Wyniki wyszukiwania - Biblioteka Nauki

1

Memories of my school days in Przemyśl, 1928-1939

100%

Steinhardt A. , Pudłocki T.

Rocznik Przemyski

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2013

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tom 49

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nr 3: Historia

238-246

PL

Wspomnienia z lat szkolnych, dzieciństwa i młodości spędzonych w Przemyślu. Ich autorem jest Alfred Steinhardt, jeden z pierwszych izraelskich reżyserów.

2

Rodzice a nowomedialne wspomaganie współczesnej polskiej szkoły (raport z badań)

87%

MICHNIUK A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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nr 23

249-266

EN

Anna Michniuk, Rodzice a nowomedialne wspomaganie współczesnej polskiej szkoły (raport z badań) [Parents and new media in modern Polish schools]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 249-266. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.15 The article presents some of the conclusions of the research carried out in 2016 among the junior high schools located in lubuskie voiewodship. One of the subjects of the research was the parents of new media support for modern school assess. The text presents parents’ opinions on the new media activity of students, support of new media in the teaching – learning process, building contact between the school and parents and also (auto)promotion of the school. The article also contains a short description of the new media activity of parents of contemporary teenagers and characteristic of the media world in which modern parents were brought up.

3

Kreowanie doświadczeń liminalnych w szkole z wykorzystaniem metody dramy edukacyjnej

87%

Jaskulska S.

Studia Edukacyjne

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2016

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nr 42

155-176

EN

The aim of the paper is to consider the possibility of creating liminal experiences at school with the method of educational drama and the pedagogical potential of such activities. Treated as the medium phase of rite, I define liminality in line with Arnold van Genepp and Victor Turner. By claiming that for many reasons school is a liminal space and showing that the fact that this function is neglected at the cost of the transmission function is a problem, I present drama as a possible antidote.

4

KAPITAŁ SPOŁECZNY W SZKOŁACH

80%

Zahorska M.

Polityka Społeczna

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2011

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tom 38

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nr 7(448)

32-34

EN

In the article, „social capital” is understood as the ability to cooperate, involvement on behalf of the common good. In the Polish society, lack of skills in this regard is a significant social problem. Could the school prepare students to cooperate, to assume common responsibility? The Polish school culture substantially hinders the development of skills of this type. The barrier encountered is the tradition based on traditional instruction methods, the ways of motivating students to work through competition and individual assessment and a visible distance between teachers and students, which makes it difficult to establish communication between teachers and students. A teacher does not serve as a model of a social worker, either, since in most cases, teachers neither like nor are able to engage in social works. A change in the attitudes and habits at school is a difficult and time-consuming; however, it is possible. We can expect that the attempts made, such as civic education lessons conducted using the active learning methods, as well as activity of various civic associations and foundations will have a positive result in the future.

5

Dobra szkoła” dawniej a dziś w opinii dzieci, rodziców i nauczycieli – propozycja metodologii badań

80%

SOLECKA A.

Edukacja-Technika-Informatyka

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2018

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tom 9

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nr 4

529-534

PL

Artykuł zawiera charakterystykę szkoły, która jest nie tylko instytucją oświatową, ale także miejscem spełniania różnorodnych zadań i celów. Przybliża również historię wychowania, która zmieniała się pod wpływem wydarzeń i potrzeb ludzi w danych epokach. W artykule przedstawiono propozycję metodologii badań, która umożliwi scharakteryzowanie współczesnej „dobrej szkoły” pod wieloma aspektami z punktu widzenia nauczycieli, rodziców i uczniów.

EN

The article contains the characteristics of the school, which is not only an educational institution, but also a place to fulfill various tasks and goals. It also brings up the history of education, which changed under the influence of events and needs of people in particular epochs, perfecting it. The article presents a research methodology proposal that will allow characterizing the contemporary “good school” in many aspects from the point of view of teachers, parents and students.

6

Becoming German: A Critical Look at Refugee Education in Germany

80%

O’Connell C. J.

