EDUCATION ****************************************************************************************** * ****************************************************************************************** Characteristics of the Studies The doctoral studies are conceived as a preparatory programme for scholars and researchers endeavours contribute to the development of theory and research in the field of education programme aims preferably to enhance their relevant expertise, to disseminate relevant res and trends in the field of education and tocultivate methodological competences of doctora General focus of the study programme offers students the chance to get acquainted more dee pedagogical disciplines. The focal point of the doctoral study is a doctoral dissertation/ as an original scholarly work whose findings enrich the respective field of study within t context of developing the discipline. Individual Study Plan (ISP) Ph.D. student in the cooperation with his/her supervisor draws up the ISP where the studen specifies study obligations. The main accent will be put on the controlled self-study and scientific-research activities. The ISP, approved by the Doctoral (Subject Area) Board, in compulsory subjects, study obligations, other obligations and recommended activities. It h planned terms of exams and the time line of the work on the dissertation. Study obligations for newly admitted students for 2020/21 List of courses and codes for the study major Education [ URL "PEDFEN-320-version1-educati Obligations for student: • the ISP has to be submitted no later than two months after the start of study • the Report on fulfilling of the study plan has to be submitted after the end of each aca later than the end of September Compulsory subjects finished by examination: • 1 course of Methodology • 3 courses from the proposition of the field of study of Education (academic writting etc • for students without previous major in education - have to include at least 1 additional education/methodology related Study obligations with the output: confirmation of the fulfilment of the study obligation: • The work on the extended annotation of the dissertation and its submission at the end of of study • The offer of subjects and seminars relevant for particular categories Other obligations which the student has to satisfy during the studies: • Conference activities - at least three participations; the active participation at 1 con residential country – the programme and the abstract of the paper in English have to be the active participation at 2 international scientific conferences with English as the o - the programme and the abstract of the paper in English have to be submitted • Publication activities – minimum 3 essays in English in the scientific journal or peer-r proceedings • Participation at the scientific and pedagogical activities of the training workplace • State doctoral examination • Defence of the dissertation Study obligations Course title: Introductory theoretical and methodological course in pedagogyOD0133021 [ UR is.cuni.cz/studium/predmety/index.php?do=predmet&kod=OD0133021"] Lectures:Introductory theoretical-methodological course garant Jana Straková, vyučující: J.Straková, D.Greger, D. Dvořák Lecturers: J.Straková, D.Greger, D. Dvořák Contact details: jana.strakova@pedf.cuni.cz Venue: Institute for Research and Development of Education, Charles University – Myslíkova Course structure: 8 lessons Course completion: The course will conclude with an extended dissertation annotation. Objectives: The aim of the course is to provide a deeper insight into the scientific disci contexts, to clarify the development and profile of pedagogy, interdisciplinary relationsh structure of the discipline, its methodology and terminology. The aim is to acquaint stude principles of empirical research in social sciences and methodological procedures used in Content: • Pedagogy as a discipline (pedagogy profile, research paradigms, strengths and weaknesses The role of pedagogy and educational research in the transformation of education systems Republic and other countries (bases, key concepts). Current issues of educational policy 1P • Methodology of education research. Quantitative and qualitative methodology. Empirical r Formation of educational terminology and its use in scientific communication, key terms. scientific communication, scientific writing. Selected techniques of empirical research. e • Research proposal and presentation of the results (project creation and grant submission thesis as a research project, scientific conference, scientific communication). Related study obligations: In the summer semester, PhD students are required to complete methodological course, ie a course focused on quantitative or qualitative methodology. W they submit abstract of their work and present the project of their dissertation. They w detailed feedback on the abstract and presentation. Based on the feedback, they complete annotation. Readings: BRAY, M.; ADAMSON, B.; MASON, M. (Eds.) Comparative Education Research. Approaches and Met Springer, 2007. DENZIN, N. K.; LINCOLN, Y. S. The Sage Handbook of Qualitative Research. Thousand Oak: Sag HUSÉN, T.; POSTLETHWAITE, T.N. International Encyclopedia of Education. Pergamon Press, 19 CRESWELL, J. W. Educational Research: Planning, Conductiong, and Evaluating Quantitative a Research.2nd edition. New Persey: Pearson, 2005. KRATHWOHL, D.R. Methods of Educational and Social Science Research. An Integrated Approach Long Grove, IL: Waveland, 2004. National Research Council. 