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Wyświetlanie 1-10 z 890
Tytuł:
Autonomy of teachers of Polish public and private schools in the field of teaching and upbringing
Autorzy:
Berkowicz, Aleksandra
Wydawca:
Magnanimitas
Opis:
One of the most important changes introduced to Polish education after 1989 was autonomy alongside decentralization and socialization. The autonomy of teachers is a manifestation of democratization, and thus freedom and creativity in action. Hence the question whether teachers in Polish schools use autonomy in terms of content, methods, didactic means and ways of assessing students, if so, with what frequency and whether the independence of teachers and their own initiative is correlated with the type of school - public or non-public? This article attempts to answer these questions.
Dostawca treści:
Repozytorium Uniwersytetu Jagiellońskiego
Inne
Tytuł:
Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem
Autorzy:
Chomczyńska-Rubacha, Mariola
Tematy:
academic achievement
self-esteem
sex
middle schools
primary schools
high schools
Pokaż więcej
Wydawca:
Wydawnictwo Adam Marszałek
Powiązania:
https://bibliotekanauki.pl/articles/2031715.pdf  Link otwiera się w nowym oknie
Opis:
The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Comparative Discourse Analysis of Moral Dilemmas of Students Attending Hungarian Schools of Three Models
Autorzy:
Mátyás, Turós
Tematy:
moral dilemma discussion
comparative study
Catholic schools
Waldorf schools
state-run schools
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Wydawca:
Wydawnictwo Adam Marszałek
Powiązania:
https://bibliotekanauki.pl/articles/2191731.pdf  Link otwiera się w nowym oknie
Opis:
The culture of inquiry in moral thought had already introduced the method of eliciting judgement about images and stories through open-ended questions in the first third of the 20th century. In our research, we investigated the moral reasoning of students. We sought to answer how pupils in public, Catholic, and Waldorf schools judge moral dilemmas in fictional stories. Students’ (N=1144) responses to single-choice selective closed-ended (yes or no?) and open-ended (why?) questions about the reason for their choice were used to judge the decisions of the characters in three realistic, believable, age-appropriate stories. In the first story, taking unlawful advantage was accepted most by public school students and least by Catholic school students. In the second story, the actors’ solution method was rejected mainly by Waldorf students, with social justification. In the third story, there was no significant difference between the perceptions of the school models’ pupils, with a similar pattern of rejection. The results are only valid for Hungary.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Marketing communication as an element of public communication at schools
Autorzy:
Kołodziejczyk, Joanna
Opis:
This article deals with the problem of public communication at schools. Modern society expects that any public body will share reliable information concerning its operation. This is also the case with schools. Different stakeholders interested in school functioning will seek information, that is important from their point of view (school staff, students, students’ parents, school graduates, authorities in charge and supervising, organizations working with the school and wider local communities). These different groups will not only seek information, but will also be interested in meeting public communication standards. Today, one expects from schools, as well as other public organizations, communication activities which will perform the informative function, but also allow a democratic process to include stakeholders in the process of social communication, social debate, and enable them to make comments, demands, formulate opinions, etc. The element to which attention is paid in public communication is the creation of messages that build a positive image of the organization in the local community. Instruments used in marketing communication are supposed to support schools in achieving their main objectives, though often they serve market purposes – that is, attracting new students. The aim of the research was to obtain information on how schools perceive and perform their role as a participant in the process of public communication. It tried to determine what content dominates in the communication with local communities, what means of public communication are used by schools and what functions are performed by public messages generated by schools.
