Wyniki wyszukiwania - Biblioteka Nauki

1

Opinions of Teachers and School Masters on the Governmental Program of Improvement of Security at Schools and Establishments 'Zero Tolerance for Violence at School'

100%

Pawlak R.

Polityka Społeczna

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2007

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tom 34

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nr 11-12(404-405)

23-29

EN

The aim of the paper is to present opinions of teachers and school masters on the Governmental Program of Improvement of Security at Schools and Establishments 'Zero Tolerance for Violence at School'. The special attention was paid to their views on four elements of the program: introducing school uniforms for students, granting teacher protection afforded to public officers, implementation of video surveillance of entrances of schools and consideration of introduction of schools for aggressive students.

2

The Polish Youth - Results of International Comparisons

80%

Kosela K.

Polityka Społeczna

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2007

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tom 34

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nr 10(403)

1-13

EN

The societies want to know what are achievements of students educated in various educational systems. Also preparation of students to life in democratic societies is the subject of international survey comparisons. One assessment of effects of citizenship education was carried out in 1999, next will be done in 2009. In 1999 our 14 years old teenagers turned out to be very successful in tests of citizenship knowledge and very distinct in comparisons of attitudes toward public affairs. By no means Polish youth deserves the 'zero tolerance program'. Review of 1999 results will enable researchers to see trends, because the next measurement of the same traits is processed.

3

E-LEARNING IN CANADA

80%

Johnson S. B.

e-mentor

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2011

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nr 4 (41)

83-85

EN

Before applying a U.S.-based online training program to Canadian higher learning faculty, a review of the status of e-learning in Canada was conducted. The review finds Canada as among the world's most developed and industrialized countries. Yet, in a ranking by the International Telecommunication Union, Canada slipped downward causing concern, dispute, and mixed interpretation. Existing national and provincial policies are relevant to the progress or perception of failure thereof of e-Learning in the country. The principle features of the e-learning programs are Internet -based technologies, and thus this form of education need not be dependent upon one's country of residence, or the location of any particular institution of higher learning. The null hypothesis with its logical extension was simple- There are not enough differences between the US and Canada's e-learning environments to warrant major modification of the US originated faculty development program for Canadian use. The conclusion drawn after the review is that while there are differences between Canada and the US, the functions and purposes of their e-learning programs are similar enough to apply a well-developed US faculty training program for current and prospective online faculty in Canada.

4

The PISA-Research and its Political and Educational Implementation in Germany in the years 2001-2004

80%

Tillman K.-J.

Kwartalnik Pedagogiczny

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2005

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tom 50

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nr 2(196)

91-105

EN

The question 'What are the results of PISA (Programme for International Student Achievement) research' was discussed in Germany since December 2001, arguably most fervently out of all 32 countries taking part in said research. Many different - often contradictory - propositions with political-educational and scholar-pedagogical character have been put. The author tries to answer the question 'What is new in PISA research', what is different from earlier studies of this kind, is it simple continuation or if it is significantly innovative. He considers 4 main aspects of the issue: approach of the research, results of the research, public debate over them and attitude of educational policy toward results of the research. He asks: (1)- Does PISA present new research approach and new quality of empirical pedagogical research? Answer for the first part of the question is definitely 'no'. However, a certain qualitative progress is clearly seen - at least in comparison to similar research made in the 70's and the 80's of 20th century; (2)- Do we have, since publication of the research result, the rise of the intensivity of public debate over them ? Lots of experts claims that it's true (rapid rise of the number of press articles devoted to PISA issue, warning against 'educational disaster'); (3)- What do we know from PISA research about German educational system ? About several alarming phenomenons: German education is very selective in the social sense; in the international comparative perspective results of the education in different subjects can be considered, at best, as modest; immigrants' children have very bad pedagogical opportunities. It's not true, that this issues were known about since very long time; (4)- How PISA research result are used in political-educational sense? Do we have a new quality? Results of the research were supposed, in the intention of its creators, to serve for educational plans and decisions-makers on central level. They would have to analyze them and use in order to steer better particular schools. Though all union countries ('lands') agreed on catalogue of the 7 most important enterprises, which need to be taken in order to heal the situation in education, nevertheless it is difficult with implementation of them in different 'lands'. The author analyzes situation in the biggest one - Nordrhein-Westfalen. It's there where he implemented supervised by him, his own, research project devoted to delete deficits diagnosed in PISA research. It is claimed in the summary, that 'PISA process' has not yet been finished. While research results from 2000 had not yet been 'consumed', in 2004 were published first results of 2003 research, and in 2006 new research comes up.