2002. Scientific Research in Education. Washington, DC: The Nat Press. https://doi.org/10.17226/10236. SHAWELSON, R., TOWNE, L. (Eds.) Scientific Research in Education. Washington, D. C.: Natio Press. Course title: Comparative Education OD0133013 [ URL "https://is.cuni.cz/studium/predmety/i id=7b59ac03e16e28bc4b4c4e0159251f63&tid=&do=predmet&kod=OD0133013" Lecturer: PhDr. Vít Šťastný, Ph.D. Contact details: telephone: 221 900 527, email: vit.stastny@pedf.cuni.cz Venue: Institute for Research and Development of Education, Charles University – Myslíkova room M209 (2nd floor) Dates: TBD Course structure: 25 lessons Applications: Participants will submit their application for the course via following link "https://forms.gle/4Uog7rMrNh99Sr3k7"] (https://forms.gle/4Uog7rMrNh99Sr3k7 [ URL "https:/ forms.gle/4Uog7rMrNh99Sr3k7"] ) before 30 January 2024 Prerequisites: the course is open to doctoral students in 2nd or higher year of their stud Course completion: Assessment is based on (a) active participation in the course, discussi reading assignments and continuous coursework (b) presentation and defense of a course fin Students are required to attend at least 80 % of the compulsory course sessions. Objectives: This aim of the course is to deepen the theoretical knowledge of the comparative education study and develop practical skills related to the evaluation, design and conduct of compar the end of the course, students should be able to: 1.Demonstrate the knowledge of the evolution of comparative education as a field along wit orientations in the history, explore and critically examine the role of various stakehol broker, and produce knowledge in comparative education. 2.Critically evaluate the quality of comparative education research studies with a reflect understanding of the role of context and limitations of the chosen methods and data for 3.Apply knowledge, skills and understanding to produce their own small-scale comparative s theme covered in the course or related to one’s own dissertation thesis. Course content: 1. Research field, basic terms and concepts, structure and functions of comparative educat of comparative education as a field, comparative education in different times and regions institutional infrastructure of comparative education. 2. Globalization and de-globalisation, stakeholders that produce or use comparative educat (mis)use of comparative education knowledge, risks and benefits of policy lending and poli large scale international assessments of student achievement. 3. Types of comparative studies. Ways and methods of making (appropriate) comparisons. Sel units and criteria for comparison. Criteria of quality of comparative education research. typological differences in educational systems, tools of comparison (ISCED 2011, quality i sources of information and data for the comparative education and education system. 4. Selected issues and trends in education (systems), education around the world and in Eu Recommended literature: Bray, M.; Adamson, B.; Mason, M. (Eds.) (2014). Comparative Education Research. Approaches Hong Kong: Springer. Philips, D., & Schweisfurth, M. (2014). Comparative and International Education: An Introd Method, and Practice. Bloomsbury, New York. Manzon, M. (2011). Comparative education: The construction of a field. Springer Science & Suter, L., Smith, E., & Denman, B. (2019). Handbook of comparative studies in education. S Course title: Comparative Education OD0133013 [ URL "https://is.cuni.cz/studium/predmety/i id=7b59ac03e16e28bc4b4c4e0159251f63&tid=&do=predmet&kod=OD0133013 "] Lecturer: prof. PhDr. Eliška Walterová, CSc. Contact details: telephone: 221 900 530, email: eliska.walterova@pedf.cuni.cz Venue: Institute for Research and Development of Education, Charles University – Myslíkova Dates: taught in the academic year 2020/2021 and then every second year Course structure: 25 lessons Course dates: 7.11., 14.11., 21.11. 28.11. and 2.12. in M209 from 13,00 to 17,00. Course completion: The course will conclude with an examination and discussion on the topi paper. Objectives: To deepen the theoretical and methodological foundations of comparative educat understand the historical and contemporary contexts, processes, strategies and trends in t education around the world and, particularly, in Europe. To provide an introduction to the types of educational systems and to improve the skills necessary for working with internat to critically reflect and to analyse the educational systems from a comparative perspectiv Content: Research field, structure and functions of comparative education. Types and methods of com Development of comparative education and international studies, comparative education in d of the world. Globalization