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ДІАГНОСТИКА НЕУСПІШНОСТІ МОЛОДШИХ ШКОЛЯРІВ У ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

100%

Кондратюк С. , Мордвінова І.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 5(59)

297-307

EN

The problem of underachievement of primary and secondary school pupils today is and will be the most urgent. Underachievement is a comprehensive unpreparedness of the learner which occurs at the end of a certain period of training. Diagnosis of poor progress and classification of the student to a particular type of underachieving is possible only if we know the totality of types and subtypes of failure, their manifestations and ways to overcome. The problem of poor progress of students in secondary and especially primary school always attracted the attention of teachers, both scientists and practitioners. Among the prominent scientists who were involved in this problem, put forward their theories and methods to overcome the poor process, are U. Hilbuh, V. Tsetlin, V. Grishin, U. Babanskii, M. Paltyshev, N. Menchinskay, V. Kuznetsov and many others who proposed the ways of overcoming pupils’ poor progress, developed programs and methods of its elimination. The purpose of the article is to reveal the ways to prevent and eliminate underachievement of junior pupils in primary schools. To achieve this goal the following objectives should be realized: to classify the causes of poor progress of pupils and determine the forms and methods of liquidation of poor progress of primary school children. Methods of research – analysis, synthesis, comparison, observation and pedagogycal experiment. The vast intellectual unpreparedness of primary school children to learning directly leads to the underachievement of educational activities, inability to meet the requirements of teachers and therefore to low ratings. Modern pedagogy has collected a lot of experience to overcome the poor process of school children. Analysis of various practical means reveals some fundamental provisions in the diagnosis of poor process, one of which is psychological diagnostics. It is aimed at early detection of child’s readiness for school, determining the type of mental deviation of primary school children and under this plan purposeful educational influences in learning and education. One criterion for the effectiveness of school psychological diagnostics is to control the execution of written and independent work in Ukrainian language, mathematics, literary reading, science. Thus, the optimal system of measures is aimed at helping underachieving pupils to overcome gaps in knowledge in further training activities. Prospects for further reseach are seen in revealing system of means of junior pupils underachievement prevention in primary schools.

2

When rationality meets political interest. Problems of education policy rationalization in Polish municipalities

94%

Kołomycew A.

Przegląd Politologiczny

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2017

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nr 4

131-144

PL

W artykule przedstawiono wyniki badań dotyczących racjonalizacji polityki oświatowej w gminach wiejskich i miejsko-wiejskich. Autorka koncentruje się na najbardziej radykalnym rozwiązaniu racjonalizatorskim, jakim jest likwidacja szkół. Rozwiązanie to choć zasadne pod względem ekonomicznym może okazać się kosztowne w wymiarze społecznym. W artykule autorka weryfikuje hipotezę zakładającą, że postulowana racjonalizacja polityki oświatowej gmin staje się fikcją w sytuacji, gdy władze gmin (organ wykonawczy) kierują się własnym interesem, którym jest utrzymanie poparcia społecznego (zwycięstwo w kolejnych wyborach), a nie racjonalnością ekonomiczną oraz dobrem publicznym. Problem racjonalizacji sieci szkół w gminach autorka analizowała na gruncie teorii racjonalnego wyboru. Artykuł powstał na postawie badań literatury przedmiotu oraz danych ilościowych, jak również badań empirycznych przeprowadzonych w wybranych gminach w formie półustrukturyzowanych wywiadów. W badaniach korzystano z metody porównawczej, elementów analizy systemowej oraz metod jakościowych. W dwuetapowym procesie autorka badań dokonała wyboru gmin zlokalizowanych w trzech województwach (świętokrzyskim, mazowieckim i pomorskim), a następnie 60 respondentów sposób następujących grup: władze gmin (organ wykonawczy i przedstawiciele organu stanowiącego), nauczyciele, podmioty niepubliczne prowadzące szkoły, członkowie społeczności lokalnych i liderzy lokalni.

