Abstract
The aim of this study was to examine: how do principals assign teachers to differentiated classes? In the Czech Republic, not only are there tracks within schools, but schools themselves can be differentiated according to programs they offer. A broad distinction is made between academic and non-academic programs, for example between at elementary schools and grammar schools. Qualitative method has been chosen as the methodology because takes into consideration the overall picture in a way that the quantified method cannot. The analyses were based on a multiple case study for several reasons. In doing case study research, the "case" being studied may be an individual, organization, event, or action, existing in a specific time and place (Švaříček a Šeďová, 2007). Data were collected by semi-structures qualitative interviews with principals of five elementary schools. Elementary schools have been chosen on the basis of their differentiation. Methodological triangulation is a powerful technique that facilitates validation of data through cross verification from two or more sources. Researcher used more than one method to gather data, such as interviews and school documents. For analyzing data was used software MAXQDA based on specific analytical approach. Data were compared and recorded and conclusions were drawn.
Švaříček, R., & Šeďová, K. (2007). Kvalitativní výzkum v pedagogických vědách: pravidla hry. Portál.