as a context for the development of comparative education, global issues and globalization in education. Global actors (UNESCO, OECD, World Bank, EU) and the international association (WCCES), th and influence on educational policy. Cultural and typological differences in educational systems, tools of comparison (ISCED 20 indicators). Education in Europe, European value paradigm, integration process as a context of educatio Cultural identity, languages and language policy, minority education, language teaching in Education policy of the EU, priorities and principles, forming a common European education Trends and selected issues in educational systems, specific aspects of the transformation Recommended reading: Bray, M.; Adamson, B.; Mason, M. (Eds.) Comparative Education Research. Approaches and Met Springer, 2007. Dale, R.; Robertson, S. (Eds.) Globalisation and Europeisation in Education. Symposium Boo University Press, 2009. Hörner, W.; Döbert, H.; Kopp, B.von; Mitter, W. The Education Systems of Europe. Dordrecht Course title: Quantitative Research Methods in Education OD0133014 [ URL "https://is.cuni. predmety/index.php?id=4dc002ece08161a0d0a220f81aa35272&tid=&do=predmet&kod=OD0133014"] Lecturer: PhDr. David Greger, Ph.D. contact details: telephone: 221 900 528, email: david.greger@pedf.cuni.cz the course will take palce during summer semester 2022/23 Course objectives: This course will introduce the students to the basics of quantitative r in education, and more broadly in social sciences. The students will be presented with the errors in the creation, analysis and interpretation of data from questionnaires, based on of educational research. Other quantitative research methods (e.g. observation, experiment differential) will be discussed on an individual basis with the students interested in the students will also be presented with the available paid collections of e-resources (EBSCO, JSTOR, Willey InterScience e-journals, Science Direct, Sage fulltexts, ERIC) and their use research problems and the design of questionnaires. The course aims to introduce doctoral practical aspects of the preparation, implementation and analysis of quantitative research demonstrations will also contain a basic introduction to the statistical processing of res (with a demonstration of processing using the SPSS statistical software), including multiv however, an introduction to statistics is neither the aim nor the content of the course. T design their own research tools and carry out their own pilot studies. Both in personal me the e-learning environment, the course participants will hold a systematic discourse about experience, which will culminate in a final conference. Topics: 1. Logic, benefits and limitations of quantitative research (compared with qualitative res quantitative research designs, formulation of research questions and hypotheses, reviewing 2. Representativeness (concepts of sample, population, etc.), types of probabilistic and n sampling techniques, selection error and response rates – concrete examples and demonstrat techniques typical for educational settings. 3. Designing the questionnaire (the role of theory, retrieval of research information, use scales and questionnaires), construction and structure of questionnaires, formulation of q of questions. 4. Thinking beyond the horizon of individual questions – using summative rating scales, re validity of summary indices. 5. Possibilities of the pilot study and its evaluation, questionnaire adjustment and choic collection methods, data file preparation, data cleansing, data analysis and interpretatio Readings: Creswell, J. W. Educational Research: Planning, Conductiong, and Evaluating Quantitative a Research.2nd edition. New Persey: Pearson, 2005 Krathwohl, D.R. Methods of Educational and Social Science Research. An Integrated Approach Long Grove, IL: Waveland, 2004. Saris, W.E. & Gallhofer, I.N. Design, Evaluation, and Analysis of Questionnaires for Surve Jersey: John Wiley & Sons, 2007. Course title: Sociology of Education OD0133015 [ URL "https://is.cuni.cz/studium/predmety/ id=4dc002ece08161a0d0a220f81aa35272&tid=&do=predmet&kod=OD0133015 "] PhDr. David Greger, Ph.D. contact details: telephone: 221 900 528, email: david.greger@ped doc. RNDr. Jana Straková, Ph.D., contact details: telephone: 221 900 526, email jana.strak the course will take palce during summer semester 2022/23 (once every 2 years) Course structure: 25 lessons (5 five-lesson sessions) Objectives: This course will introduce the students to the basic theories of sociology of and findings of major sociological research on education. The emphasis will be on understa relationship between education (as a process and as a result) and society, in both directi affects the form of school education and how education may contribute to the development o employment of the individual. We will particularly focus on equal opportunities in educati of reproduction of educational inequalities and the possibilities of intervention in the s disadvantaged students. Content: 1. Education and society – role of education for individuals and for society, political, e social functions of educational systems, past and present, current issues: competitiveness cohesion, preparation for labour market vs. citizenship education, globalization, individu 2. Theoretical approaches in sociology of education – functionalism, conflictualism, inter contemporary theories and systemic approach in sociology of education, school as an instit organization (neo-institutionalism). 