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A Processual Approach to the Study of Transitions of Middle School (Gymnasium) Teachers

100%
Kędzierska H.
Kultura i Edukacja
|
2020
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issue 2(128)
139-155
EN
This paper presents the results of research carried out during the first stage of the Polish education system transition process initiated by the education reform of 2017. The study was conducted with teachers of schools to be dissolved, who decided to transform their institutions into a new type of school – general education secondary school (lyceum), while retaining staff and organizational resources of the hitherto middle schools (gymnasium). A processual approach adopted in this project allowed me to capture the changes as they were happening and the analysis of the conditions of transition trajectories.
2
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La crónica deportiva como recurso de escritura en ELE/L2. Un enfoque procesual

88%
Núñez-Román F., Emilio J. Gallardo-Saborido E. J. G.-S.
Studia Romanica Posnaniensia
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2020
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vol. 47
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issue 2
123-139
PL
This paper stands up for the defence of writing as a hugely valuable resource for teaching Spanish as a Foreign Language or a Second Language. Specifically, it pursues two general targets: a) to highlight the importance of considering writing into the classroom of Spanish as a Foreign Language as a process that has to be constantly coached and developed; b) to emphasise how this way of teaching provides pedagogical benefits that go further the development of the writing ability itself, since it has an impact on other students’ general cognitive features. Methodologically, this text begins with a literature review that theoretically underpins the proposed targets, and, subsequently, our didactic proposal is exemplifiedby the use of a specific type of text (the match report). Then, a practical teaching resource is obtained as final result, which is supported by the recent literature on this issue. Finally, this contribution aspires to be implemented in different educative contexts by teachers of Spanish as a Foreign Language.
3
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The institutionalization of practice: a processual perspective on value co-creation

75%
Zofia P.-W.
Economics and Business Review
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2016
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vol. 2(16)
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issue 2
EN
Drawing on the processual perspective in management this article explores the process of the institutionalization of new practice in the context of value co-creation. The Service-Dominant logic perspective places the notion of value creation in the interaction between an organization and its customers. Therefore the contemporary research stream shows a bias towards the notion of a customer as a crucial contributor and beneficiary in the value creation process [Vargo and Lusch 2006a, 2008]. Following recent calls for research with a holistic approach it may be assumed that there is an underdeveloped processual perspective on value co-creation that offers a cognitive framework of routines and activities performed on an everyday basis within the Giddensian structuration theory. Using the Giddensian theory value co-creation can be perceived as a platform for the adoption of new practices. The purpose of the article is to determine the role of value co-creation processes in the context of initiating and institutionalizing of new practice in an organization. A comparative case study was carried out which illustrates the thesis that spontaneous actions form an important category of initiating change within the everyday use of value co-creation.
4
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U progu starości: kierunki przyszłych aktywności osób 50+

75%
Rzechowska E., Dacka M.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
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2015
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issue 1(16)
263-280
EN
The problem of old age is considered in terms of health, social, economic shortages and of building adequate security systems. Socio-economic and technological-cultural changes and extending the period of activity makes today's 50-60-year-olds, the generation whose life will be achieved in conditions different than previous generations, and activities undertaken will have a different character. The article aims to define who they are and in what direction they want to follow contemporary 50-year-olds. Particular attention was paid to the diversity and organization of their future life activities, areas of exposures, networks of built relationships. To make such recognition will allow for design of strategies hedging the future needs of the current 50-year-olds. The results show that depending on sex, will be preferred different solu-tions.
5
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Podejście procesualne: warianty badań nad procesami w mikro- i makroskali

63%
Rzechowska E.
Roczniki Psychologiczne
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2011
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vol. 14
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issue 1
127-157
PL
Psychologowie rozwojowi różnią się sposobem definiowania rozwoju, rodzajem stosowanych procedur badawczych, charakterem uzyskiwanych obrazów zjawisk (budowanie uśrednionego statycznego modelu zjawiska vs wielościeżkowego modelu transformacji zjawiska). Celem artykułu jest prezentacja podejścia procesualnego, nawiązującego do wariantów metody mikrogenetycznej L. S. Wygotskiego i K. Dunckera. Podejście procesualne jest autorską propozycją, stanowiącą jeden z przykładów rozwiązań oferowanych w ramach tzw. eksperymentalno-teoretycznej psychologii (Fischer, Bidell, 2006). Opiera się na formułowaniu teoretyczno-rozwojowych i merytorycznych podstaw badań oraz na pogłębionych empirycznych poszukiwaniach. Pozwala podjąć badania w sytuacji niepełnej wiedzy o zjawisku (aspekcie badanego zjawiska) i trudności w konceptualizacji problemu badawczego. Analiza procesualna dokonywana jest na dwóch poziomach: (1) poziomie indywidualnych przypadków oraz (2) poziomie zbioru indywidualnych przypadków, przy czym na kolejnych etapach opracowywania danych analizowane przypadki zachowują swoje wyjściowe właściwości. Szczegółowa analiza przypadków prowadzi do rekonstruowania przebiegów zjawiska w jego zmienności i różnorodności. Odkrycie tego, co pozostaje w przebiegach zjawiska wspólne (względnie stabilne), stanowi podstawę budowania jedno- lub wielościeżkowego modelu transformacji zjawiska. W zależności od specyfiki zjawiska wykorzystywane są odmienne procedury badawcze. Ich prezentacja ilustrowana jest przykładami zaczerpniętymi ze zrealizowanych badań.
EN
Developmental psychologists differ in the way they define development, the kind of applied investigative procedures, the character of obtained images of phenomena (building the intermediate model of phenomenon vs. multi-paths model of a phenomenon transformation). The aim of the article is to present the author's own processual approach, following from L. S. Vygotsky's and K. Duncker's variants of the microgenetic method. The processual approach is the author's proposition, an example of the solutions offered in experimental-and-theoretical psychology (Fischer, Bidell, 2006). It consists in formulation of the theoretical-and-developmental as well as methodological basis of research and on deep empirical explorations. It allows to start research in the case of incomplete knowledge about a phenomenon (phenomenon's aspect) and in the case of difficulties with the conceptualization of the research problem. The processual analysis is always conducted on two levels: (1) the level of individual cases as well as on (2) the level of group of individual cases, while on the consecutive stages of data processing, the analyzed cases maintain their initial qualities. A detailed analysis of individual cases leads to the reconstruction of the phenomenon's courses in its variability and diversity. Uncovering what is common (relatively stable) in the courses of a phenomenon is the basis for the construction of one or multi-paths model of the phenomenon's transformation. Depending on the specificity of the phenomenon, different research procedures are applied. Their presentation is illustrated with examples from already completed studies.
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