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Česká škola = učící se škola ?

100%
Vašťatková J., Prášilová M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2007
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vol. 17
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issue 1
5-11
EN
The concept of school as a learning organization is widely discussed abroad. The article shows how fear of schools (and their staff) from admitting their possible shortcomings and mistakes in work can hinder from adopting this concept in Czech environment.
2

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

100%
Arndt S., Tesar M.
Journal of Pedagogy
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2015
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vol. 6
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issue 2
71-86
EN
This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
3

Assessment of Kwara State Social Studies Teachers of the Adequacy of Upper Basic Social Studies Curriculum Content for Sustainable Development in Nigeria

100%
Yusuf A., Daramola D. S., Bello M. B., Obafemi K. E.
Human and Social Studies
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2015
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vol. 4
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issue 2
44-55
EN
The purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.
4
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Evaluating the Experience of Stuttering and Quality of Life among Polish School-age Children: Psychometric Investigation with the OASES-S-PL

86%
Boroń A., Gurok E., Kowalczyk Ł., Kosacka K., Węsierska K., Yaruss J. S.
Logopedia
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2022
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vol. 51
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issue 1
63-79
EN
The Overall Assessment of the Speaker’s Experience of Stuttering (OaSES; yaruss & Quesal, 2006; 2016) is a comprehensive evaluation tool designed to support holistic, evidence-based diagnostic and therapeutic decision-making for children, teenagers, and adults who stutter. The OASES is based on the World Health Organization’s International Classification of Functioning, Disability, and Health (WHO, 2001) as adapted to stuttering by Yaruss and Quesal (2004; see also Tichenor & Yaruss, 2019). It enables diagnosticians to gather information about the totality of the stuttering experience, including its social, emotional, and cognitive aspects. It also allows a deep exploration of the quality of life of an individual who stutters. This paper presents the study results for the Polish version of the OASES-S (for school-age children, ages 7 to 12). The general purpose of the study was to develop the Polish translation of the OASES-S and then to evaluate the validity and reliability of that translation. The OASES-S-PL was evaluated based on a sample of 55 Polish-speaking school-age children who stutter. The study findings show that OASES-S-PL can be considered a high validity test. Given the limited number of evidence-based and standardized Polish diagnostic tools, the OASES-S-PL has important therapeutic implications for the treatment of stuttering in the population of polish children.
5
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Assessment of the quality of internationalisation in higher education institutions

86%
Tutko M.
Studia Ekonomiczne
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2018
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vol. 361
76-85
EN
The goals of the paper apply to higher education institutions and are: (1) elaboration of the definition of the quality of internationalisation and identification of (2) instruments used in the assessment process and (3) the benefits of assessing the quality of internationalisation. In order to achieve this goal, the analysis of existing data (desk research) method was used. The paper concludes with the observation that there are no universal standards for assessment of the quality of internationalisation. However, some interesting instruments, which have been developed over the last years, have been presented in the article.
PL
W artykule określono następujące cele odnoszące się do szkół wyższych: (1) opracowanie definicji jakości internacjonalizacji, (2) identyfikacja instrumentów wykorzystywanych w procesie oceny oraz (3) ukazanie korzyści z oceny jakości umiędzynarodowienia. Wykorzystano w nim analizę danych zastanych (desk research). Artykuł kończy się stwierdzeniem, że nie ma uniwersalnych standardów oceny jakości internacjonalizacji. Przedstawiono w nim jednak kilka interesujących, opracowanych w ostatnich latach instrumentów oceny jakości umiędzynarodowienia.
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