3. School as an organization and institution – Neo-institutionalism and World Culture Theo critiques. Sociology of curriculum and the hidden curriculum; relationship of power and cu organization of education (early selection, tracking/streaming. 4. Social stratification and educational inequalities – social inequalities and education, mobility, theory of social and cultural reproduction (P. Bourdieu, B. Bernstein), Rational the concept of equal opportunities in education and the theory of justice. Overview of the and domestic research into educational inequalities. Race, ethnicity and gender in educati and national indicators of equity in education. 5. Education of disadvantaged students – fair educational systems, positive discrimination action – its defence and criticism, policy measures to support education of socio-cultural students, education of Roma. Venue: Myslíkova 7, Prague 1 – classrooms M209 or M204 Course organization: The course will be provided in the form of block teaching, consisting per semester. The students will be required to read the assigned English literature as pre session (“readings”). The lectures and discussions will assume knowledge of the assigned r Course completion: The course will conclude with an examination. The examination will be b discussion on the presented seminar paper dealing with a selected topic (the topic will be approved after consultation with the teachers). Please register for the course by telephone or electronically at the IRDE office (P. Vnuko +420221900530, email: petra.vnukova@pedf.cuni.cz. Readings: Arum, R., Beattie, I.R., and Ford, K. (2011) The Structure of Schooling: Readings in the S Education. (2nd Ed). Thousand Oakes, Sage. Ballantine, J.H. (2001) The Sociology of Education. A Systemic Analysis. (5th Ed.). New Je Hall. Sadownik, A.R. (2010) Sociology of Education: A Critical Reader. (2nd Ed.) New York, Routl Course title: Qualitative Methods in Educational Research OD0133016 [ URL "https://is.cuni predmety/index.php?do=predmet&kod=OD0133016"] Lecturers: RNDr. Dominik Dvořák, Ph.D. contact details: telephone: 221 900 535, email: dominik.dvorak@pedf.cuni.cz the course will take palce during summer semester 2022/23 Venue: Institute of Research and of Education, Myslíkova 7, Prague 1, M209, 2nd floor (in case of unfavorable epidemiologic meetings will take place online - ZOOM) Objectives: Following the Introductory Theoretical-Methodological Course, the students will be introdu theoretical and methodological foundations of qualitative research. The course will specif on the case study strategy, explaining the main methods of data collection – observation a including methods of making records. During the distance part of the course, the participa their own data collection. The course will also include data processing and analysis. The be presented with the procedures of text encoding in the software environment for qualitat (MAXQDA). Topics: 1. Characteristics of the strengths and weaknesses of the qualitative approach in comparis quantitative research, combined research possibilities; planning process of qualitative re (objectives, conceptual and theoretical frameworks, formulation of research questions). 2. Ensuring the quality of research (credibility and validity, transferability, reliabilit dependability); ethical questions and their solutions (ensuring the safety of research par confidentiality, informed consent). 3. Specifics of different strategies of qualitative research (grounded theory, case study, biographical approaches); multiple case studies of school as a concrete example of the app of the strategies of qualitative research. 4. Data collection methods (field notes; participant and non-participant observation; in-d focus groups; technical aspects of data collection). 5. Qualitative data analysis (transcription, various approaches to coding, using software categorization and interpretation of results); writing research reports (interim records, creation, quoting the participants’ opinions, preparation of reports for publication). Form and structure of instruction: The instruction will be provided on the specified dates of full-time block teaching and distance learning in the Moodle e-learning environment. Bo meetings and in the e-learning environment, the course participants will hold a systematic their research experience. Course completion: Presentation and discussion of the students’ own qualitative research at the final meeting Readings: Denzin, N. K., Lincoln, Y. S. The Sage Handbook of Qualitative Research. Thousand Oak : Sa Huberman, A. M., Miles, M. B. Qualitative Data Analysis. An Expanded Sourcebook. Thousand Maxwell, J. A. Qualitative Research Design. An Interactive Approach. Thousand Oaks,: Sage, Course