PL
 |
EN
Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl
Preferencje help
Polish version English version Język
Widoczny [Schowaj] Abstrakt
Liczba wyników

Znaleziono wyników: 15

Liczba wyników na stronie
first rewind previous Strona / 1 next fast forward last
Wyniki wyszukiwania
help Sortuj według:

help Ogranicz wyniki do:
first rewind previous Strona / 1 next fast forward last
1
Content available Educational strategies of teachers with differentiated self-realization styles
100%
Rubacha K.
Edukacyjna Analiza Transakcyjna
|
2022
|
nr 11
87-100
EN
The article presents the results of research on the relationship between the styles of teachers' self-realization and their educational strategies. Five styles of self-realization were measured: self-acceptance, acceptance of others, solving social conflicts, solving internal conflicts, lack of self-realization and random variable educational strategies: strengthening, development, adaptation, ideology. The results of the research from the random sample showed that there is a general difference between the group of teachers not realizing their potentials (lack of self-realization) and other teachers presenting different styles of self-realization. The former identify themselves with heterogeneous strategies, while the latter - with autonomous ones. This was not the case with reinforcement strategies, when all groups used individual (autonomous) rather than collective (heteronomous) reinforcement strategies.
PL
W artykule zaprezentowano wyniki badań nad relacjami pomiędzy stylami samorealizacji nauczycieli a stosowanymi przez nich strategiami wychowawczymi.  Zmierzono pięć stylów samorealizacji: akceptacji siebie, akceptacji innych, rozwiązywania konfliktów społecznych , rozwiązywania konfliktów wewnętrznych, braku samorealizacji oraz zmienną losową strategie wychowawcze: wzmocnień, rozwoju, przystosowania, ideologii. Wyniki badań  z próbki losowej pokazały, że istnieje generalna różnica pomiędzy grupą nauczycieli nie realizujących swoich potencjalności (brak samorealizacji) a pozostałymi nauczycielami prezentującymi różne style samorealizacji. Ci pierwsi identyfikują się ze strategiami heterogenicznymi podczas gdy Ci drudzy z autonomicznymi. Prawidłowość ta nie miała miejsca w przypadku strategii wzmocnień, kiedy wszystkie grupy stosowały strategię wzmocnień indywidualnych (autonomiczną), nie zaś kolektywnych (heteronomiczną).
2
Content available Ethic-related Messages in the Teaching Process within Higher Education Institutions and the Evaluation of University Teachers by Students
100%
Rubacha K.
The New Educational Review
|
2021
|
tom 64
50-59
EN
This article presents the findings of an experimental study, the goal of which was to compare the average evaluation scores of university teachers given by students on the basis of the manner of delivering lectures and organising the teaching process at the university. This empirical field was problematised using three ethics hidden in the organisation of the teaching activities: the ethic of justice (Kohlberg), the ethic of one-sided care (Gilligan), and the ethic of care and responsibility (Gilligan). The study encompassed three groups of students who attended an entire teaching series (lectures), after completion of which the experimenter was evaluated by the students. The only difference was belonging to a given group (i.e., the style of working with the students). The remaining aspects of the teaching activities were very uniform. The experimenter was given the lowest evaluation scores when being fair and balancing care with responsibility, and the highest scores when one-sidedly caring for the students’ well-being.
3
Content available The Sense of Pedagogical Self-Efficacy of Parents at Varied Levels of Gender Role Development
100%
Rubacha K.
The New Educational Review
|
2012
|
tom 27
90-96
EN
This article focuses on the question concerning the significance of the differences between the statistical average of parents’ sense of pedagogical efficacy with regard to their level of gender role development. Quantitative strategy, theoretical exploratory type, experimental schematic, data collection methods: situational and paper-pencil testing, random sample selection, data analysis: one-way ANOVA – these are the main methodological parameters of this study. The result shows that the level of gender role development explained over 19% of the variation in the sense of efficacy.
4
Content available Język teorii naukowych wyjaśniających procesy społeczne. Wprowadzenie w problematykę
100%
Rubacha K.
Nauki o Wychowaniu. Studia Interdyscyplinarne
|
2018
|
tom 6
|
nr 1
44-50
EN
Two hypotheses were verified in the article. Arguments were found in favor of withdrawing from the classification of the data language indicating the behavioral and phenomenological language, approach for the separation of nomothetic and idiographic language as a criterion for the science-based analysis of theory. The meaning of this second classification is consistent with the analytical practice used by Madsen – the creator of the concepts of the behavioral and phenomenological language. He focused more on the issue of objectivism versus subjectivism and the generalizing analysis versus the individualizing one than on what could be expected from the original meaning of the concepts of the phenomenological and behavioral language. The second analytical thread of this text led to the conclusion that limiting the data language to the descriptive layer of the theory – as Madsen wanted – is an unauthorized reduction. Consequently, the need to develop new classifications of the language of theory referring to all its layers was highlighted.
