Search results

1

Reformy szkolne w pierwszej połowie XIX wieku

100%

Pawelec L.

Biuletyn Historii Wychowania

|

2009

|

issue 25

71-81

EN

The present text outlines the school reforms carried out in the first half of the nineteenth century. As the timeframe suggests, these reforms were launched and implemented by the then authorities of the Duchy of Warsaw and the Russian authorities administering the Russian part of partitioned Poland. The author attempts to indicate the most important goals and assumptions of thereforms as well as their immediate educational and social consequences. The text is far from being a comprehensive description of the problem but rather serves as an introduction to the substance of the issue under investigation and its political and economic conditioning.

2

КЛАСИФІКАЦІЇ ОСВІТНІХ ЗМІН У ПЕДАГОГІЧНИХ ДОСЛІДЖЕННЯХ США

94%

Шихненко К.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 10(44)

228-240

EN

The purpose of this article is to determine the main characteristics and summarize existing classifications of educational changes in the American studies on educational issues. The choice of the pedagogy of the USA as an object of research accounts for rich experience of the country in the field of school educational changes analysis as the American scientists are acknowledged developers of the educational change theory which is the theoretical basis for modern school reform processes. It is emphasized in the article that the importance of school development but not simply its operating makes all the changes innovative in nature, otherwise we can talk about reproduction and sharing traditional technologies or techniques. Identification and generalization of a number of specific features of educational changes allow evaluating the effectiveness of the innovative process, determining its direction and perspectives. According to the theory of change, formulated in American researches of the end of the XX century, school organization in conditions of continuous transformations must develop, not adapt its own environment, when responding to unpredictable changes. Methods selection of managing changes in schools and their conformity with innovative process also depends on the type of a particular change. Finally, knowledge of basic features and particulars of any changes in schooling gives an opportunity to distinguish truly innovative initiatives from failed experiments. By applying scientific methods of analysis, synthesis, abstraction, generalization and comparison the criteria of educational changes that are the basis of the classifications are defined. This article argues that educational changes are multidimensional in nature, which results in different approaches to their typology. The characteristic of each type of educational change is introduced. The generalized classification of educational changes is presented in the chart. It is emphasized that knowledge of classified features stimulates both foreign and Ukrainian teachers to build effective models for the process of change, develops new technologies for change management in school organizations as well as finds effective methods and tools for reform implementation. Further research may be focused on improving the classifications of educational changes and making recommendations to Ukrainian educators for developing effective methods and tools of reforming national education.

3

French Language Teaching within the Czech Education System 1870–1930: school System, Official Teaching Methods and Textbooks

71%

Prošková A.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

|

2014

|

vol. special issue

108-124

EN

The aim of the present paper is to specify the position of French language teaching within the Czech education system in the 1870s–1930s. The period was marked by important education reforms concerning not only the school system and the general structure of subjects taught, but also the official methods used in foreign-language teaching. The changes in society, culture and education led to what is today called the Golden Age of Francophony in Bohemia, a time when French language dominated as the language of diplomacy and of the cultural and social elite. It also represented the second most widely-studied foreign language at Czech secondary schools besides German. The status of French-language teaching is presented from three different perspectives. Firstly, we focus on specific types of schools where French language had appeared for the first time as a regular subject, then on the most important education reforms which had led to the development of these schools. Secondly, we analyze the official or otherwise influential methods of teaching modern languages used in the Czech educational environment, and finally we briefly present the corpus of period French-language textbooks which is currently being analysed within our dissertation thesis research. The contribution is largely based on primary-source texts: Methodology of French and German Languages from 1916 and on Methodology of French Language published in 1926 by professor and methodologist Jaroslav Otakar Hruška, who was also the author of the so-called Mediation or Analytic-Synthetic Method (metoda zprostředkovací), as well as on selected works on the history of pedagogy and on analyses of the most frequently used period textbooks.

4

Rzeczoznawcy własnych spraw - prawo dzieci do samostanowienia w personalistycznej koncepcji wychowania. Przykład fiński

60%

Nowakowska-Siuta R.

Studia z Teorii Wychowania

|

2018

|

issue 2 (23)

155-166

PL

System edukacji w Finlandii od wielu lat ukazywany jest jako wzór reformowania oświaty, efektywności kształcenia, demokratycznych przemian zachodzących w szkole. Celem artykułu jest nakreślenie kilku wybranych aspektów edukacji w Finlandii, w których przejawia się realizacja kluczowych założeń fińskiej polityki oświatowej, w tym przynależnej tej polityce idei demokratyzacji szkolnictwa i samostanowienia uczestników procesu kształcenia.

EN

The Finnish educational system is from years presented as a model example of reforming school system, effectiveness and democratic transformations taking place within schools. The aim of this article is to outline selected aspects of Finnish education, in which realization of key concepts of Finnish educational policy is clearly visible, including the idea of democratizing education and enhancing self-determination of participants of the educational process.

5

Makropolityczne uwarunkowania kultury szkolnej

60%

Śliwerski B.

Rocznik Pedagogiczny

|

2018

|

vol. 41

31-43

EN

The subject of the article is the involvement of the school’s culture in the centralistic education policy, which is led by all, successively changing governments. It started with systemic reform of educational system in 1999. The author pays attention to the extent to which such a policy destroys the innovativeness of teachers. The only solution to this situation is the return to the anti-systemic micro-innovation movement in public education due to it restores the sense of dignity and profes- sional self-fulfillment of teachers.

6

Modele badań nad kulturą szkoły

48%

Śliwerski B.

Rocznik Lubuski

|

2021

|

vol. 47

|

issue 1

15-29

EN

The category of ’school culture’ has permeated school pedagogy from other social sciences. It is a key commitment for educational reforms to unschool this institution, i.e. to make it more humane. The article presents scientific analyses on the subject, unknown in Poland, which may be useful in the design of research projects. It is important that researchers do not introduce in their diagnoses approaches taken directly from the management sciences, which concern a completely different sphere of organisational activity in open societies which subject the economy to free market competition. The school cannot be subjected to solutions aimed at more efficient production, because the role of education is to involve children and young people in culture. Therefore, the school must be a carrier of its features.

PL

Kategoria „kultury szkoły” przenika do pedagogiki szkolnej z innych nauk społecznych jako kluczowe dla reform oświatowych zobowiązanie, by tę instytucję niejako odszkolnić, czyli uczynić ją bardziej zhumanizowaną. Artykuł przedstawia nieznane w kraju analizy naukowe na ten temat, które mogą być przydatne w konstruowaniu projektów badawczych. Istotne jest bowiem uniknięcie w diagnozach podejść przenoszonych wprost z nauk o zarządzaniu, które dotyczą zupełnie innej sfery działalności organizacyjnej w społeczeństwach otwartych i podporządkowujących gospodarkę wolnorynkowej konkurencji. Szkoła nie może być poddawana rozwiązaniom, które mają służyć efektywniejszej produkcji, gdyż rolą edukacji jest włączanie dzieci i młodzieży w kulturę, toteż i szkoła musi być nośnikiem jej cech.

Refine search results

1 Biuletyn Historii Wychowania

1 Rocznik Lubuski

1 Rocznik Pedagogiczny

1 Studia z Teorii Wychowania

1 Studie z aplikované lingvistiky - Studies in Applied Linguistics

1 Педагогічні науки: теорія, історія, інноваційні технології

2 Śliwerski B.

1 Nowakowska-Siuta R.

1 Pawelec L.

1 Prošková A.

1 Шихненко К.

1 2021

1 2019

1 2018