Publication Activity of the University of Ostrava - Archive
Archive of publications issued by the University of Ostrava - you can search it or browse by the faculties.
The electronic version is available in the archive, provided that the licence terms of the published document permit this.
Recent Submissions
Pedja
(Ostravská univerzita, 2026) Koudela, Tomáš; Čapandová, Tereza
Through Golgotha to Resurrection is a new site-specific installation by Predrag Pedja Djaković, created for the Pavilion of the Republic of Serbia at the 61st International Art Exhibition - La Biennale di Venezia 2026. The project explores the enduring consequences of the twentieth century through the interconnected themes of historical rupture, displacement, memory, and the search for renewed systems of values.
Combining archival materials, a sculptural installation, and a video work featuring the artist performing an original piano composition in A minor, the exhibition transforms the national pavilion into an immersive evnironment in which Djaković constructs a visual language that transcends national narratives, exploring exile, ideological violence, loss and resilience.
Rather than presenting a linear account of history, the project invites visitors to navigate a fragmented landscape of remembrance where the past remains inseparable from the present. In dialogue with the Biennale's theme, In Minor Keys, it reflects on how individual and collective memory can become a space for ethical reflection and cultural renewal in a world still marked by the unresolved legacies of history.
V. BookVision
(Ostravská univerzita, 2026) Kačerovská, Julie
Katalog dokumentuje soubor prací pátého ročníku mezinárodní studentské soutěže BookVision, již pořádá Ateliér knižního designu Fakulty umění Ostravské univerzity ve spolupráci s MOME (Moholy-Nagy Művészeti Egyetem) v Budapešti, VŠVU (Výtvarná škola výtvarných umení) v Bratislavě a UAP (Uniwersytet Artystyczny im. Magdaleny Abakanowicz) v Poznani.
Didaktika fyziky 2
(Ostravská univerzita, 2023) Škrabánková, Jana
Skripta doplňují a rozšiřují základní poznatky z Didaktiky fyziky 1. Tato navazující skripta mají za cíl poskytnout studentům učitelství fyziky nové pohledy na moderní fyzikální vyučování, které budou brzy sami ve školách realizovat. Skripta zahrnují také odkazy na videoukázky vybraných situací ve výuce fyziky, které prezentují sami vysokoškoláci. Hlavní témata, obsažená a rozpracovaná ve skriptech, jsou: význam didaktiky fyziky pro budoucí učitele fyziky, efektivní výuka fyziky, memorování a konstruktivismus, mentální mapování ve výuce fyziky, modelování pojmů v přírodních vědách a ve fyzice, základní typy učení, senzomotorické učení, učení poznatkům, demonstrační experiment ve výuce fyziky, tandemová výuka fyziky, umělá inteligence ve vazbě na výuku fyziky, hodnocení žáků, Kolbův cyklus učení a wellbeing jako nový pojem ve vzdělávání.