5

THE REFORM OF EDUCATION AND THE EDUCATIONAL SYSTEM ARAB SOCIAL THOUGHT OF MODERN TIMES

80%

Jamsheer H. A.

Dzieje Najnowsze

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2004

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nr 2

11-20

EN

The struggle between the then-called modernists (mujaddidun) and traditionalists (qudama' or salafiyyun) could be traced back to late 19th and early 20th century. It was the time, when the revivalist thinkers (nahdawiyyun) reached the end of their lives, leaving their messages to be continued by the next generation. There came a series of ideas and demands for social and cultural reforms, propagated by successive thinkers.A quite comprehensive reflection of all that is found in the ideas and activities of Taha Husayn (1889-1973). The paper traces his al–Azhar years among a generation of Azharites, who were - as inspired earlier by Muhammad Abdu - strong adherents of the freedom of speech, antagonists of obsolete opinions, and supporters of the right to interpret the sources of faith (ijtihad). They regarded themselves as messengers of reform, modernity and revivalism. Taha Husayn was one of those, who devoted themselves to struggle against backwardness. Their plans envisaged the innovation of the philosophy of Ibn Sina and Ibn Rushd, besides the complete neglect of obsolete scriptures that had hitherto devastated the mentality of al-Azhar and the minds of Azharites. The thought of Taha Husayn (against the background of his forerunners), in the first place the struggle against the domination of al-Azhar and Azharites upon the system of education in Egypt of the first half of the 20th Century as well as his educational reform project, is reconstructed on the basis of his vast writings alongside the rich public activity.

6

SOME REMARKS ON MODERNITY OF THE POLISH EDUCATIONAL SYSTEM

80%

Kawka Z.

Rocznik Pedagogiczny

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2005

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tom 28

7-23

EN

The article is devoted to the problem of modernity of the Polish educational system and attempts to answer two major questions: Is the Polish school modern in terms of organization and curriculum and how does it prepare its graduates to participation in individualized, competitive and changeable modern and post-modern world? Is it future-oriented?

7

PUPIL'S PERSONAL AUTONOMY AS PEDAGOGICAL WISHFUL THINKING

80%

Sliwerski B.

Rocznik Pedagogiczny

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2005

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tom 28

61-74

EN

This text concerns the naive belief - still persisting in educational politics and practice - that it is possible to maintain the autonomy of pupils, parents and teachers in the school reality, and that their situation at school and all the facts connected with it actually remain as we wish them to be. However, the hierarchical system of state management that was already established in the educational system in the 19th century not only strengthened the command, authoritarian model of management in educational institutions, but also produced and maintained their formal organizational character. In such a hierarchical educational system, where there exists vertical gradation of the whole system and its subsystems combined with diverse territorial coverage, all forms of self-government are appointed top-down, and even if there is a possibility of their grass-root origin (e.g. school councils), then the scope of their tasks and functions is prescribed by central state institutions. The evolution of the Polish educational system was characterised by diverse - and frequently controversial - forms of school communization, as a result of which they were supposed to perform public controlling functions over these institutions, prevent bureaucratic or ideological warps, enable the participation of local communities in the management process (in its financial and administration aspects) create the educational process in them, and finally generate the reform strategies and through this stimulate the development of schools.

8

Przestrzenne zróżnicowanie efektów kształcenia w województwie dolnośląskim na podstawie wyników egzaminów zewnętrznych

80%

Górecka S. , Brezdeń P.

Forum Socjologiczne

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2011

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tom 2

199-218

EN

The article presents the efficiency of education in Lower Silesian Voivodship based on the end-of-school examinations’ scores administered on each level of formal education. The research focuses on the analysis of the results of the examinations administered in two years: the first year of administering each examination and the year 2010. The results of the end-of-school examinations in Lower Silesia were compared with the nationwide results. The paper focuses on the analysis of the spatial differentiation of the scores of the examinations administered after all stages of education according to the poviats of Lower Silesian Voivodship. The research also contains the evaluation of the competitiveness of the education efficiency in the Lower Silesian poviats, formulated using the method of linear ordering taxonomy.

9

JEWISH YOUTH IN KATOWICE ELEMENTARY AND SECONDARY SCHOOLS UNTIL 1939 (Mlodziez zydowska w katowickich szkolach powszechnych i srednich do 1939 roku)

80%

Lusek J.

