Wyniki wyszukiwania - Biblioteka Nauki

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Editorial

100%

Smyrnova-Trybulska E.

International Journal of Research in E-learning IJREL

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2015

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tom 1

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nr 1

5-8

EN

The theme and the priorities of the IJREL reflect the conceptual principles underlying the modernization of education and the reform of the educational systems in European countries, as well as national development strategies for the 21st century. One of the European Union’s key educational o bjectives is the provision of equal opportunities for all with regard to access to learning and knowledge, regardless of gender, financial and physical ability, and place of residence. That is why distance learning has now been granted a status of high priority. If introduced on a wide scale, distance learning and teaching may make significant contribution towards the achievement of educational goals in member states.

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Terms of reforming the Polish educational system in political transformation period

88%

Szczesna J. , Rodzos J.

Prace i Studia Geograficzne

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2011

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tom 48

EN

The turn of the 80. and 90. of the XX century was a period of great political, economic and social changes in Poland. Introduction of democratic principles and Poland joining in the processes of European integration required a quick adaptation of the educational model to the changing social and economic conditions. In the new reality of the state's functioning the educational model based on central management became inadequate because it was applying uniform patterns of education characteristic for the communist era. The range of student's competence in the course of education was considered insufficient. In the era of market economy and general access to information the educational model based on encyclopedic knowledge also became inadequate. The required features which needed to be developed in a future citizen were: openness, creativity, initiative, the ability to function in conditions of competitiveness (Rodzoś, Charzyński 2005). It was particularly significant to prepare the young generation essentially for the proper reception and interpretation of the social and economic processes and changes occurring in the surrounding world. All of the above mentioned reasons lead to passing a bill on a new educational system by the Seym of Poland in 1990 and beginning the process of reforms. However, carrying out the reforms in conditions of the state's difficult financial situation as well as in the context of social habits formed during the 45 years of functioning in the totalitarian system causes numerous problems and inconsistency. The basic ones are: lack of cohesion of educational policy and frequent changes of the concept of reform resulting not from aspiration to increase the effectiveness of education, but from political and economic rationale; discrepancy between the theory of reform and its practical realization; appearance of activities and too hasty introduction of some changes, and lack of mental preparation of the society. These problems defer the process of reform and aggravate gaining positive results in the form of society's education which is better and well adapted to the needs of the contemporary world; they led as well to a decrease in prestige of the profession of a teacher. Despite the difficulties, many positive changes have also been obtained in the polish educational system, i.e. making education non-political, increase of the society's general level of education, implementation of the concept of life-long learning as well as introduction of many educational patterns copied from countries with well developed democratic systems, especially in the European Union.

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Muzeum zorientowane na odbiorcę. Strategie edukacyjne budujące długookresowe relacje z widzem jako usługobiorcą

87%

Rogozińska A.

Studia Edukacyjne

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2016

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nr 41

323-334

EN

This article discusses the role of marketing in the transformation of a museum. The museum should become a service organization with a diverse range of activities, concentred on the audience. There is a real chance that the introduction of relationship marketing in the museum will help it fulfil its mission. Relationship marketing treated as an approach which permeates the all institutional structures and helps to manage the whole museum: it is both the manager path, as well as all museum staff. This marketing is focused not only on promotion and communication, but is also used in shaping the museum educational strategies and planning further institutional activities. From this perspective, marketing is an orientation and a set of specialized practices, it has become a way to understand common values and to achieve specific goals.

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Žák-uprchlík v českém systému vzdělávání: případová studie

75%

Kurowski M.

Sociální pedagogika (Social Education)

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2013

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tom 1

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nr 1

64-76

EN

The article deals the topic of the education of migrants, specifically to a pupil who, along with his family, received asylum in the Czech Republic. The first part of the study is devoted to introducing the issue of the education of pupils with refugee backgrounds. We deal with the question of who is a refugee student and we also try to briefly describe the educational theories, from which the topic may be inspired. The largest part of the text is devoted to the analysis of a case study in which we try to see the issue through the eyes of the three stakeholders: the mother of the pupil, the teacher of the pupil and the pupil himself. The study analyses qualitative processed semi-structured interviews. As a research design we chose a case study because we are convicted it is the right way to get deeper into the issue, which is of interest to our country and the world.