PL
W artykule weryfikowano dwie hipotezy. Znaleziono argumenty na rzecz wycofania się z klasyfikacji języka danych wskazującej język behawioralny i fenomenologiczny, na rzecz wyodrębnienia języka nomotetycznego i idiograficznego jako kryterium naukoznawczej analizy teorii. Znaczenie tej drugiej klasyfikacji jest zgodne z praktyką analityczną, jaką stosował Madsen – twórca pojęć języka behawioralnego i fenomenologicznego. Bardziej skupiał się na kwestii obiektywizmu versus subiektywizmu i analizy uogólniającej versus indywidualizującej niż na tym, czego można było się spodziewać po oryginalnym znaczeniu pojęć języka fenomenologicznego i behawioralnego. Drugi wątek analityczny tego tekstu doprowadził do ustalenia, że ograniczenie języka danych do warstwy opisowej teorii – jak chciał Madsen – jest nieuprawnioną redukcją. A co za tym idzie wskazano potrzebę opracowania nowych klasyfikacji języka teorii dla jej wszystkich warstw.
5
Content available Child-rearing practices in Slovakia - a comparative study
63%
Rubacha K. , Sirotova M.
The New Educational Review
|
2015
|
tom 40
17-25
EN
The article reports on empirical research into the differences in child-rearing practices between present-day families and families living at the turn of the 21st century. The concept of child-rearing practices is addressed from the point of view of social theories of learning and socio-cognitive theories which constituted the basis for the research discussed. Results show that a portion of practices significantly differs in each group, and a portion remains unchanged. The biggest difference concerns ‘deferment of gratification’ as a factor for the development of many social skills. In the present-day family group this child-rearing effect has largely disappeared.
6
Content available The Sense of Didactic and General Self-efficacy in Literature Teachers in Poland and Slovakia
63%
Rubacha K. , Siritova M.
The New Educational Review
|
2019
|
tom 55
256-262
EN
This paper discusses the results of a study of the sense of efficacy in literature teachers working in Poland and Slovakia. The findings presented in this paper show no difference registered in both types of the sense of efficacy when comparing teachers from each of the countries examined. The second result obtained amounted to a statistically significant difference between the general sense of efficacy on the one hand and the didactic sense of efficacy on the other. The mean for the sense of didactic efficacy is higher than for the general sense of efficacy. The results are subsequently referred to A. Bandura’s analyses within the framework of a socio-cognitive theory.
7
Content available Poczucie skuteczności wychowawczej kandydatów na nauczycieli w Polsce i Słowacji
63%
Rubacha, K. , Sirotová M.
Rocznik Andragogiczny
|
2013
|
tom R. 2013
109-118
PL
Artykuł jest raportem z badań nad różnicami w poczuciu skuteczności wychowawczej pomiędzy studentami studiów nauczycielskich w Polsce i Słowacji. Tym co różni obie grupy jest system kształcenia nauczycieli. Na Słowacji jest bardziej zaawansowany, niż w Polsce. Jednak badanie pokazało, że polscy studenci mają wyższe poczucie skuteczności wychowawczej niż słowaccy.
EN
The article is a report of research on the differences in the sense of educational effectiveness among students teacher studies in Poland and Slovakia. What differs the two groups is the teacher training system. Much more advanced in Slovakia than in Poland. However, research has shown that a higher sense of educational effectiveness have Polish students than Slovak.
8
Content available The Values Underlying Teachers’ and Employers’ Expectations
63%
Chomczyńska-Rubacha M. , Rubacha K.
Kultura i Edukacja
|
2013
|
nr 5(98)
142-152
EN
The authors present a grounded theory concerning teachers’ expectations of students and employers’ expectations of graduates. The analysis is based on empirical research while the interpretation of the results is based on critical theory. Employers’ expectations turned out to be wide-ranging and impossible for candidates. Teachers’ expectations, however, reproduced that part of employers’ expectations that can be linked to conformity, devotion, and faithfulness. In light of the authors’ interpretation, education fails to perform an emancipatory function, i.e. it fails to equip students with the critical competence necessary for active involvement in civil society. The labor market, on the other hand, is a dominating force that blocks the development of a discursive, open version of society. Graduates find themselves in a double-sided trap sprung on them, firstly, by education and later by employers.
9
Content available The Sense of Didactic Self-efficacy in Mathematics Teachers with Various Personal Theories Regarding Gender Differences and Mathematical Giftedness
63%
Rubacha K. , Sirotova M.
The New Educational Review
|
2018
|
tom 53
261-270
EN
The paper presents a quasi-experimental study clarifying the variability of maths teachers’ sense of self-efficacy based on their personal theories regarding differences in mathematical giftedness between girls and boys. Didactic self-efficacy is understood as a judgment of the possibility of teaching all learners. A ‘personal theory’ is understood as a verbalized group of judgments regarding the source of mathematical giftedness among girls and boys. The two variables, i.e. ‘personal theories’ and ‘biological sex’, were introduced in a two-factor NOVA model. A strong main effect for ‘personal theories’ was noted, while there was no statistically significant effect for biological sex. The result shows that gender stereotypes can weaken teachers’ sense of didactic self-efficacy, and consequently block pupils’ opportunity for development.