Emotional Intelligence and Leadership Styles in Education
(2021) Pellitteri, John
Emotional Intelligence (EI) was initially proposed as an organized theory by Salovey and Mayer (1990) and later expanded (Mayer & Salovey, 1997) and was popularized in the general media by Goleman (1995). EI refers to a set of abilities for using emotional information in adaptive ways. This psychological construct is important and relevant to leadership since emotional factors play a role in personal well‑being, interpersonal relationships, motivation, workplace adjustment and learning processes. EI can be applied to educational leadership since the school leader must continually work with individuals and groups (i. e. school personnel such as teachers, teaching aids, school psychologists, counselors, other administrators as well as students and parents). Using emotions adaptively is critical for effective interpersonal relationships as well as for creating an emotional‑toned environment in the school context. Two models of EI are presented. The first model (Mayer & Salovey, 1997) is the ability‑model that considers four major emotion skill sets (perception, facilitation, understanding and managing). The second model (Goleman et al., 2002) organizes EI competencies across two dimensions: capacities (emotion recognition & regulation) and application domains (toward self & others). There is some overlap between these models with regard to emotional perception (recognition) and regulation (managing). The Mayer’s and Salovey’s (1997) model is distinct for its abilities to use emotional concepts and the use of emotions to facilitate decision‑making and emotional planning. Goleman and colleagues’ (2002) model includes organizational and social intelligence features. Research on the relationship between EI and effective leadership will be reviewed. Generally, studies have found predictive correlations between EI and effective, transformational leadership (Mills, 2009; Palmer et al., 2001; Sayeed & Shanker, 2009). A useful model proposed by Guillen & Florent‑Treacy (2011) divides leadership behaviors into two groups: Getting along (with others) and getting ahead (meeting organizational goals). Goleman’s (2011) six styles of EI leadership will be discussed as approaches to educational leadership with an examination of the strengths, limitations and emotional dynamics of each style. The six styles are: Directive (using authoritarian methods); Pacesetting (expecting leader‑determined standards); Visionary (creating inspirational purposes); Affiliative (leading through relationships); Participative (using democratic consensus building) and Coaching (helping individuals develop). These styles are further described in terms of the previously mentioned leadership categories of getting along or getting ahead. In addition, the styles are determined to be either dissonant or resonant with regard to the emotional tone they create in the organization. The necessity of advocating for EI in school contexts will be emphasized. The potential for various professionals (such as school psychologists and school counselors) to take on leadership functions as facilitators of emotional processes in the school settings will also be considered. Educational leaders (whether formally as administrators or functionally as school counselors and psychologists), can have a positive impact on school personnel and students as well as the larger school context through the application of EI capacities and through considering the emotional dynamics in leadership styles.
School Leadership in the Era of Neoliberalism
(2021) Wamba, Nathalis
A lot of ink has been spilled to create a consensus around the meaning of the concept of leadership. This is so because the concept of leadership currently dominates the language of organizations including schools. What instead happened is a deluge of assumptions including but not limited to the beliefs that; leadership is static; it can be taught objectively and effectively to a different group of people in various situations; it can be learned quickly and easily, and the context is a secondary or tertiary importance.
These assumptions gave birth to the leadership development industrial complex, an explosion of leadership training programs all over the world especially in the United States. This growing industry promises to create transformative and high performing leaders for a small fee. Despite this training explosion, it is the opinion of several scholars that leadership failure is almost everywhere. They wonder whether the leadership development industry has improved the human condition. The elephant in the room is the neoliberal context in which all the above is taking place. Neoliberalism is an ideology whose proponents advocate the deregulation of the economy, liberalization of trade and industry and the privatization of state‑owned enterprise. This ideology pushes individuals to see themselves as self‑interested actors rather than people working for the social good. The new managerialism becomes the dominant form of management in organizations whose focus is on productivity, efficiency, surveillance, and accountability.
Educational institutions are not immune to the new managerialism whose introduction deserves to be interrogated. Neoliberalism turns teachers and school principals into technicians rather than professionals. The influence of managerialism on education policies is efficiency in all matters which leaves no room for the pursuit of equity, excellence and ethics and social justice (Codd, 1993). What vision of education should prospective schools’ leaders develop while they are being forced to adopt a managerialist approach to the leadership of school? Should school leaders develop both the ability to resist and build coalitions with proponents of neoliberalism at all costs?
Neoliberalism has successfully coopted our education practitioners and students to turn them into docile minds and docile bodies to the service of the market. The question this phenomenon raises is whether faculty in education leadership preparation programs are preparing their candidates for a meaningful and purposeful life. Perhaps public education should focus on society reproduction, but individual values cannot be ignored. Unfortunately, the neoliberalism ideology and its proponents have taken it upon themselves to prioritize these values less. Hence the ideological struggle continues between proponents and opponents of the impact of neoliberalism in organizations but more specifically in schools.