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Stimulation of Children’s Text Comprehension in Primary Education – On One Educational Strategy

63%

Liptáková Ľ. , Cibáková D.

Journal of Preschool and Elementary School Education

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2014

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nr 6

67 - 80

EN

The paper explores the possibilities for developing reading comprehension by a pupil in primary education in the Slovak Republic. The need for scientific research into developing reading literacy in Slovakia, with its educational implications, is growing as a result of the unsatisfactory state of the current educational context. In this paper, we present an educational strategy focused on the development of comprehension of an informational text in primary school pupils. The strategy is based on the outcomes of previous research on the effectiveness of developing text comprehension on the basis of parallel stimulation of linguistic and cognitive processes. The presented stimulation programme offers a model for school education and for teachers how to proceed with the systematic development of comprehension of an informational text. At the same time, we offer the presented strategy for developing the reading literacy of a pupil for comparison with educational strategies in different countries.

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Physical activity in children with autism spectrum disorders: considerations for educational program administration

63%

Pleban F. T. , Barney D. , Burke R.

Central European Journal of Sport Sciences and Medicine

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2014

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tom 05

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nr 1

EN

While diagnostic criteria for Autism Spectrum Disorders (AS D) is clear, misconceptions of AS D create barriers and challenges for children with AS D and their interaction in the educational environment around them. The social model of disability states people with disabilities are more limited by social constraints than actual impairment (Llewellyn and Hogan 2000). In hopes to diminish these social constraints, continued education and progression of programs for children with Autism Spectrum Disorders is essential. When observing the different teaching strategies educators used to assist children with AS D, no one educational strategy was deemed appropriate for use. Findings revealed there were no defined guidelines on how to interact with autistic children and left teachers to use their own teaching methods. Literature reflect a lack of educational strategies for children with Autism Spectrum Disorders in an academic setting; at the various grade levels. One of the newer strategies to be investigated is the role of physical activity in children with ASD. Regular physical activity is highly beneficial towards the health of all children with or without disabilities. However, social and behavioral impairments leave little opportunity for children with Autism Spectrum Disorders to be successful in participating in physical activity; resulting in a possible higher risk of being inactive. Exercise options such as martial arts, swimming and yoga programs have been shown to be successful for children with Autism Spectrum Disorders.

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Textile Production Within a Co-operative Applied to European Rural Women

51%

Perivoliotis M. C.

Fibres & Textiles in Eastern Europe

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2002

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tom Vol. 8, no. 3 (38)

8--13

EN

The paper describes our distance-learning proposal in the textile production field for women in remote and rural areas. It is a pilot study focusing on those women who are professionally or occasionally occupied with the production of textiles without having any education in textile production, design, marketing or management, with special focus on those who wish to attend simplified lectures on these matters but cannot, due to their residential location or to their lifestyle constraints. New education strategies adapted to the user’s educational level had to be developed engaging the potential of computer technology in the textile process. It is also a proposed solution to the exclusion and unemployment that is still rife in many East Mediterranean and East European countries. We also look for the promotion of the home and co-operative textile industry via education. The research work is a combined project of the Technological Educational Institution of Athens (TEI) and the “Prisma” society, supported by the LEONARDO DA VINCI program and the diploma work and practical training of TEI students. It has been applied all around Greece and introduced to co-operatives in Italy, Ireland and Sweden. We describe the evolution of the program and the results of the applications among our partners.