Dostawca treści:
Repozytorium Uniwersytetu Jagiellońskiego
Inne
Tytuł:
Blaski i cienie życia w internatach szkół jezuickich w II Rzeczypospolitej
Positive and Negative Aspects of Life in Jesuit Boarding Schools in the Second Republic of Poland
Autorzy:
Puchowska, Małgorzata
Tematy:
boarding schools, jesuit schools, Second Republic of Poland
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Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/955141.pdf  Link otwiera się w nowym oknie
Opis:
Jesuit boarding schools did not fulfil only social roles. They were educational institutions shaping discipline, morality and religiousness of their pupils. The monks organized various activities for their students which were conducive for acquiring and consolidating knowledge. Students’ time was filled with the review of school material, literary exercises, debates or production of theatre performances. The offer depended on the degree of exclusivity of a given establishment. In the Second Republic of Poland, there functioned three Jesuit schools for laymen: in Khyriv (Pol. Chyrów), Vilnius and Gdynia. Only the first two ran boarding schools. Both boarding schools offered very good living conditions, and the life of the alumni passed according to a similar, clearly defined day rhythm. The institutions in busy urban Vilnius and peripheral Khyriv were very much different. The educational process used for the boarding students from Vilnius lacked special rigours, which was different from the methods generally accepted at that time. The behaviours of boarding students from Khyriv, in turn, were regulated in the minutest detail by Statutes and regulations and the system of punishments was very elaborate. The schools tried to restore order by the method of overcoming the resistance of the more independently feeling and thinking pupils.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA
Autorzy:
HOPTOVÁ, LUCIÁNA
Tematy:
holocaust
history
primary schools
grammar schools
Slovak Republic
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Wydawca:
Fundacja Pro Scientia Publica
Powiązania:
https://bibliotekanauki.pl/articles/628722.pdf  Link otwiera się w nowym oknie
Opis:
Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools. Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history. Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Akademia Lubrańskiego – chluba Poznania. W 500. rocznicę fundacji
The Lubrański Academy: the pride of Poznań. On the 500th anniversary of the Academy’s foundation
Autorzy:
Nowicki, Michał
Tematy:
Lubrański Academy
history of education
old Polish schools
secondary schools
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Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/956595.pdf  Link otwiera się w nowym oknie
Opis:
1519 was a special year for the city of Poznań, owing to the foundation of a new school, the Lubrański Academy. It was the first school of humanities in Poland to follow the best models of Renaissance education and employed illustrious teachers like Krzysztof Hegendorfer and Benedykt Herbest. In the 16th century, the Academy was considered a rival of Krakow University; ultimately in the early 17th century, the Academy was affiliated with the University. As a result of the affiliation, the Poznań school enjoyed stability, a group of experienced teachers and a curriculum recognized by the society. The curriculum stood out in Poland by its inclusion of practical preparation for performing various political functions, especially in the field of law, and, as in other educational institutions, by preparing young people for cultural life in the country. Its relations with Krakow University also had drawbacks: during the Enlightenment reforms of the education system, the Lubrański Academy adopted a conservative and reactionary position. Despite this, the authorities managed to introduce several modern solutions, especially in the realm of teaching modern foreign languages.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Satysfakcja z kontaktów rówieśniczych a pozycja socjometryczna uczniów z niepełnosprawnością wzroku w klasach ogólnodostępnych i integracyjnych
Satisfaction with peer contacts and sociometric status of students with visual impairment in mainstream and integrated school classes
Autorzy:
Papuda-Dolińska, Beata
Tematy:
visual impairment
sociometric position
social situation
integrated schools
mainstream schools
Pokaż więcej
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/920381.pdf  Link otwiera się w nowym oknie
Opis:
The social situation of students with disabilities, due to existing stereotypes, social distance, not coping with the diversity and many other factors will be complex. The purpose of this article was to analyze the situation of pupils with sight disabilities in non-segregated forms of education: mainstream and integrated schools. Participation in social relations of blind and visually impaired students is described from two perspectives: the objective expressed in the sociometric position in the classroom as well as subjective measured by social integration – satisfaction with peer contacts. Existing relationships between these two variables and factors moderating it became the basis for interpreting the results of research conducted on a group of 60 students with visual impairment. A significant correlation between positive sociometric status and social integration, while generally neutral sociometric positions and relatively high satisfaction with peer contacts might suggest, that students with visual impairment in nonsegregated education forms are tolerated and subjectively do not feel the negative attitudes of their peers. Unfortunately, rarely they belong to the category of accepted students.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Academic achievement of students without special educational needs and disabilities in inclusive education : does the type of inclusion matter?
Autorzy:
Smogorzewska, Joanna
Grygiel, Paweł
Szumski, Grzegorz
Opis:
The main aim of the study, conducted in Poland, was to compare the academic achievement of 1552 (at Time 1) students without disabilities in three educational settings: general, without students with disabilities, inclusive (with co-teaching), with three to five students with disabilities, and inclusive (without co-teaching), with one to two students with disabilities. The study was longitudinal, with three waves eight months apart. The latent growth curve model was used for data analysis. The results have shown that changes in academic achievement (for language and for mathematics) over time were similar in all three groups; therefore, there were no differences between inclusive education (of the two types) and general education classrooms. These results mean that students neither lose nor benefit while learning in inclusive education classrooms. The findings are in line with the results of previous meta-analyses and are important for the future development of inclusive education.
Dostawca treści:
Repozytorium Uniwersytetu Jagiellońskiego
Artykuł
Wyświetlanie 1-10 z 890

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