Kwartalnik Historii Żydow

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2011

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nr 3(239)

327-346

EN

The Jewish religious school in Katowice was established in 1860 and was taken over by the municipality in 1875. Then the Jewish community set up the Private Hebrew Teaching Establishment in order to provide additional language and religion tuition. In subsequent years, Jewish youth also formed a significant group of secondary and higher school students in Katowice. After the end of World War I, together with Katowice becoming part of the Polish state, the system of schools run by religious unions was rebuilt. In 1926, the Berek Joselewicz Jewish school was opened. The educational offer also included the Talmud Tora School, the Hebrew Research Centre and the classes organized within the framework of the Jewish Youth Organization. Until the outbreak of World War II, Jewish youth also studied in general Catholic and Evangelical primary and secondary schools.

10

SEA CHANGE - BRITISH IDEA FOR BROAD TRANSFORMATION IN EDUCATION (Sea change - brytyjski sposób na gruntowna przemiane)

80%

Zajac M.

e-mentor

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2011

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nr 1 (38)

47-52

EN

The rapid development of social technologies, observed in recent years, influences lifestyle and work style of young generation in particular. It also imposes new requirements for education system, which ought to be customized for the conditions in which so called digital natives grow up (they are not familiar with living without computers, Internet nor cell phones). Such issues were the subject of research conducted in 2010 by the team of CREN SGH. The actions undertaken as a modernization of teaching processes in the Great Britain, which pretends to title of a leader in transformation in education, were examined as an example of good practices. The conclusions from the aforementioned analysis constitute the pivotal content of the following article. They also served as a basis for comparison of Polish education with the trends observed in the countries in which the process of transformation is already advanced.

11

Semantyka a społeczeństwo. Pojęcie selekcji i preorientacji w szkolnictwie francuskim w latach 1956–1968

80%

Demarolle P. , Abramowicz M.

Etnolingwistyka. Problemy Języka i Kultury

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2003

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tom 15

49-61

PL

Autor omawia pewien etap historii francuskiego rzeczownika sélection na tle zmieniającego się społecznego systemu wartości i ewolucji systemu edukacji we Francji. Zapożyczony z języka angielskiego i spopularyzowany na gruncie teorii Darwina rzeczownik wiązał się na początku swego funkcjonowania w języku francuskim z pozytywnymi konotacjami, gdyż selekcja była tożsama z postępem biologicznym i – w początkowym etapie zastosowania do systemu edukacji – społecznym i pomagała wyłaniać przyszłe społeczne elity. W miarę wprowadzania kolejnych reform systemu edukacji zmierzających do demokratyzacji szkoły i wraz z podnoszeniem wieku obowiązkowej nauki, polityka selekcji była stopniowo zastępowana polityką preorientacji, czyli różnicowania ścieżek edukacyjnych w zależności od uzdolnień uczniów, a semantyka samego słowa selekcja/sélection ulega zmianie. Efektem była całkowita utrata pozytywnych konotacji przez słowo sélection.

EN

The article discusses one stage in the development of the French noun 'sélection' in relation to the changing social system of values, the manifestation of which can be seen in the evolution of the French educational system. A borrowing from English, made popular in the context of Darwin's theory, the noun originally had positive connotations. Selection was seen as tantamount to biological and - as it originally referred to the educational system - social progress: it helped shape the future social elite by discriminating between the children pursuing and not pursuing their education in secondary schools. The implementation of subsequent changes in the educational system was targeted at democratizing the school and raising the age of compulsory education. The policy of selection was gradually being replaced with that of preorientation, i.e. of varying pupils' educational careers depending on their talents. The semantics of the word 'sélection' underwent changes, one of which was a complete loss of positive connotations.

12

Educational system, poverty and social exclusion

80%

Tarkowska E. , Gorniak K. , Kalbarczyk A.

Polityka Społeczna

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2006

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tom 33

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nr 11-12(392-393)

29-33

EN

The article presents the outcomes of a research study on the ways schools and the system of education in Poland in general approaches poverty and pupils from poor families. The research shows the Polish school as oriented towards satisfaction of current needs of poor children, such as free meals, rather than on long term, developmental ones. In the light of gathered data the Polish school is not a place of social integration and does not teach the values of equality and human solidarity. It also does not support the process of education of poor children and youth. Its certain features (domination of teaching function over upbringing and child care, overly large classes and schools etc.) and practices (segregation, labelling stigmatisation, exclusion) are especially disadvantageous for poor children and youngsters.

13

Towards Utopianism of Educational Thought

80%

Meczkowska A.

