2013, 2
IS  - 5
SP  - 17-22
EP  - 17-22
PB  - Center for Promoting Ideas
SN  - 23254149
KW  - primary school
KW  - inclusion
KW  - self-evaluation
KW  - special needs
KW  - conditions of education
N2  - The aim of our research was to determine what conditions teachers create for their pupils in primary schools in education with regard to inclusion, and how they verbalize and evaluate these conditions themselves. Our objectives were to verify the Czech version of the Framework for self-evaluation of conditions of education 2007 questionnaire (modified version of the British original “Index for inclusion”. The research applies mixed design (quantitative and qualitative approach). From the qualitative analysis, we obtained information about which criteria of the inclusion are evaluated as the best, worst, and the criteria among which the biggest differences exist. For the qualitative analysis, we obtained a set of arguments for the sub-criteria which justify their ratings and also an idea about how to improve the conditions for inclusion. The presented results show the complexity of the current process of the transformation of Czech schools with respect to implementing the ideas of inclusion in the real life of schools and the differences among schools.
ER  -

KRATOCHVÍLOVÁ, Jana. Inclusive Education and Teachers´ Self-evaluation in Czech Primary Schools. \textit{American International Journal of Social Science}. New York: Center for Promoting Ideas, 2013, roč.~2013, 2, č.~5, s.~17-22. ISSN~2325-4149.

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