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

Results found: 7

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  elementary schools
help Sort By:

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

Szkolnictwo elementarne w dobrach staszowskich w XIX i XX wieku na przykładzie Sichowa

100%
Massalski A.
Kwartalnik Pedagogiczny
|
2014
|
issue 1-2(231-232)
113-130
EN
The article discusses the functioning of elementary schools in the Kingdom of Poland, on the estates of aristocratic families, including the Radziwiłłs. It analyses legal acts regulating elementary education, the school curriculum and the process of Russification in Sichów. On the basis of historical materials, the author describes the organisation of schools, the teaching process in the Russian partition, the curriculum, the personal data of teachers, their professional status and the characteristics of the students.
2

Everyday Physical Activity of Students in Nyíregyháza

100%
Fintor J. G.
Practice and Theory in Systems of Education
|
2015
|
vol. 10
|
issue 2
115-130
EN
The popularity of physical education lessons has already been demonstrated by a lot of essays, however, it has also been revealed that this popularity, as well as the frequency of doing sports, tends to decrease at later ages of life. Pursuing sports has a positive effect on academic performance. Introducing PE as an everyday lesson at schools was a milestone in physical education. Provided the aims are realised successfully, the general state of health of students can show a favourable change. The aim of our research, on the one hand, is to reveal how important physical education is as contrasted with other school subjects, according to those students asked. On the other hand, we aim to examine how the certain positive and negative attitudes of the subjects of our study appear in the resulting figures. The research was conducted in the form of self-completion questionnaires in four different funded institutions in Nyíregyháza (n=285), in May, 2014. In the course of evaluation, we have used multivariate function analysis as well as frequency research and cross table reference. Participants mainly regard PE as important as other school subjects, however, boys significantly regard it more important than girls do. Those who do sports on a regular basis were more likely to agree that PE lessons are conducted in a friendly atmosphere than those who do sports less. Significantly, boys tended to agree with positive statements about sport.
3
Publication available in full text mode
Content available

Teachers’ Difficulties in Implementing Thematic Teaching and Learning in Elementary Schools

100%
Retnawati H., Munadi S., Arlinwibowo J., Wulandari N. F., Sulistyaningsih E.
The New Educational Review
|
2017
|
vol. 48
201-212
EN
The objective of this study was to identify teachers’ diffi culties in implementing thematic learning in elementary schools. The study was phenomenology-type qualitative research. Data were collected through interviews followed by focus group discussion; the focus group discussion involved 15 elementary school teachers from eight provinces that had implemented Curriculum 2013. The data were analyzed by means of Cresswell’s steps. The results of the study showed that teachers encountered obstacles in selecting appropriate problems and themes within thematic, scientific and problem-based learning and in managing time for project-based learning. The availability of learning facilities was still limited. The problems found at the assessment stage was the teachers’ capacity in selecting appropriate techniques, in creating good instruments and in formulating clear assessment criteria.
4
Publication available in full text mode
Content available

Environment’s Impact on the Emergence of Drug Addictions of Children and Youth; Possibilities of Their Prevention

75%
Maľová M.
The New Educational Review
|
2007
|
vol. 12
63-71
EN
The contribution refers to the participation of environment for the emergence of drug addiction of children and youth. It expounds the origins of drug addiction emergence with special respect to environment’s impact. It also presents selected results of the research implemented at elementary schools of the Banska Bystrica district in the Slovak Republic. A part of the research was directed to determine personal experiences with drugs of pupils at the 2nd stage of elementary schools.
5
Publication available in full text mode
Content available

Pupils’ Aggressive Behaviour towards Teachers in Elementary Schools in Slovakia

75%
Niklová M., Šajgalová M.
The New Educational Review
|
2016
|
vol. 46
104-115
EN
Pupils’ aggressive behaviour towards teachers is a serious educational problem prompting social need for its solution in the school environment. The present research study aims to monitor the current state of pupils’ aggressive behaviour towards teachers. The study is of a theoretical-empirical nature. At the theoretical level, the issue is relatively little treated in the Slovak professional literature. It is paid more attention by foreign authors. The empirical section of the study presents results of our research conducted in Slovakia in 2016 among teachers of the elementary school second level in the Banská Bystrica and Žilina regions, as well as among professional staff at centres for pedagogical counselling and prevention. The research paid special attention to forms of aggressive behaviour, gender differences and causes of these serious behavioural disorders in pupils. Pupils’ aggressive behaviour towards teachers may have a variety of forms of which the verbal form such as back-talking and vulgarisms towards teachers is the most frequent. Gender differences recorded in pupils’ aggressive behaviour towards teachers showed the prevalence of boys. From the aspect of causes of pupils’ aggressive behaviour towards teachers, those were mainly improper parenting and a lack of teacher authority.
6
Publication available in full text mode
Content available