Kwartalnik Pedagogiczny

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2005

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tom 50

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nr 3(197)

5-17

EN

The paper explores the status of utopian thought in educational theory. It starts with the thesis that we witness a deep crisis in contemporary educational theory affecting the utopian impulse. This crisis seems to mirror the weakness of utopian thought in the humanities in general. Education divested of the critical impulse of utopianism seems to result from the instrumental turn of Enlightenment Reason as well as postmodernist change. The authoress argues that a revival of the critical tradition of utopianism in educational theory will enliven its emancipative potential. Last but not least, it will inspire to see education as a more hopeful and future-oriented process.

14

Powstanie delegatur polskiej administracji szkolnej na uchodźstwie

80%

Chmielewski W.

Rozprawy z Dziejów Oświaty

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2012

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tom 49

35-53

EN

The evacuation of Polish soldiers and civilians in 1942 from the Soviet Union to the Middle and Near East to Africa, India, Mexico and New Zealand resulted in the need to run many education and care centers, various types of schools, courses and nurseries in these parts of the world. Initially, the education of children and young people of school age in the individual Polish refugee communities was administered by the Branch of the Ministry of Labour and Social Affairs of the Polish Government in Exile. This issue, however, was quite problematic (especially difficulties of a pedagogic nature) for the above-mentioned institutions. In this situation, in several regions of the world where Polish children and young people resided, the Branches of the Office of Educational Affairs and Ministry of Religious Denominations and Public Enlightenment were established. The decision was generally correct but sparked a number of comments about the nature of competence. The main aim of branches was to organize and supervise Polish schools in exile outside the UK. Larger branches employed department managers, school inspectors, trainers, Polish Scouting and Guiding Association leaders, accountants, secretaries, clerks, janitors, drivers. Sometimes they were compared to education offices of school districts. Some of them set up school inspectorates, branches and local departments. The withdrawal of the recognition of the Polish Government in Exile by the British Government on 5 July 1945, led to the closure of branches. The activities of the branches of the Office of Educational Affairs and the Ministry of Religious Denominations and Public Enlightenment were very useful. Thanks to their huge amount of work, the Polish education system in exile outside the UK was organized and adapted to the existing needs. The branches made a major contribution to the organization and pedagogic supervision of children and young people education. They contributed to the integration of the teaching profession, created (so important in exile) a sense of stability. The branches created favourable conditions for the cultivation of patriotism and love for one`s country in their subordinate educational institutions . They consistently took care of the preparation of the Polish children and young people to return to their homeland after the end of the war.

15

Aspects of Contemporary Education Reform in Spain and its Impact on Teachers

80%

Lippke W. J.

Kwartalnik Pedagogiczny

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2005

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tom 50

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nr 3(197)

133-152

EN

The article is divided into seven paragraphs focusing on contemporary political and cultural situation in Spain; school and job market, a public debate on education system; the aims of the 1970 and 1990 reforms; changes in education based on the school act of 1990 (recognized as LOGSE); the new 1990 school act (Ley de Calidad); teacher training; the sum up and future perspectives. In conclusion the author assumes that as a result of numerous criticisms concerning Spanish university and lower level education, dramatic changes are suggested. They include Defense Ministry reduction and shifting thus regained sources to education. Ignatio Sotelo's idea to close down all universities and open them again is recalled here. Yet, these are utopian ideas. Minimal postulates raised at political educational discussions can be paraphrased as follows: the quality of each level education must be improved, equal chances for education must be granted, computer technologies should be used at schools more effectively, teacher training must be more efficient, there should be better social integration of people in Spain.

16

The dual paths to innovation and economic revival

70%

Kilgour M. , Melnyk V.

Mekhanizm Rehuluvannya Economiky

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2011

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tom 3 (53)

38-46

EN

This article is engaged in the problem of educational system development to improve workforce skills to adapt and innovate. The Creative Combination Model is considered to depict the influence of creativity contribution on the results of cognitive processes. The difference between eminent and incremental creativity is considered. The possibility and the conditions of considered issues implication in educational system are described in the proposed balanced approach.

17

ZAVEDENIE UKRAJINSKÉHO VYUČOVACIEHO JAZYKA NA SLOVENSKU V ROKU 1952

60%

Virostková A.

Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied

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2013

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tom 16

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nr 3

-

EN

The article deals with the situation and with one of the problems in the Ukrainian minority educational system in Slovakia in the 50th of the 20th century. It focuses mainly on the issue of language in the Ukrainian national schools in northeasters Slovakia after the implementation of the administrative reform in 1952. A special attention is given to the reason of reducing number of the Ukrainian schools.