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dc.contributor.advisorStará, Jana
dc.creatorOliveros Martin, Diana
dc.date.accessioned2017-05-16T07:27:38Z
dc.date.available2017-05-16T07:27:38Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/20.500.11956/55523
dc.description.abstractThis mixed method study quantitatively explores the relationship between teacher student's conception of inclusivity (DeLuca 2012; 2013) and their perceptions of democratic attributes experienced in the university community (Knight, 2000; Pearl & Pryor, 2005). In addition to this, two sociological constructs are involved in a qualitative analysis of discourse, namely: awareness of action (Taylor, 2002) and common sense (Fairclough, 2001). Therefore, data was gathered from a cross-sectional survey developed in the Primary Education Program of Charles University where 66 teacher students completed a questionnaire. Concurrently, teacher students were asked to participate in a semi-structured interview. Regarding results, quantitative data points to seven significant relations that maypromote the implementation of inclusive education reform, remarkable are those experiences related to persuasive educational authority, positive expectations and definition of students' rights. On the other hand, qualitative data increase the credibility and validity of the results while completing the understanding of the phenomenon from a non-linear perspective. Although the conclusions of this study do not imply a strong inference or generalization, its findings open new lines of research and give light to possible educative...cs_CZ
dc.description.abstractThis mixed method study quantitatively explores the relationship between teacher student's conception of inclusivity (DeLuca 2012; 2013) and their perceptions of democratic attributes experienced in the university community (Knight, 2000; Pearl & Pryor, 2005). In addition to this, two sociological constructs are involved in a qualitative analysis of discourse, namely: awareness of action (Taylor, 2002) and common sense (Fairclough, 2001). Therefore, data was gathered from a cross-sectional survey developed in the Primary Education Program of Charles University where 66 teacher students completed a questionnaire. Concurrently, teacher students were asked to participate in a semi-structured interview. Regarding results, quantitative data points to seven significant relations that maypromote the implementation of inclusive education reform, remarkable are those experiences related to persuasive educational authority, positive expectations and definition of students' rights. On the other hand, qualitative data increase the credibility and validity of the results while completing the understanding of the phenomenon from a non-linear perspective. Although the conclusions of this study do not imply a strong inference or generalization, its findings open new lines of research and give light to possible educative...en_US
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Pedagogická fakultacs_CZ
dc.titleExploration of the Relationship between Teacher Students' Conceptions of Inclusivity and their Perceptions of Democratic Attributes in the University Community. A Mixed Method Researchen_US
dc.typediplomová prácecs_CZ
dcterms.created2013
dcterms.dateAccepted2013-12-11
dc.description.departmentKatedra speciální pedagogikycs_CZ
dc.description.facultyFaculty of Educationen_US
dc.description.facultyPedagogická fakultacs_CZ
dc.identifier.repId150826
dc.contributor.refereeŠiška, Jan
dc.identifier.aleph001989110
thesis.degree.nameMgr.
thesis.degree.levelnavazující magisterskécs_CZ
thesis.degree.discipline-en_US
thesis.degree.discipline-cs_CZ
thesis.degree.programErasmus Mundus - Speciální pedagogikacs_CZ
thesis.degree.programErasmus Mundus - Special Education Needsen_US
uk.thesis.typediplomová prácecs_CZ
uk.taxonomy.organization-csPedagogická fakulta::Katedra speciální pedagogikycs_CZ
uk.faculty-name.csPedagogická fakultacs_CZ
uk.faculty-name.enFaculty of Educationen_US
uk.faculty-abbr.csPedFcs_CZ
uk.degree-discipline.cs-cs_CZ
uk.degree-discipline.en-en_US
uk.degree-program.csErasmus Mundus - Speciální pedagogikacs_CZ
uk.degree-program.enErasmus Mundus - Special Education Needsen_US
thesis.grade.csVelmi dobřecs_CZ
thesis.grade.enVery gooden_US
uk.abstract.csThis mixed method study quantitatively explores the relationship between teacher student's conception of inclusivity (DeLuca 2012; 2013) and their perceptions of democratic attributes experienced in the university community (Knight, 2000; Pearl & Pryor, 2005). In addition to this, two sociological constructs are involved in a qualitative analysis of discourse, namely: awareness of action (Taylor, 2002) and common sense (Fairclough, 2001). Therefore, data was gathered from a cross-sectional survey developed in the Primary Education Program of Charles University where 66 teacher students completed a questionnaire. Concurrently, teacher students were asked to participate in a semi-structured interview. Regarding results, quantitative data points to seven significant relations that maypromote the implementation of inclusive education reform, remarkable are those experiences related to persuasive educational authority, positive expectations and definition of students' rights. On the other hand, qualitative data increase the credibility and validity of the results while completing the understanding of the phenomenon from a non-linear perspective. Although the conclusions of this study do not imply a strong inference or generalization, its findings open new lines of research and give light to possible educative...cs_CZ
uk.abstract.enThis mixed method study quantitatively explores the relationship between teacher student's conception of inclusivity (DeLuca 2012; 2013) and their perceptions of democratic attributes experienced in the university community (Knight, 2000; Pearl & Pryor, 2005). In addition to this, two sociological constructs are involved in a qualitative analysis of discourse, namely: awareness of action (Taylor, 2002) and common sense (Fairclough, 2001). Therefore, data was gathered from a cross-sectional survey developed in the Primary Education Program of Charles University where 66 teacher students completed a questionnaire. Concurrently, teacher students were asked to participate in a semi-structured interview. Regarding results, quantitative data points to seven significant relations that maypromote the implementation of inclusive education reform, remarkable are those experiences related to persuasive educational authority, positive expectations and definition of students' rights. On the other hand, qualitative data increase the credibility and validity of the results while completing the understanding of the phenomenon from a non-linear perspective. Although the conclusions of this study do not imply a strong inference or generalization, its findings open new lines of research and give light to possible educative...en_US
uk.file-availabilityV
uk.publication.placePrahacs_CZ
uk.grantorUniverzita Karlova, Pedagogická fakulta, Katedra speciální pedagogikycs_CZ
dc.identifier.lisID990019891100106986


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