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A new test for normality and independence

100%
Ejsmont W.
Didactics of Mathematics
|
2017
|
issue 14(18)
27-32
EN
In this paper, a new test of normality and independence is proposed. This test is designed through a multivariate empirical characteristic by considering a result form [Ejsmont 2016].
2
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Free Meixner distributions

100%
Ejsmont W.
Didactics of Mathematics
|
2016
|
issue 13(17)
13-16
EN
In this paper the most important distributions in free probability (and maybe in the universe) will be presented. It is worth emphasizing that these distributions are not known among economists.
3
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Efektywność nauczania a przejścia między szkołami

100%
Ejsmont W.
Studia Ekonomiczne
|
2014
|
vol. 203
61-67
EN
Changing the place of residence of the student is undoubtedly related to the student's educational performance. Parents changing the place of residence also change the environment. The main purpose of this article is to examine the impact of a change of residence in the subsequent stages of learning on educational outcomes.
4

Optimum class size. Testing lazear’s theorem with intermediate mathematics scores in Polish secondary schools

63%
Biernacki M., Ejsmont W.
Didactics of Mathematics
|
2012
|
issue 9(13)
15-24
EN
The paper is directed at testing Lazear’s proposition which argues that educational outcome depends on the non-uniformity of distribution of knowledge and skills of students and on class size. Lazear asserts that students’ performance achieves its maximum when students are segregated by skills and behaviour. Using the 2010 data (mathematics scores in gimnazjum and maturity exams), we corroborate this theorem. We also demonstrate that improved teaching conditions in Polish primary schools and gimnazjums, i.e. lower class sizes, better salaries of teachers and higher unit costs did not result in an increased educational outcome as measured by the final examination scores in primary and secondary schools between 2006 and 2011.
5
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Spatial analysis of learning results in high school mathematics and Polish by county

63%
Ejsmont W., Łyko J.
Didactics of Mathematics
|
2013
|
issue 10(14)
19-32
EN
One way to assess the quality of the educational activities of schools is to analyze the educational value-added, with the help of which it is possible to measure the gain in students‟ knowledge that takes place at various stages of education. This is an objective measurement that takes into account the knowledge with which the student begins the next stage of learning. Access to data on the final results of tests at every stage of education enables the assessment of the quality of education in schools throughout Poland. The article aims to analyze these results and attempts to show the spatial dependence of the results obtained.
6
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Wpływ położenia szkoły na wyniki edukacyjne uczniów

63%
Ejsmont W., Łyko J.
Studia Ekonomiczne
|
2013
|
vol. 159
28-38
EN
The modern socio-economic situation and, in particular, migrations highlight the issue of training quality depending on the location of the school. It happens that students who change their place of stay change the environment in which they learn. These changes may affect the results of training measured by national tests. The content of the article is an analysis of these effects in connection with the location of the school.
7
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Propozycja syntetycznego miernika oceniającego działalność instytucji użyteczności publicznej

51%
Biernacki M., Ejsmont W., Łyko J., Maciuk A.
Zarządzanie Publiczne
|
2013
|
issue 2(22)
PL
The proposal measure synthetic evaluation of the activities of public institutions Presented article is continuation previous paper [Biernacki, 2010]. Author proposes own evaluation method in 5 dimensions of public utilities: (1) economic (effeciency); (2) professional (effectiveness); (3) process; (4) personal (customer satisfaction); (5) social (improvement in public welfare). This paper presents comprehensive evaluation method in activity public utilities, based on standardized and comparable method in five dimensions. Empirical examples present core methotology.
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