Abstract
A major reform of compulsory education entered Czech schools in 2007. The main features of the reform have been the decentralisation of curriculum development, and promotion of key competences as the preferred educational goals.
This book is a first portrait of the teaching, learning, and instructional leadership in five Czech comprehensive basic schools after the reform. The research design of qualitative multiple case study was used to. obtain a broad description of schooling in the Czech Republic.
Neoinstitutional theory provides a theoretical framework for our research. Rich narrative descriptions were constructed for each case stressing its context and recent history.
In addition, topical studies were prepared on staff dynamics, on pupils’ conceptions of their school, on instructional processes, and on auto-evaluation activities based. Finally, a cross-case analysis was performed, using the key issues that emerged in the single cases and topics.