PL

Omówiono projekt dotyczący możliwości zdalnej edukacji kobiet wiejskich w dziedzinie produkcji tekstyliów. Jest to pilotowy projekt dotyczący kobiet, zawodowo lub okazjonalnie zatrudnionych przy wytwarzaniu tekstyliów, nie posiadających wykształcenia w dziedzinie produkcji włókienniczej, wzornictwa, marketingu i zarządzania, ze szczególnym uwzględnieniem tych kobiet, które chciałyby dokształcać się, ale nie mogą z powodu odległego miejsca zamieszkania lub innych przeszkód. Nowe strategie edukacyjne zostały opracowane w oparciu o procedury informatyczne. Przedstawione propozycje mają pomóc w rozwiązaniu problemu bezrobocia w wielu krajach wschodnioeuropejskich i śródziemnomorskich oraz w promocji rodzimego przemysłu włókienniczego. Projekt opracowały wspólnie Instytut Technologiczno-Edukacyjny w Atenach i Stowarzyszenie „Prisma", wspierane przez program „Leonardo da Vinci". Projekt został wprowadzony w Grecji, a także we Włoszech, Irlandii i Szwecji.

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Imperatyw pedagogiczny jako element strategii wychowawczej

44%

de Tchorzewski A. M.

Studia Paedagogica Ignatiana

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2017

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tom 20

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nr 2

61-84

PL

Artykuł ma na celu ukazanie różnic pomiędzy kategoriami pedagogicznymi rygoryzmu i liberalizmu wychowawczego, określić treść i zakres znaczeniowy tych pojęć oraz uzasadnić ich miejsce w strategiach wychowawczych oraz w ich różnych typach. Stąd posłużono się w artykule syntetycznym ujęciem historycznym, które ma w sposób jak najbardziej lapidarny ukazać rozwój myśli dotyczącej przymusu i swobody w wychowaniu, a zwłaszcza przejawów praktyki w tym zakresie od starożytności aż po czasy nowożytne. Przeprowadzono także analizę dwóch sprzecznych koncepcji pedagogicznych, które ujmuje się w relacji homo educandus vs homo non educandus. Koncepcje te w różny sposób odwołują się do takiej kategorii, jak wolność pedagogiczna i określają jej znaczenie w praktyce wychowawczej. Takie podejście umożliwiło przeprowadzenie typologizacji dwóch strategii wychowawczych, które ujęto w dwie kategorie: strategii autokratycznej i strategii formacyjnej. W każdej z nich pojawia się problem odwoływania się do wybranych imperatywów pedagogicznych, które zostały szczegółowo opisane. Do nich zaliczono: posłuszeństwo, dyscyplinę, karność, odpowiedzialność oraz sumienność. Ukazano także ich związek z procesem kształtowania w postawach wychowanków sprawności, zwłaszcza sprawności moralnych, które należy pojmować jako element rezultatu procesu wychowawczego. Imperatywy pedagogiczne, do których odwołują się wychowujący, mogą świadczyć o poziomie świadomości wychowawczej i kulturze pedagogicznej tych, którzy przyjmują na siebie odpowiedzialność za wychowanie młodzieży. Rolą imperatywów pedagogicznych jest wspomaganie wychowanków w ich osobistym i społecznym rozwoju.

EN

The purpose of the article is to outline the differences between such pedagogical categories as: rigorism and liberalism of upbringing, assessing the content, range of meaning of terms and providing legitimacy for them in strategies of upbringing and their different types. Thus, a historical synthetic view is applied that should show, in a lapidary way, the development of thought connected to constraint and liberty in upbringing and in particular the symptoms of practice in that range from antiquity to modern times. Moreover, the analysis of two inconsistent pedagogical conceptions was conducted that are subsumed in the relation homo educandus vs. homo non educandus. These conceptions, in different ways, refer to such categories as pedagogical freedom and determine their meaning to education. This approach allowed two types of educational strategies to emerge that are presented in two categories: autocratic strategy and formation strategy. In each of them there is a problem referring to selected pedagogical imperatives that have been described in detail. These include: obedience, discipline, respect for punishment, responsibility and conscientiousness. It also shows their relation with the process of shaping attitudes to learner efficiency, especially the efficiency of morality which should be understood as an element of the result of the educational process. Pedagogical imperatives to that the educators referred to can indicate the level of awareness of the educational and pedagogical culture of those who assume responsibility for the education of youth. The role of pedagogical imperatives is to support learners in their personal and social development.