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

J 2013

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

KRATOCHVÍLOVÁ, Jana

Basic information

Original name

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

Name in Czech

Inkluzivní vzdělávání a autoevaluace učitelů v primárním vzdělávání

Authors

KRATOCHVÍLOVÁ, Jana (203 Czech Republic, guarantor, belonging to the institution)

Edition

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

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50300 5.3 Education

Country of publisher

United States of America

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14410/13:00081909

Organization unit

Faculty of Education

Keywords (in Czech)

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

Keywords in English

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

Abstract

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.

Links

MSM0021622443, plan (intention)

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

Investor: Ministry of Education, Youth and Sports of the CR, Special Needs of Pupils in Context with Framework Educational Programme for Primary Education

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, 2013, 2, No 5, p. 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, 2013, 2, No~5, p.~17-22. ISSN~2325-4149.

Detailed Information on Publication Record