title: Educational Evaluation and Assessment OD0133017 [ URL "https://is.cuni.cz/st index.php?do=predmet&kod=OD0133017"] Lecturers: doc. RNDr. Jana Straková, Ph.D. contact details: telephone: 731 191 980, email: jana.strakova@pedf.cuni.cz Venue: Institute for Research and Development of Education, Charles University – Myslíkova classroom M209 Course structure: 25 lessons (5 five-lesson sessions) Objectives: The course will introduce the students to the framework of educational evaluat assessment at all levels of the education system. It will focus on purposes of evaluation performance criteria and the reference standards, forms and instruments, and the use of th evaluation and assessment practices and quality assurance measures will be studied from a perspective. Special attention will be devoted to international assessment surveys and the curriculum and national evaluation and assessment practices. Topics: 1. Evaluation and Assessment Framework: Overview of components of the system of educationa and assessment: student assessment, teacher appraisal, school evaluation, education system Relationships between particular components; challenges faced by developed countries with educational evaluation and assessment. 2. Student assessment: Summative and formative assessments and their different formats in countries. National assessments, national examinations, longitudinal assessments; knowledg assessed; performance criteria and the reference standards; use of the results, effects fo 3. Appraisal of teachers and school heads: Internal and external evaluation; improvement a functions; performance criteria and the reference standards; instruments: e.g. classroom o evaluation, teacher portfolio, interview, student results or learning outcomes, teacher te 4. School evaluation: Internal and external evaluation; improvement and accountability fun performance criteria and the reference standards; evaluation processes and evaluators; met results; school inspectorates. 5. Education system evaluation: Approaches; objectives; responsibilities; reference standa sources: e.g. educational statistics, national and international student assessments, scho policy reviews, ad-hoc reports commissioned on specific topics. 6. International comparative assessment surveys: History of international assessment surve OECD PISA, adult literacy surveys, cycles of studies; assessment domains; methodology and challenges. Future perspectives; measurement of 21st century skills. 7. Quality Assurance: Quality assurance as the process through which systems try to ensure is achieved and continuously improved: policies, systems, procedures and practices that ar achieve, maintain or enhance quality in the school sector, and that rely on an evaluation process. Course completion: Presentation of an in-depth study of the selected topic. Readings: OECD. (2013). Synergies for Better Learning. An International Perspective on Evaluation an Paris: OECD. Morris, A. (2011). Student Standardized Testing: Current Practices in OECD Countries and a Review, OECD Education Working Paper No. 65, OECD Publishing. Looney, J. W. (2011). Integrating Formative and Summative Assessment: Progress Toward a Se OECD Education Working Paper No. 58, OECD Publishing. Course title: Academic writing Ústavu pro jazyk český (analogy of OPDQ1P118B) New course academic writting opened for PhD students: http://cap.avcr.cz/en/academic-writing-course/ [ URL "http://cap.avcr.cz/en/academic-writi Lecturers: RNDr. Dominik Dvořák, Ph.D. Contact details: dominik.dvorak@pedf.cuni.cz Course title: Theory of Teaching as a ProfessionOD0115007 [ URL "https://is.cuni.cz/studiu index.php?do=predmet&kod=OD0115007"] Lecturers: doc. Anna Tomková, Ph.D., vyučující: Anna Tomková, Tereza Krčmářová, prof. Vlad CSc., doc. Petr Urbánek, CSc. Course title: School management OPDQ1P125B [ URL "https://is.cuni.cz/studium/predmety/redi id=045c09020ddba7bd2b7e40a1ecfb2386&tid=&redir=predmet&kod=OPDQ1P1 Lecturers: prof. PhDr. Jaroslav Veteška, Ph.D. Contact details: jaroslav.veteska@pedf.cuni.cz Course title: Primary Education OD0133018 [ URL "https://is.cuni.cz/studium/predmety/index do=predmet&kod=OD0133018"] Lecturers: prof.. PaedDr. Radka Wildová,CSc. Contact details: radka.wildova@pedf.cuni.cz; radka.wildova@pedf.cuni.cz Course title: Comparative education on the field of preschool and primary education and te OD0133019 [ URL "https://is.cuni.cz/studium/predmety/index.php?do=predmet&kod=OD0133019"] Lecturer: prof. PaedDr.Radka Wildová,CSc. Contact details: radka.wildova@pedf.cuni.cz Course title: Reading literacy - theory, researches, trends of development at schools OD01 "https://is.cuni.cz/studium/predmety/index.php?do=predmet&kod=OD0133020"] Lecturer: prof. PaedDr.Radka Wildová,CSc. Contact details: radka.wildova@pedf.cuni.cz Course title: Education Assessment and Evaluation Lecturer: doc. RNDr. Jana Straková, Ph.D. Conatct details: jana.strakova@pedf.cuni.cz Other voluntary courses: Sociology of Education - OPDZ1Z004B - supervisors: PhDr. David Greger, Ph.D., doc. RNDr. J Ph.D Philosophical and Educational Antropology OPDZ1P003B - supervisor: doc. PhDr. Naděžda Pelcová, CSc..