Regionálna výchova a tradičná ľudová kultúra vo výučbe na základných školách

63%
Jágerová M.
Rocznik Muzeum "Górnośląski Park Etnograficzny w Chorzowie"
|
2019
|
vol. 7
|
issue 7
67-78
PL
Od 2008 roku szkoły podstawowe na Słowacji mają możliwość edukacji dzieci w zakresie „Edukacji regionalnej i tradycyjnej kultury ludowej”, koncentrując się na lokalnej historii, geografii, środowisku naturalnym i podstawowej wiedzy etnograficznej związanej z miejscem, w którym działa dana szkoła. Dlatego szkoły można uznać za jednego z najważniejszych mediatorów w procesie przekazywania tych informacji najmłodszemu pokoleniu dzisiejszego społeczeństwa. Artykuł oparty jest na badaniach przeprowadzonych w 5 szkołach podstawowych, w których zadeklarowano wdrożenie „edukacji regionalnej” oraz niektórych elementów tradycyjnej kultury i folkloru w procesie nauczania. Na początku lat 90. szkoły te były liderami w tym procesie i stały się inspirującym wzorem do naśladowania dla innych szkół. Autor pracy przygląda się obecnej sytuacji w tych szkołach, omawiając możliwości, narzędzia i mechanizmy stosowane przez poszczególne szkoły (nauczycieli) w procesie edukacji we wspomnianej dziedzinie. Ponadto artykuł opisuje formy i treści edukacyjne, a także czynniki determinujące ten obszar.
EN
Since 2008 the elementary schools in Slovakia have been given the opportunity to educate children in the field of “Regional education and traditional folk culture“ focusing on local history, geography, natural environment and basic ethnographic knowledge related to the place in which each school functions. Therefore, these schools can be considered as one of the most important mediators in the process of imparting this knowledge amongst the youngest generation in today’s society. The paper is based on a research conducted at 5 elementary schools that declared the implementation of “Regional education” and some components of traditional culture and folklore in their teaching process. At the beginning of 1990s, these schools were leaders in this process and became an inspirational role model for other schools. The author describes the current situation in these schools, the possibilities, tools and mechanisms applied by individual schools (teachers) in the process of education in the above-mentioned field. Furthermore, the paper describes the forms, educational content and factors determining this area.
7
Publication available in full text mode
Content available

Szkoły elementarne na Lubelszczyźnie w okresie okupacji austriackiej (1915–1917)

63%
Partyka W.
Przegląd Nauk Historycznych
|
2022
|
vol. 21
|
issue 2
131-158
EN
The main aim of the article is to describe the state of Polish elementary education in the Lublin region during World War I, before Poland regained independence. Elementary education of the described period was based mainly on small one-class schools with one teacher, only in larger urban centers there were multiclass schools. Thanks to the great involvement of many social activists (landowners, clergy), and ordinary citizens, the beginning of the 20th century was characterized by an unprecedented increase in the number of schools that made education available to thousands of children and adolescents. Despite the war damage, the lack of school infrastructure, the shortage of teaching staff, the mobilization of the society and the favorable attitude of the Austrian authorities in this matter, in the years 1915–1917 led to an increase in the number of elementary schools from 426 to 1,345. As a result, the number of students covered by education increased from about 30,000 in 1915 to over 100,000 in 1917. An important achievement was also the transfer by the Austrian authorities of jurisdiction over education to the Polish administration a year before regaining independence. Despite intensified efforts, within a few years it was not possible to catch up with the educational policy of the Russian authorities implemented throughout the 19th century, but it was an extremely important beginning for the revival and organization of Polish education in the following years. The article is based on archival sources and studies from the beginning of the 20th century, showing the state of education not only in urban centers, but also in villages. Thanks to the preserved reports, it gives the opportunity to get to know the detailed network of schools, which may be a contribution to undertaking further research in this matter.
PL
Głównym celem artykułu jest opisanie stanu polskiego szkolnictwa elementarnego na Lubelszczyźnie w czasie I wojny światowej, przed odzyskaniem przez Polskę niepodległości. Szkolnictwo elementarne opisywanego okresu opierało się przede wszystkim na małych szkołach jednoklasowych z jednym nauczycielem, jedynie w większych ośrodkach miejskich funkcjonowały szkoły wieloklasowe. Dzięki wielkiemu zaangażowaniu wielu społeczników (np. właścicieli ziemskich, duchowieństwa), ale i zwykłych obywateli, początek XX w. charakteryzował się nienotowanym wcześniej wzrostem liczby szkół, które umożliwiały dostęp do edukacji tysiącom dzieci i młodzieży. Mimo zniszczeń wojennych, braku infrastruktury szkolnej, niedoboru kadry dydaktycznej, mobilizacja społeczeństwa oraz przychylna w tej materii postawa władz austriackich, doprowadziła w latach 1915–1917 do wzrostu liczby szkół elementarnych z 426 do 1345. Dzięki temu liczba uczniów objętych edukacją wzrosła z około 30 tys. w 1915 r. do ponad 100 tys. w 1917 r. Ważnym osiągnięciem było również przekazanie przez władze austriackie jurysdykcji nad szkolnictwem administracji polskiej już na rok przed odzyskaniem niepodległości. Mimo wzmożonych działań, w ciągu kilku lat nie udało się nadrobić zaległości wynikających z polityki edukacyjnej władz rosyjskich realizowanej przez cały wiek XIX, jednak był to niezwykle istotny asumpt do odrodzenia i organizacji polskiego szkolnictwa w kolejnych latach. Artykuł bazuje na źródłach archiwalnych i opracowaniach z początku XX w., ukazując stan szkolnictwa nie tylko w ośrodkach miejskich, ale również na wsiach. Dzięki zachowanym sprawozdaniom, daje możliwość poznania szczegółowej sieci szkół, co może być przyczynkiem do podejmowania kolejnych badań w tej materii.
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.