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1

Społeczny i emocjonalny wymiar gotowości szkolnej w obliczu odwołania obligatoryjnego rozpoczynania edukacji szkolnej przez sześcio-latków

100%

Oszwa U., Szkotek S.

Psychologia Wychowawcza

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2017

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vol. 53(11)

83-97

PL

In studies of school readiness, typically the main component of measurement is the cognitive aspect. The authors have attempted to evaluate educational readiness in the areas which receive less focus: a) social, in the scope of relationships with peers, adults and rule obedience; b) emotional, in the scope of emotion control, emotional sensitivity and motivation. The study covered five-year-old children (n = 30) and six-year-olds (n = 30). The Scale for Educational Readiness of 5-year-olds (SGE-5) was used. Statistically significant differences in all the aspects of the evaluated competences have been observed. It is worth stressing that despite differences the children studied have attained average and high levels of socio-emotional school readiness. In the group no instances of low education, social and emotional readiness have been observed. The intensity of the discussion about the socio-emotional development of five-year-old children in the context of school readiness fluctuates as the conditions of the educational system change, but it is worth undertaking due to the broad scope of these competences and the lack of clear agreement on the set of indices to be used to measure them.

2

Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

100%

Turska D., Oszwa U.

Kwartalnik Pedagogiczny

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2017

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vol. 62(2 (244))

25-40

PL

The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.

3

Stereotyp płci w uczeniu się matematyki – percepcja nauczyciela

100%

Turska D., Oszwa U.

Kwartalnik Pedagogiczny

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2018

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vol. 63(3 (249))

57-73

PL

The importance of the stereotypes and teachers’ beliefs about mathematics as the male domain, for the students’ perception of their competences and achievements is the subject of extensive research. It is generally assumed that teachers – as guardians of socialisation – replicate this stereotype. An attempt to measure the stereotypical teachers’ assumptions has been offered only by J. Tiedemann (2002). It has become an inspiration to design the authors’ own research programme in which the relationship between increased stereotype beliefs and teachers’ asymmetry of female and male students’ abilities is sought. The paper presents the results of the study of the Polish version of the Gender Stereotypes Scale among 120 mathematics teachers (95 female, 25 male) from junior high schools. It has been shown that a) the stereotype is irrespective of the teacher’s gender, b) its profile is different in the sample of male and female respondents, c) the length of employment does not differentiate it. The educational implications of the obtained data have been presented in the paper.

4

Diagnoza funkcjonalna jako standard pomocy psychologiczno-pedagogicznej – od założeń teoretycznych do praktyki diagnostyczno-terapeutycznej

81%

Knopik T., Oszwa U., Domagała-Zyśk E.

Kwartalnik Pedagogiczny

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2019

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vol. 64(2 (252))

163-175

PL

The article discusses existing ways of recognising functional diagnosis in theoretical models in the field of psycho-pedagogy. It also examines strategies for the use of these models in diagnostic and therapeutic activities. By systematising the collected information, the authors describe goals, stages and features of functional diagnosis. In addition, they propose a synthetic definition that takes into account contemporary trends in psychological and pedagogical counselling. The article presents an example of application of the functional diagnosis model in the emotional and social spheres, the original psycho-pedagogical diagnostic tool TROS-KA, which was standardised in a group of 1,227 Polish students.

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3 Kwartalnik Pedagogiczny

1 Psychologia Wychowawcza

4 Oszwa U.

2 Turska D.

1 Domagała-Zyśk E.

1 Knopik T.

1 Szkotek S.

1 2019

1 2018

2 2017

Społeczny i emocjonalny wymiar gotowości szkolnej w obliczu odwołania obligatoryjnego rozpoczynania edukacji szkolnej przez sześcio-latków

Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

Stereotyp płci w uczeniu się matematyki – percepcja nauczyciela

Diagnoza funkcjonalna jako standard pomocy psychologiczno-pedagogicznej – od założeń teoretycznych do praktyki diagnostyczno-terapeutycznej