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1

BARBARIANS IN THE EUROPEAN SCHOOL - EDUCATIONAL PERSPECTIVE IN CONDITIONS OF CULTURAL DIFFERENTIATION

100%
Grzybowski P.
Rocznik Pedagogiczny
|
2005
|
vol. 28
157-171
EN
The author's purpose is to show the perspective of European school in conditions of cultural differentiation, intensifying also under influence of globalization and European integration. As a result of these processes, both in the school surroundings and in its community, the Others and Foreigns are better and better perceptible. The author presumes, that the situation, in which their subjective differentness makes controversy, leads to many problems. It makes difficult or even impossible to realize some school functions. According to this, individuals, who are engaged in education knowingly, or only are related to it because of being in the school environment, should be trained in special competence - intercultural competence. Internal cultural differentiation of school and its environment demands preparation of students, school staff, parents and others to apply the attitude based on intercultural competence in all fields of reality. Important are not only matters connected with the language, national or ethnic identity. Important is the universal competence, tha way of treatment of Others\Foreigns, and also coping with own differentness. The author gives examples of institutional enterprises, which help in shaping intercultural competence. According to him, in reference to European integration and problems of cultural differentiation of school systems, the most remarkable are international and local initiatives, receiving support from governments. They could be implemented after the necessary changes of educational system.
2
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ENVIRONMENTÁLNA VÝCHOVA AKO OTVORENÝ PROJEKT VYTVÁRANIA VÝZNAMOV A PRAKTÍK STAROSTLIVOSTI O SVET

80%
Klocoková J.
Sociológia (Sociology)
|
2014
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vol. 46
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issue 5
504 – 533
EN
This article introduces environmental education as a specific cultural work for exploring and creating meanings, values and practices related to environmentalism. Comparing the national curriculum's discourse of environmental education with the narratives of environmental education practitioners, the study examines ways in which ecological concepts as well as moral issues emerging from the ethics of care for the environment get translated into everyday language and activities. Particular attention is paid to conceptions of environmental knowledge and activities mediating an active involvement of pupils. Drawing on interviews with two groups of practitioners, the paper argues that the practice of environmental education is manifold and varies according to different settings and the interests of teachers and environmental activists. Finally, the author argues for the promotion of pedagogies of place which can advance practice in environmental education and provide a common, and at the same time sufficiently broad, framework for the field.
3

DOCILE BODY – REFLECTING THE SCHOOL

80%
Bánovčanová Z., Masaryková D.
Pedagogický časopis (Journal of Pedagogy)
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2014
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vol. 5
|
issue 2
251 – 264
EN
The paper deals with corporeality in the school environment from a historical perspective. The body has tended to appear and disappear in the discourse and scientific disciplines and has permeated education. This permeation can be viewed traditionally within Merleau-Ponty’s phenomenological theory of the “lived body” but also in school discipline. Discipline is typically used to organise the school and is unquestionably associated with the body and corporeality. In this article, we therefore rely on Foucault’s theories. Docile bodies are typically found in schools and classrooms and are shaped by the institution so that they are easy to manage and control. In part, we demonstrate this using handwriting in schools as an example
4

PŘEDPOKLADY SPOLUPRÁCE MUZEA A ŠKOLY – PREZENTACE VÝSLEDKŮ VÝZKUMNÉHO ŠETŘENÍ

80%
Šobáňová P.
Studia Historica Nitriensia
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2014
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vol. 18
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issue 2
332 – 342
EN
The contribution presents outcomes of a research carried out among young, beginning teachers. The aim was to ascertain the respondents’ attitude towards museums and museum education, but also their will to cooperate and the requests they make as a presupposition of deeper cooperation. Based on the results of the research, the concept of a “friendly museum” can be formulated, along with a notion of an ideal museum, which complies with the repeated requests of both teachers to-be and experienced teachers.
5

EDUCATION AS A WORK OF LOVE A THEOLOGICAL PERSPECTIVE (Wychowanie jako dzielo milosci. Perspektywa teologiczna)

80%
Czaja A.
Roczniki Nauk o Rodzinie (Annals of Family Studies)
|
2009
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vol. 56
87-100
EN
The author shows educating a man as a work of love. What he means is formation of the humanity by God who loves each man, and the cooperation of teachers and pedagogues in this work. He bases his argument on analysis of Pope John Paul II and Benedict XVI's thought, and he clearly indicates education as a special form of evangelization, in which the teacher and the pedagogue's role is to bring the pupil to Christ and to emerge him in His love, which requires a living faith on the part of the educator. Being faithful he looks at the pupil with Christ's eyes and notices a lot more than can be seen on the outside. The article consists of four parts. In the first one the author presents basic elements of the Christian message on education. In the second part he points to the harmful mechanisms of the Polish schooling system. In the third part he develops the basic elements of his interpretation of education understood as forming humanity by God's love and he defines man's contribution to this work. The whole is concluded by suggestions for a modern educator.
6
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Historische Formen der Judenfeindschaft als Unterrichtsgegenstand. Ziele und didaktische Entscheidungen

