Wyniki wyszukiwania - Biblioteka Nauki

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Aleksandra Tłuściak-Deliowska, Monika Czyżewska (2020). Tu chodzi o wspieranie mojego ucznia... czyli studium teoretyczno-empiryczne o ocenianiu kształtującym i klimacie szkoły. Warszawa: Wydawnictwo Akademii Pedagogiki Specjalnej, ss. 355

100%

Dernowska U.

Przegląd Pedagogiczny

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2021

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nr 1

375-380

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From values to action: mission statements of Catholic elementary schools

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Dernowska U.

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tom 18

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nr 46

97-108

EN

RESEARCH OBJECTIVE: The aim of this text is to call attention to the Catholic school mission statements. The interest in Catholic schools has been growing for several years now. During the pastfew decades, the interest in the issue of mission statements has also strongly increased. However, in Poland, empirical studies investigating the mission of the school (Christian or non‑Christian)are very rare.THE RESEARCH PROBLEM AND METHODS: The main purpose of the study is to document the content of the mission statement of Catholic elementary schools to better understand how theydefine their goals and prioritize the values which should guide their action. The particular objectives of this study are to investigate: 1) the format of mission statements; 2) the words used at the microlevel in order to determine schools’ core values. In order to achieve these objectives, the method of document analysis was used.THE PROCESS OF ARGUMENTATION: The text consists of two main parts: the first provides a theoretical background. On the basis of literature review, a conceptual framework for the study isdefined. In the second part, the methodology and the results of the study are presented.RESEARCH RESULTS: School mission statements highlight the broad range of values and goals that the Catholic schools pursue. The goals take a form of institutional goals, goals for instructors,and goals for students and parents as well. The analysis also revealed the predominance of interpersonal values in school mission statements. Interestingly, two types of school mission statements are observed: one more exclusive and the other type of mission statement that indicates the openness for students with diverse philosophical backgrounds.CONCLUSION, INNOVATION, AND RECOMMENDATIONS: School mission statements could be a source of data for comparing Catholic schools both nationwide and abroad.

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Urszula Dernowska (rec.): Ronald A. Wolk, Wasting Minds, Alexandria 2011, ss. 199

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Dernowska U.

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2013

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nr 1(94)

197-201

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Douglas Fisher, Nancy Frey, Ian Pumpian: How to Create a Culture of Achievement in Your School and Classroom, Alexandria 2012

100%

Dernowska U.

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2014

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nr 1(101)

262-266

5

Konstruowanie kultury osiągnięć w szkole

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Dernowska U.

Problemy Wczesnej Edukacji

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2014

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tom 26

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nr 3

121-135

EN

Building the culture of a school takes time and effort. The culture of the school is not something that can be left to chance, nor can it be seen as something beyond our control. Having a mission is an important step in improving student achievement. It focuses people inside the place called school on a common purpose. According to Douglas Fisher, Nancy Frey, and Ian Pumpian, five pillars that hold up the mission statement are presented: welcome, do no harm, well chosen words, it’s never too late to learn, and efficacy and reflection. These pillars are critical to building a culture of achievement in school. The author also makes a few comments on some aspects of Polish school reform.

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Kontakt z Innym w – „innym” niż dotychczasowy – czasie pandemii. Rozważania o inkluzyjnej kulturze szkoły

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Dernowska U. , Tłuściak-Deliowska A. , Markowska-Manista U.

Edukacja Międzykulturowa

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2022

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tom 17

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nr 2

149-160

PL

Koncepcja inkluzyjnej kultury szkoły wskazuje na potrzebę wieloaspektowego otwarcia się na różnorodnych Innych i ich zróżnicowane potrzeby edukacyjne. Szczególnego znaczenia nabierają w niej strategie nakierowane na wirtualny kontakt i relacje online z Innymi w „innym” niż dotychczasowy, znany nam świat. W artykule poruszono zagadnienie (e-)inkluzyjnej kultury szkoły w czasie pandemicznych zakłóceń COVID-19. Przedstawiono wybrane egzemplifikacje badań empirycznych, które pokazują, że choć czas pandemii jest niełatwy dla implementacji idei inkluzji w szkolnym środowisku uczenia się, to jednak, nawet w tak trudnych warunkach, możliwe jest tworzenie uczniom różnorodnych okazji do budowania relacji z Innymi w duchu idei edukacji integracyjnej i sprawiedliwej dla wszystkich.

EN

The concept of an inclusive school culture indicates the need for a multifaceted opening to different Others and their diverse educational needs. In this context, strategies oriented towards virtual contact and online relations with Others in a “different” world from the one were familiar with become particularly important. This article addresses the issue of (e)inclusive school culture in times of the COVID-19 disruptions. It presents selected illustrations of empirical research showing that despite the fact that the implementation of the idea of inclusion in the school learning environment is not easy during the pandemic, it is still possible, to provide various opportunities for students to build relations with Others in the spirit of the integration education and justice for all.