Language, Discourse & Society

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2019

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tom 7

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nr 1

67-83

EN

This paper examines education for refugee children in Germany through the lens of contemporary childhood studies. When children resettle in Germany they are not only permitted, but also required to attend school. They are put on a fast, straight track to learning German so they can get matriculated into mainstream classes as quickly as possible: their only shot at succeeding in Germany’s highly stratified school system (SBJW, 2016). But does this intense focus on the future meet the needs of this population of children in the present? Eurocentric and nativist attitudes behind integration rhetoric are explored, including how they factor into teaching approaches in so-called welcome classes for Germany’s young newcomers. Why and how should schools look after the mental health of its students? The case is made for the incorporation of creative expressive interventions in the classroom as a means of enhancing students’ self-esteem, self-efficacy, and ultimately agency.

7

Internal setting and organisational learning in schools

80%

Sedláček M. , Pol M. , Hloušková L. , Lazarová B. , Novotný P.

Studia paedagogica

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2013

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nr 4

75-92

EN

This article is one of the outcomes of a research project in which we focused on the recognition of the processes of organisational learning in Czech basic schools (6-15). In this article, we deal with the dimension of the systematic way of organisational learning. In agreement with many other authors we consider the systematic way of organisational learning in schools an important condition for the depth and, therefore, efficiency of organisational learning. We look for an answer to the question of how much influence is exerted by factors in the internal school setting on the systematic way of organisational learning. For this analysis, we use data of a representative survey conducted in two Regions of the Czech Republic.

8

Zadania edukacyjno-pastoralne we współczesnych szkołach katolickich na przykładzie szkolnictwa salezjańskiego

80%

Wierzbicki M.

Studia Pastoralne

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2013

|

tom 9

101-118

EN

This article talks about an educational and pastoral tasks in Catholic schools on the article talks about an educational and pastoral tasks in Catholic schools on the example of the Salesian education. These tasks are assigned to specific individuals who run schools and form their Catholic character. The school is in fact for all – teachers and students – a community of generations, a great educational family in which every young person meets with respect, regardless of their ability and intellectual capacity. Therefore we analyze the current social situation of young people and education, in order to show that the tasks arising from the ministerial, Church documents and the needs of the environment require continuous evaluation and adaptation to current conditions of national, youth, family and school development.

9

Podstawy prawne i organizacja systemu szkolnictwa we Francji z uwzględnieniem wpływu ministra edukacji na działalność szkół publicznych i prywatnych

80%

Dziewulak D.

Zeszyty Prawnicze BAS

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2022

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nr 1(73)

39-72

EN

The article presents the legal basis and characteristics of the education system of France. The legal status of private educational institutions and how they are financed were discussed. The teacher education system as well as the problems and directions of France’s current education policy were analyzed.

10

Ocena poselskiego projektu ustawy o zmianie ustawy – Karta Nauczyciela

80%

Dubowski R.

Zeszyty Prawnicze BAS

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2020

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nr 2(66)

127-137

EN

The amendment is aimed at preventing situations where, on the basis of unfounded allegations, a teacher or school head is suspended in the performance of his/her duties. In the author’s opinion, the source of the problem, which the draft regulation is intended to solve, has not been properly identified, because sufficient justification of the charges against a teacher depends on the practice of bodies applying the law, and not on the applicable regulations. In the proposed shape, the regulations may impede the detection and punishment of disciplinary torts concerning violation of children’s rights and interests. The author also postulates a change in editorial rules.

11

The Role of Family and School Enviroment in Theraphy of Children with Central Auditory Processing Disorder

80%

Kruczyńska-Werner A.

Logopedia

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2018

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tom 47 EN

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nr 2

313-328

EN

More and more patients are presenting with a clinical suspicion of Central Auditory Processing Disorder (CAPD). In order to make a correct diagnosis, it is necessary for an interdisciplinary team of experts to conduct thorough tests and carry out a reliable analysis of their results. CAPD is a problem diagnosed in patients with normal hearing sensitivity; moreover, their difficulties do not result from cognitive or linguistic impairment, although they can co-occur with these conditions. Specialists recommend three complementary approaches which can improve the functioning of children with CAPD. One of these strategies is to modify their home and school environment. This article provides elaboration on this issue; it also shows the role of the immediate environment in the therapy of a child with CAPD. The guidelines it offers are also useful in the therapy of patients with hearing perception problems.