EN

The paper presents the results of the research on education policy rationalization in rural and urban-rural municipalities. The author focuses on the most radical rationalization solution, namely the liquidation of schools. This solution, albeit economically feasible, can be costly in the social dimension. In the article, the author verifies the hypothesis assuming that the postulated rationalization of the municipal education policy becomes fictitious when the municipal authorities (executive body) are motivated by their own interest, i.e. maintaining public support (a victory in subsequent elections) rather than economic rationality and public good. The problem of rationalizing school networks in the municipalities has been analyzed by the author on the grounds of the rational choice theory. The article was based on the literature review, quantitative data and empirical research carried out in selected municipalities in the form of semistructured interviews. The comparative method, elements of system analysis and qualitative methods were used in the research. In a two-stage process, the researcher has chosen the municipalities located in three provinces (Świętokrzyskie, Mazowieckie and Pomorskie), and then 60 respondents from among the following groups: municipal authorities (an executive body and representatives of a legislative body), teachers, school governing non-state entities, representatives of local communities and local leaders.

3

Zarządzanie konfliktem na tle likwidacji szkół

84%

Kołomycew A. , Kotarba B.

Studia Regionalne i Lokalne

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2020

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nr 1(79)

77-96

PL

Wysokie koszty realizacji zadań oświatowych wynikające ze zmniejszającej się liczby uczniów, a także niekorzystne prognozy demograficzne zmuszają władze gmin do podejmowania działań oszczędnościowych, w tym likwidacji szkół. Decyzje te są niepopularne społecznie i wywołują konflikty pomiędzy interesariuszami lokalnej polityki oświatowej. Celem artykułu jest przedstawienie podejmowanych przez władze gmin działań mających ograniczać negatywne skutki konfliktów związanych z likwidacją szkół, mimo że osłabiają one efektywność finansową samego procesu likwidacji. Artykuł powstał na podstawie analizy literatury przedmiotu, a także wyników badań empirycznych prowadzonych przez autorów. Ramy teoretyczne wyznaczają wybrane koncepcje zarządzania konfliktem oraz model polarity management.

EN

The rising costs of educational tasks due to the decreasing number of students force municipal authorities to take cost-saving measures, including the most radical form, that is closing down schools. Such decisions are not popular with the local residents and in all the examined municipalities have caused conflicts between the stakeholders of local educational policy. The aim of the article is to present actions taken by municipal authorities to reduce the negative effects of conflicts arising in connection with the liquidation of schools. The authors focus on the activities of municipal authorities to curb the negative consequences of the conflict, but turn out to be financially ineffective. The article was based on the analysis of the subject literature, as well as the results of empirical research conducted by the authors. The theoretical framework draws on selected concepts of conflict management and the polarity management model.

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Zmiany w sieci szkół podstawowych na obszarach wiejskich województwa małopolskiego w latach 2000–2016

84%

Semczuk M.

Biuletyn Komitetu Przestrzennego Zagospodarowania Kraju PAN

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2018

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tom No 272

113--124

EN

The author’s aim was to present actual conditions of rural primary schools functioning and the spatial differentiation of their network reorganization with particular emphasis on the consequences of those schools liquidation change their a governing body other from the local government units (LGU) to local community organizators. The study was focused on rural areas of the Małopolskie Voivodship over 2000–2016 period. In the paper were presented the number of pupils and schools (open and closed) and the school governing bodies structure too. Those data, obtained by the author from the Local Data Banks and the Board of Education in Cracow and were presented for each statistical locality. A population and settlement concentration in many rural areas made costs of schools maintenance higher and higher. Thus school governing bodies faced a difficult decision – either to reorganize the actual school network or to spend more on education from the municipal budget. Most complicated structures is observed in the rural areas showing depopulation and dispersed settlement, the zones of traditional agricultural. In all rural areas of the Małopolskie Voivodship, the number of pupils in primary schools during the analysed period decreased nearly by 30%. Thus 118 small rural schools were closed i.e. in the county Miechów, of 43 schools remained only 21. The number of closed schools would be much higher without a activity of the local communities, which began to take over their schools from the LGU. Within rural areas the Małopolskie Voivodship in 2016, 123 schools were run by local organization i.e. over 11,5% of all the rural primary schools.