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The principal’s behaviors and job satisfaction among middle school teachers

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Tłuściak-Deliowska A. , Dernowska U.

The New Educational Review

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2015

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tom 39

215-225

EN

This paper focuses on the connection between the principal’s behaviors and job satisfaction among teachers. The study was conducted on a sample of 74 five middle school teachers. It was found that: (1) middle school teachers perceived their principals as supportive rather than restrictive, (2) teachers are satisfied with their job in middle schools, (3) the principal’s supportive and directive behavior was positively correlated with job satisfaction, (4) the principal’s restrictive behavior was found not significantly correlated with job satisfaction and finally (5) the principal’s directive behavior was a significant predictor of job satisfaction among middle schools teachers.

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Kultura współpracy w szkole w percepcji nauczycieli szkół gimnazjalnych

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Tłuściak-Deliowska A. , Dernowska U.

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2016

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nr 40

127-148

EN

School culture, more than any other single factor, determines the ultimate success or failure of any school. Undoubtedly, it is one of the indicators of school quality as well as a multifaceted concept composed of many factors. The article presents the results of the pilot study which was aimed to determine the perception of collaborative school culture by the teachers. The research was administered to middle schools’ teachers in the regions of Podkarpacie and Mazovia. The quantitative research perspective was used to obtain data to validate factors such as: unity of purpose, collaborative leadership, professional development, teacher collaboration, collegial support, and learning partnership. The Polish version of the School Culture Survey inventory (S. Gruenert, J. Valentine, 1998) was used. The results implied that teachers and school principals generally value and contribute to creating a collaborative school culture, but still do not pay as much attention as necessary to create learning partnership with parents.

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School Culture as a Field of Analysis: Review of Research in Kazakhstan and Poland

51%

Tłuściak-Deliowska A. , Dernowska U. , Kosherbayeva A.

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tom 42

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nr 1

27-48

PL

Wprowadzenie: Postsocjalistyczna transformacja ustrojowa po 1989 roku zapoczątkowała szereg zmian w sferze politycznej, gospodarczej i społecznej w wielu krajach. Zmiany zaszły również w placówkach edukacyjnych, które w ciągu ostatnich trzech dekad przekształciły się ze względu na zmiany o charakterze programowym i organizacyjnym. Rzeczywisty zakres i głębokość zmian zachodzących w szkole wymaga wyodrębnienia całościowego konstruktu, który pozwoli uchwycić cechy oraz zmiany zachodzące na różnych, także ukrytych, poziomach funkcjonowania szkoły. Najlepiej zdaje się spełniać te kryteria koncepcja kultury szkoły. Cel badań: Celem była analiza empirycznych artykułów polskich i kazachskich dotyczących kultury szkoły. Metoda badań: Aby znaleźć odpowiednią literaturę, opracowano strategię wyszukiwania, która składała się z kilku etapów, w tym przeszukiwania baz danych recenzowanych artykułów naukowych opublikowanych w języku angielskim, kazachskim i polskim w ciągu ostatnich 30 lat. Wyniki: Chociaż przeanalizowano publikacje z ostatnich 30 lat, niewiele zidentyfikowano publikacji spełniających narzucone kryteria analityczne. Biorąc pod uwagę publikacje kazachskie, należy zauważyć, że dominującym podejściem empirycznym jest podejście ilościowe, jednak brak jest badań, które bezpośrednio poruszałyby problematykę kultury szkoły. W przypadku publikacji autorów zajmujących się tą problematyką w Polsce również dominuje podejście ilościowe, ale autorzy odwołują się bezpośrednio do kategorii kultury szkolnej. Mimo że dominują publikacje w języku ojczystym, liczba tekstów w języku angielskim rośnie. Wnioski: Wyniki wykazały znaczne różnice w charakterze dyskursu empirycznego dotyczącego kultury szkoły.

EN

Introduction: The post-socialist political transformation after 1989 initiated several changes in the political, economic, and social spheres in many countries. Changes have also occurred in educational institutions, which have been transformed over the last three decades because of changes of the program and organizational nature. The actual scope and depth of changes taking place at school requires the isolation of a comprehensive construct that will allow to capture the features and changes taking place at various, also hidden, levels of school functioning. These criteria are best met by the concept of school culture. Research Aim: The aim was to analyze empirical Polish and Kazakh articles on school culture. Method: To find relevant literature, a search strategy was developed which consisted of several stages, including searching databases of peer-reviewed journal articles published in English, Kazakh and Polish in the last 30 years. Results: Although publications from the last 30 years were analyzed, there were not many publications that met the imposed analytical criteria. Considering Kazakh publications, it should be noted that the dominant approach is the quantitative one, however, there are no studies that address school culture issue directly. In the case of publications of authors dealing with the issue of school culture in Poland, the quantitative approach also dominates, but the authors refer directly to the category of school culture. Although publications in the native language dominate, the number of texts in English is increasing. Conclusions: The results showed considerable differences in the nature of the empirical discourse regarding school culture.