12

School case studies: Stories of self-evaluation

80%

Poláchová Vašťatková J.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2013

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tom 23

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nr 6

810-822

EN

The paper concentrates on self-evaluation as a strategy aff ecting the quality of education and supporting the development of schools from within. The paper presents the methodology of 30 case studies from Czech schools that demonstrate the course of school self-evaluation and its context. The analysis of study outputs/school stories allow to draw conclusions about the character of self-evaluation processes in terms of the change process. It shows that self-evaluation has gradually and slowly become a part of work of Czech schools. The conclusion draws the attention to the benefits of the selected research design for multi-case study methodology.

13

Wychowanie młodzieży w krakowskich szkołach zawodowych w duchu patriotycznym i obywatelskim (1918–1939)

80%

Ślęczka R.

Kwartalnik Pedagogiczny

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2018

|

tom 63(4(250))

72-85

PL

Vocational education was one of the most important stages of the educational system in those days, as it is today. In the interwar period vocational education took on a special significance, because with its help efforts were made to pursue specific educational goals aimed at shaping the attitudes that were then in force, defined as civic and patriotic. The analysis presented below shows the educational goals in reference to youth schools (Cracow vocational schools) focused mainly on youth organisations. Among the most important are Polish scouts. A wide organisational movement was developed alongside it, focusing on military and defense issues, touring, tourism, and sport and recreation. The organisational activities carried out within them were aimed at building strictly defined patterns of citizenship and patriotism among the local youth, which could help in defending their own homeland.

14

„Awantury kosmiczne” Edmunda Niziurskiego jako metafora czasów schyłkowego PRL

80%

Pomirska Z.

Jednak Książki. Gdańskie Czasopismo Humanistyczne

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2017

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nr 7 "Pomiędzy dziećmi i dorosłymi. Przekraczanie granic w literaturze dla dzieci i młodzieży"

165-178

EN

The article is devoted to metaphorical sense of the school image in the Edmund Niziurski’s novel “Awantury kosmiczne”.

15

„Nie łzawe wspomnienia dawnych bojów, ale realna nauka z przeszłości”. O świętowaniu rocznicy niepodległości w szkołach II Rzeczypospolitej refleksji kilka

80%

Buczek K.

Kwartalnik Pedagogiczny

|

2018

|

tom 63(4(250))

56-71

PL

The article discusses the question of celebrations of Poland’s Independence Day – November 11th. The tradition of celebrating state holidays in Polish schools dates back to the era of the National Education Commission, which in 1783 ordered official celebrations of the centenary of king John III’s victory over the Turks at Vienna. After 123 years of foreign subjugation, which broke the connection between the citizens and the state, Poland returned to the tradition of celebrating state holidays in schools. Several brochures with proposed event scripts, poems, and small plays were published in order to ensure the celebrations would be given an appropriate flair. “Płomyk”, a magazine for slightly older children, was also involved in the preparation for independence anniversary celebrations. The issue of celebrating state holidays in schools was also considered within teaching theory: on the one hand, they were considered very valuable educationally – particularly for instilling patriotic and civil virtues, on the other, it was remarked that the students were bored with the ceremonies.

16

Organizační učení v realitě života školy: impulzy, témata, strategie řízení

80%

Sedláček M. , Pol M. , Novotný P. , Hloušková L. , Lazarova B.

Studia paedagogica

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2012

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nr 2

27-49

EN

This paper investigates organizational learning at schools. We use empirical data that were gathered in 2011 in three primary and lower secondary schools. The paper describes the characteristic features of the schools and it discusses the impulses for organizational learning in schools, its topics, applied strategies of managing of organisational learning and also the factors that support or undermine it. The paper concludes by explaining the connected nature of the qualitative phase of the research with a related phase that is designed as a quantitative one.

17

Socio-Pedagogical Problems of Modern Students' Attitude Towards School

80%

Špona A.