10
Content available Modele szkolnej edukacji moralnej wobec rozwoju kompetencji moralnych. Analiza porównawcza
63%
Chomczyńska-Rubacha M. , Rubacha K.
|
2016
|
nr 42
7-28
EN
The present text is a comparative analysis of models of school moral education due to the criteria of the moral competence development. We refer to the already described in the literature models: clarification of values, stimulate moral reasoning, formation of character and community justice. These models will be confronted with moral competence, which we understand as a system of knowledge of the values, skills, moral activities and taking responsibility for their actions. Results of the analysis showed that the model of community justice best meets with the criteria of moral competences.
11
Content available Educational Strategies of Teachers with Various Senses of Efficacy
63%
Chomczyńska-Rubacha M. , Rubacha K.
The New Educational Review
|
2013
|
tom 31
105-115
EN
The main objective of this study was to verify the hypothesis about the relationship between a sense of efficacy and educational strategies for teachers, conceptualized as a heteronomy – autonomy dimension. A move towards autonomous strategies should be linked to a strong sense of efficacy in teachers. The study, planned in this manner, was to verify the concept of education strategy discussed in this article, and the ability to predict educational strategies in schools based on the knowledge of the sense of efficacy in the teachers implementing them. The results positively verify these hypotheses, but also show the problematic ruling which of the strategies (heteronymous or autonomous) is more effective in the perception of teachers.
12
Content available Gender Schemas and Stress-Coping Styles
63%
Chomczyńska-Rubacha M. , Rubacha K.
The New Educational Review
|
2012
|
tom 29
319-327
EN
This article reports on the findings of a study on the empirical verification of the hypothesis regarding a stronger impact of gender over sex on coping with stressful situations. Gender has been operationalized into S. Bem’s gender schemas. Multiple regression analysis confirmed the hypothesis for the three measured styles of coping with stress.
13
Content available Ethical Orientations and Sex in Teachers with Varied Educational Strategies
63%
Rubacha K. , Chomczyńska-Rubacha M.
The New Educational Review
|
2013
|
tom 33
237-246
EN
The authors present the results of empirical research that tested a hypothesis concerning the relationship between ethical orientations and teachers’ educational strategies. The study was planned as a quantitative strategy as theoretical-verified, in a quasi-experimental scheme with random sampling. Data was gathered with the help of tests, and the hypotheses were verified using two-way ANOVA.
14
Content available Quasi-experiment in the educational reality
51%
Sirotová M. , Michvocíková V. , Rubacha K.
Journal of Education Culture and Society
|
2021
|
tom 12
|
nr 1
189-201
EN
Aim. The main aim of the study is a presentation of the results of a quasi-experiment related to using a serious game in the preparation phase of supervised teaching practice as well as during its completion.  Methods. The main method of the study is a quasi-experiment with the factor rotation technique. The method comprised two phases with two unequal groups of surveyed university students. In the first phase, the experimental influence was investigated in the first group and the second group served as the control group (to compare the results). In the second phase, the groups were switched around in the quasi-experiment; the control group became the experimental group and vice versa.   Results. The presented study has a theoretical-empirical character. In the theoretical part, the characteristics of quasi-experiment and its use are briefly discussed. In the empirical part, the quasi-experiment is applied to the educational reality of future teachers. Supervised practice teaching is an important part of the university education of future teachers. Using a serious game therein is a positive element also when it comes to the development of students’ approach  towards supervised teaching practice. Conclusion. Quasi-experiment is used as an experimental method for verification of examined reality. In the educational reality, its realisation is more difficult because it is a more demanding environment than a laboratory one. By realising the quasi-experiment, the theoretical supposition about the positive influence of serious games on the development of a university student’s personality can be confirmed.
15
Content available Educational self-efficacy in teachers of various ethical orientations. The slovak research
51%
Rubacha K. , Sirotova M. , Chomczyńska-Rubacha M.
The New Educational Review
|
2016
|
tom 43
193-200
EN
The article provides an empirical analysis of a relationship between ethical orientations and educational self-efficacy. Ethical orientations are defined in the theoretical system of K. Gilligan, whereas self-efficacy is viewed through the social-cognitive theory. The results of the analysis of variance demonstrate the existence of statistically significant differences in self-efficacy between teachers who prefer the ethics of justice and those who prefer the ethics of care, in favour of the former. However, the Eta coefficient shows that the relationship strength is not very large. In conclusion of the result interpretation we explain what our research explicates and what lies beyond its capacity.
first rewind previous Strona / 1 next fast forward last
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.