Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 6

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

'SMALL C' VERSUS 'BIG C' CREATIVITY - THE SAME, NEARLY THE SAME, NOT THE SAME (Spory wokól pojecia kreatywnosci w pedagogice twórczosci)

100%
Karwowski M.
Ruch Pedagogiczny
|
2008
|
vol. 79
|
issue 3-4
25-37
EN
The main goal of the article is an attempt to explain and define relations between two main Polish terms describing education for creativity - 'twórczosc' (close to Big C creativity) and 'kreatywnosc' (close to small c creativity). Based on seminal works on the topic it is argued that 'kreatywnosc' is significantly different from 'twórczosc'. 'Kreatywnosc' is perceived more as a personality trait, which is understood as a potential to creative achievements, potential connected mainly with openness to experience, independence, problem finding skills, and motivation. 'Kreatywnosc' could be understood as a lowest level of creativity, the level without product.
2

CONTROVERSIES AROUND CONCEPT OF CREATIVITY IN EDUCATION (Spory wokól pojecia kreatywnosci w pedagogice twórczosci)

100%
Karwowski M.
Ruch Pedagogiczny
|
2008
|
vol. 79
|
issue 5-6
5-18
EN
The principal aim of presented study was to describe similarities and differences in defining 'Big C creativity' and 'small c creativity' (in Polish - 'twórczosc' and 'kreatywnosc, respectively). Research conducted on representative sample of adult Poles show some similarities and differences in understanding and defining those two concepts. Both, 'small and Big c' creativity were connected mainly with intelligence, activity, thinking, hard work and energy. Main differences were recorded as well: 'Big C' creativity was more closely connected with intellectual sphere - especially highly developed talents and capacities, whereas 'small c' creativity was defined rather in terms of dynamic and activity. Creative people ('Big C' creativity) are seen as more emotionally aroused than the 'small c' ones, however, the 'small c' people were more conscientious. The differences observed in sub-groups and their consequences for education for creativity are also presented
3

TEACHER'S GUIDANCE - THEORETICAL PERSPECTIVES AND A METHOD OF MEASUREMENT (Nauczycielskie przewodzenie - perspektywy teoretyczne i metoda pomiaru)

100%
Karwowski M.
Ruch Pedagogiczny
|
2010
|
vol. 81
|
issue 3-4
57-85
EN
The article presents a discussion on classic and contemporary leadership models and their possible applications into educational studies. There are discussed individual models, as well as behavioral, contingency, and - more contemporary - transformative and propulsion models of leadership. In an empirical part of the article results of three studies were presented. In the first study, realized on large samples of students (N=1722) factor structure of Polish version of Multilevel Leadership Questionnaire was studies, and shortened version (10 items) called Short Scale of Teacher Leadership (SSTL), was proposed. This scale measures intensity of transformative leadership and is developed to be used by students to describe the teacher as well as for the teachers to evaluate themselves. In the second study it was proved that intensity of transformative leadership is a significant predictor of two of three dimensions of climate for creativity (Karwowski, 2009), especially significant were connections with task dimension of the climate. The third study was realized on leaders of scouts' teams, and showed intensity of transformative leadership is a significant predictor of team's successes but only in interactions with the level and style of creativity. The effectiveness of team's functioning increased with the transformativeness in case of the most creative and adaptative leaders.
4

SCHOOL CLIMATE AND STUDENTS' CREATIVE ABILITIES: IN SEARCH OF PROCREATIVE SYNERGY (Klimat szkoly a zdolnosci tworcze uczniów: w poszukiwaniu prokreatywnej synergii)

100%
Karwowski M.
Ruch Pedagogiczny
|
2009
|
vol. 80
|
issue 5-6
39-63
EN
The paper presents theoretical discussion and empirical results deepening relations between climate for creativity in the school and students' creative abilities. Based on author's model of climate for creativity, where three dimensions are included: interpersonal (trust), task (freedom) and energetic (uncertainty) it was checked which configuration is optimal for creative abilities' development. Research conducted on a large sample of students from gymnasia and high schools (N=1878) from 53 schools showed direct connections with each of climate dimensions (main effects) as well as interactive effects. It was found that observed relations are curvilinear, and synergetic effects of environment helpful for creativity are the closest to the schools characterized by high intensity of trust and medium dynamism as well as high in freedom and medium dynamism. Educational consequences of the results are discussed.
5

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

63%
Szumski G., Karwowski M.
Edukacja
|
2017
|
issue 2(2017)
63–77
EN
This article presents an analysis of approaches to the engagement of parents in the education of lower secondary school students with and without special educational needs (SEN), as well as its effect on school achievement. The analysis of the results from almost 1500 Polish lower secondary school students, including almost 300 students assessed as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed a widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, have a practical role for shaping parental and teacher’ beliefs about the most effective ways to improve the achievement of lower secondary school students.
6
Content available remote

Myślmy o diagnozie i diagnostach szerzej

63%
Karwowski M., Szen-Ziemiańska J.
Roczniki Psychologiczne
|
2015
|
vol. 18
|
issue 2
193-203
PL
Komentując tekst M. Filipiak i współautorów, postulujemy zwłaszcza szersze, niż zostało to uczynione, zdefiniowanie grupy diagnostów. Nie kontestując w pełni słusznego postulatu całożyciowego kształcenia w obszarze diagnozy, zastanawiamy się, jak organizować takie kształcenie, aby mogli być nim objęci nie tylko absolwenci studiów psychologicznych, lecz także inni specjaliści zajmujący się w swojej codziennej pracy diagnozą - między innymi pedagodzy, socjologowie, psychiatrzy oraz terapeuci.
EN
Commenting on the paper by Filipiak et al., we especially suggest a wider definition of the category of diagnosticians than the authors have proposed. We do not fully contest the correct proposal of continuing education in the field of assessment, but we wonder how to organize such education so that it caters not just for psychology graduates but also for other specialists who deal with assessment on an everyday professional basis - such as educators, sociologists, psychiatrists, and therapists.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.