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1

CULTURES OF MORE AND LESS SUCCESSFUL SCHOOLS (Kultury uspesnejsich a menej uspesnych skol)

100%
Ivan L.
Pedagogický časopis (Journal of Pedagogy)
|
2011
|
vol. 2
|
issue 1
73-91
EN
The study deals with the conceptualization of school culture and outlines the results of research of the school cultures of 34 elementary schools in Slovakia. Some features of school culture, for example the physical environment of the school, tradition, style of management, staff cohesion, symbols and rituals, as seen by different actors of the school, are analysed in relation to the successfulness of the school, that is, the test results in mathematics and Slovak language and the admission rate of elementary school pupils to secondary schools. The results indicate that better school results are linked to the importance of tradition and innovation, socialization and participation, material and technical equipment, social ties and school openness. The study points to the existence of several specific, and partly overlapping, cultures in schools, namely the culture of teachers, pupils and management. The results are discussed with reference to Durkheim's ideas of moral education.
2

PRIMÁRNE PROBLÉMY TRANSFORMÁCIE STREDNÝCH A ODBORNÝCH ŠKÔL NA SLOVENSKU PO ROKU 1918 S DÔRAZOM NA ŠKOLSTVO V KOŠICIACH

88%
Bojková A.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2012
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vol. 15
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issue 2
-
EN
The main motive of this article is an analysis of the primary problems of transformation of secondary and vocational schools in Košice in the interwar period. The work systematizes knowledge of the Slovak history and the history of education and pedagogy and, through them, exploring in detail the problems of building of Slovak schools, which were crucial for the establishment of Czechoslovakia.
3

Grammatiken des Deutschen f ¨ ur Galizische Mittelschulen

88%
Harbig A.
Białostockie Archiwum Językowe
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2012
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issue 12
49-67
EN
A purpose of the article is to present German grammar books used in Galicia secondary schools in the second half of the 19th century. Based on bibliographic and source materials it has been established that Janota’s grammar books were in use (1854, in a shortened version 1868, 1870, 1874 and 1875), Reben’s (1870, 1871,later issues together with Popper 1874, 1876, 1878 and German 1882),Molin (1882 and 1886) as well as Petelenz (1890, 1898). Except Janota’s work, all the others were published already after gaining autonomy in 1867, which was connected with a change of the Austrian educational policy towards Galicia. Since the mid 1880s, editorial and publishing activity of the grammar books’ authors decreased. New methods of German language teaching were introduced to schools (1892), which designated a secondary place to grammar. It results from the introductions to the above listed grammar books, numerous reviews and polemics that some authors (Janota, Molin) aimed at creating original handbooks that were comparative in nature and adapted to the needs of Polish learners. Nonetheless, a strong influence of German grammaticography is apparent in their works. Following the model of grammar books that were written for a native language user or their translation (Reben) distracted attention of Polish authors from methodological issues such as, e.g., material progress, a selection of grammar problems (all were treated as equally important) or forms of tasks consolidating learning material. The analyzed handbooks are typical of synthetic-deductive grammar teach- ing. They show concurrence in the material structure (phonetics, morphology, syntax and metrics) as well as the content selection generated by Austrian school curricula. With regard to methodology, it can be said based on an exemplary manner of the article description that the following scheme was applied: a definition – declination patterns – usage rules – tasks. Despite the common pattern, the grammar books differ as far as a way of choosing and presenting the rules of the article use is concerned.
4

NEMECKÉ ŠTÁTNE REFORMNÉ REÁLNE GYMNÁZIUM V LEVOČI V 20. A 30. ROKOCH 20. STOROČIA A AKTIVITY JEHO ŠTUDENTOV V SPOLKU PFADFINDERVEREIN

75%
Ďurkovská M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2016
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vol. 19
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issue 3
-
EN
The article is focuses on the German state reformed secondary school in the 20s and 30s of the 20th century from its inception to the completion of its activities. This example shows the development of the German education during the first Czechoslovak Republic. The focus is not only on teachers, pupils and the structure of curricula, but also on extra-curricular activities of students and the closely related issue of German Scouts movement. In this regard, the contribution deals also with the formation, organization and development of the German Scout Association “Verein der Pfadfinder in der Slowakei” in the Spiš, which was founded in 1932 by the group of students of the German grammar school in Levoča. Attention is paid to the principles of this association (for example, the principle of racial purity) which were contrary to the principles of civil society in Czechoslovakia. In addition, this contribution approaches also the provocative behaviour of the German youth in the Spiš at the beginning of the thirties and the incompatibility between the members of the association and the students who did not belong to the association. A part of the paper is devoted to a change in perception of the German youth as a result of Hitler’s influence on the movement. The association of “Verein der Pfadfinder in der Slowakei” affected in many ways the civil relations in Levoča during the third decade of the 20th century. Particularly, it was the affirmation of the principles that were contrary to the principles of democratic society, as well as the negative attitude and bullying of students of Jewish religious community by members of the Pfadfinderverein at the state German reformed secondary school in Levoča. Prohibition of activities of Pfadfinderverein and subsequent investigation and prosecution of many of its members were proof that the social climate in Levoča was not in favour of developing similar extreme ideologies.
5

ODBORNÁ HISTORICKÁ A MEMOÁROVÁ SPISBA K DEJINÁM STREDNÝCH A ODBORNÝCH ŠKÔL V KOŠICIACH V MEDZIVOJNOVOM OBDOBÍ

75%
Kopčányiová M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2013
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vol. 16
|
issue 3
-
EN
Košice was the centre of culture and education not only in eastern Slovakia, but also in the whole territory of the Czechoslovak Republic in the interwar period. Every secondary or vocational school in Košice overcame a number of problems despite their own way of development since 1918 until dissolution of the Czechoslovak Republic. Their history has been processed in several monographs. They reported detailed history including several aspects of their lives or focus on certain section or issue of their development.
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