SIGNUM TEMPORIS

|

2008

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tom 1

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nr 1

10-17

EN

Introduction One of society's quality development conditions is a good school. The good school involves a positive sense of self, students' joy to learn and teachers' wish to work in a creative manner, parents readiness arrive at the school.Human-pedagogical school theory (Gudjons, 2007) sees the school as an influential factor in the mutual relation of social culture, social economy and politics. It is impossible to define the school in the modern trendy society only on the basis of learning process because it is closely followed "by upbringing (as development of personality), compensation (as equalization of social behaviour deficit) and security function" (Gudjons, 2007).Aim of the Study To analyse the socio-pedagogical problems and causes of students' attitude towards schoolMaterials and Methods The study uses materials of audit statement "General Educational System Realisation in Correspondence with the Goals Set" by the State Control of the Republic of Latvia, interviews with 12 principals of schools, analysis of minutes of 54 visited lessons, questionnaires to 828 students.Results Analysis of the results revealed uneven students' attitude towards school which is determined by the attitude towards learning, classmates and teachers. A special problem is self-evaluation of study achievements because these skills are not developed to a satisfactory level in students. The attitude towards school is determined also by fragmentary education, insufficient facilitation of organization of students' self-education.Conclusions Lack of learning motivation among students and upbringing fragmentarism at school negatively influence the formation of students' attitude towards school.During adolescence students lack self-confidence and purposefulness, they do not wish to think and commit to work during the learning process because learning has not become personally significant for most students, and thus their pedagogical needs are not satisfied.

18

Not willing to or not able to? Teachers on their role in addressing social inequalities in education

80%

Zahorska M. , Institute of Sociology W. U. , martazahorska@wp.pl

Acta Universitatis Lodziensis. Folia Sociologica

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2014

|

tom 49

EN

Sociologists of education are often divided into those who are interested in ‘macro’ and those interested in ‘micro’ theories. This paper is an attempt to show how it is difficult to explain what is taking place in schools by concentrating only on the micro (school) level. Explanation should be sought in school system, educational politics, etc. My paper presents the initial conclusions of my research on educational inequalities, which is being conducted at primary and middle schools in several towns and villages in Poland. It is not an article on educational inequalities per se; the purpose of this paper is much more limited. The aim of the project is to present the opinions of teachers with regard to the possibilities of schools to reduce inequalities. The statements made by teachers of various classes and schools, located in both small and big towns, will be compared. The particular feature of this research lies in its methodology. We used qualitative and not quantitative methods, the latter of which are the most popular in analyzing educational inequalities. We were interested in the mechanisms involved in the categorization of ‘good’ and ‘bad’ students. Our study is based on the observation of selected classes, interviews (IDI) with teachers, school principals and school counsellors. We also talked with representatives of local governments, who were responsible for education, and representatives of social care institutions, but this paper focuses only on the interviews conducted in the schools.

19

Smartpone Addictive Behaviour in Adolescents

80%

Niklová M. , Zošáková K. , Novocký M.

The New Educational Review

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2020

|

tom 62

24-33

EN

The aim of the contribution was to map the degree of smartphone addiction in adolescents by means of The Smartphone Addiction Scale (SAS-SV) short version designed by Kwon et al. (2013). The construct validity of the research tool was established by exploratory factor analysis. A unidimentional solution appeared suitable to work with. The internal consistency of the scale was determined by Cronbach’s alpha (0.831). 519 respondents aged 12 to 25 years (AM = 19.41; SD = 3.83) participated in the research. A statistically significant difference was confirmed in the degree of adolescents’ smartphone addiction by gender in favour of women, and by age, at which respondents got their first smartphones, in favour of those who got their smartphone at a younger age. The effect size of differences was weak. No statistically significant difference showed in the degree of smartphone addiction by school type attended by adolescents.

20

Różnorodność kulturowa uczniów wyzwaniem dla współczesnej szkoły

80%

Badowska M.

Kultura-Społeczeństwo-Edukacja

|

2015

|

tom 7

|

nr 1

179-192

PL

The increasing waves of migration mean that naturally comes to the interpenetration of cultures and the phenomenon of cultural diversity. Increasing real multiculturalism in Polish schools contributes to the necessity of making changes in the education system through the creation of new educational programs geared to the diversity and preparation of teaching staff, whose mission is to support and integrate culturally diverse students in the life of the school community. Effective work that allows the inclusion of students in the school environment, requires of teaching staff not only knowledge of the principles of pedagogy inclusion, but also a high level of intercultural competence, knowledge of the issues of migration, acculturation processes and the accuracy of acculturation strategies, as well as the specifics of the phenomenon of refugees and their traumatic experiences.