80%
Kaiser W.
Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego
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2010
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issue 2(14)
549-558
EN
The Polish Foundation Forum for Dialogue among Nations results of a study described recently published, which will provide information on what approaches to teaching against of anti-Semitism are successful and which one is not Progress can be hoped for, so what can actually promote anti-Semitism.
7

BULLYING AND PERCEIVED SCHOOL CLIMATE: VICTIMS’ AND BULLIES’ PERSPECTIVE

80%
Pečjak S., Pirc T.
Studia Psychologica
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2017
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vol. 59
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issue 1
22 – 33
EN
The research shows that school climate has an important effect on the prevalence of peer bullying. Therefore, the aims of our study were to determine: 1) if there are differences in the perceptions of bullying-related school climate by victims, bullies, non-victims and non-bullies, and 2) which sociodemographic and school climate factors predict the roles of chronic victims and bullies. The results suggest that there are more victims in younger students and more bullies among boys. We also found significant differences in perceptions of school climate by victims and bullies and were able to predict a small/moderate amount of variance in the roles of chronic victims/bullies by sociodemographic and school climate variables. Implications of the study findings are also discussed.
8
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Zjawisko korepetycji w percepcji i doświadczeniach młodzieży

80%
Góźdź J.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
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2012
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issue 3
63-80
EN
In Poland, private tutoring becomes more and more widespread phenomenon and it is an unnoticed problem. It may indicate a failure in the didactical function of school. It may also increase social inequalities. However, social acceptance of private tutoring is apparent. The paper presents the results of research on this phenomenon among high school students.
9

Organizational culture at schools

80%
Kovacs Z., Perjes I., Sass J.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2005
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vol. 60
|
issue 1/2
51-64
EN
The paper reports on the development of an instrument enabling researchers to examine organizational culture at schools. The study is related to a comprehensive educational research project investigating the efficiency of schools as organizations with unique characteristics. The large-scale project is based on the analysis of organizational culture and, more specifically, organizations' attitude towards change. The paper first presents the results of a preliminary phase consisting of a questionnaire study on organizational culture at schools. Then these results are compared with the data obtained through a questionnaire based on Quinn's Competing Values Framework. Finally, an attempt is made to draw a comparison between the 'value map' revealed by the questionnaire examining organizational culture and the basic bipolar model of schools.
10

CLIMATE OF STAFFROOM (Klimat pokoju nauczycielskiego)

80%
Lukasik J.
Ruch Pedagogiczny
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2010
|
vol. 81
|
issue 5-6
51-58
EN
This paper is devoted to the atmosphere of work which dominates among the teachers. The presentation of teacher's behaviours towards friends from work is based on the teacher's statements placed on the Internet discussion forum and own researches on the role of the teachers. It also presents the influence of behaviour over the work, professional functioning and professional frame of mind.
11

SCHOOLS CLIMATE AND ITS DETERMINANTS (Klimat szkoly i jego uwarunkowania)

80%
Tlusciak-Deliowska A.
Ruch Pedagogiczny
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2010
|
vol. 81
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issue 5-6
41-49
EN
This article has a review character and represents an attempt of summary and systematization of so far gathered knowledge on a subject of phenomenon of school climate. In the following parts of this text there was made a distinction of definitional school climate and as well as notions connected with it. There were also shown elements consisting of school climate as well as its determinants, and the current typologies of school climate, too. First of all, the attention was paid to, in contrast to a quality notion or school culture, which presents objective features of school institutions, the school climate is associated with individual processes of perceiving, receiving and interpreting the reality.
12
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THE STUDY OF THE AWARENESS AND BACKGROUND OF ECONOMIC KNOWLEDGE (Badanie swiadomosci i podstaw wiedzy ekonomicznej wsród uczestników programów edukacyjnych skierowanych do najmlodszych)

80%
Majewski B.
e-mentor
|
2010
|
issue 2(34)
22-29
EN
The article describes the results of the study of the awareness and economic maturity conducted in the group of 432 participants of educational programs directed to pupils from the highest grades of primary school and initial grades of gymnasium. The research enabled to classify particular categories of economic concepts regarding the level of learners' familiarity with them and the range of their acquisition. It allowed as well to diagnose the students' background knowledge and to point to the areas of ignorance, which are particularly important as they may become in future the source of myths, arising in the awareness of many people, concerning economic issues and may also lead to stereotypical perception of economic phenomena. Therefore, they impede the understanding of real economic mechanisms and processes as well as increase the susceptibility for populist solutions of every kind.
13
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THE TOOLS USED FOR CREATING DIDACTIC AIDS WHICH SUPPORT E-LEARNING AT SCHOOLS (Narzedzia wykorzystywane do tworzenia pomocy dydaktycznych wspomagajacych e-learning w szkole)

80%
Krzyzek J.
e-mentor
|
2010
|
issue 1(33)
30-33
EN
The paper focuses on the usage of some of the tools for the creation of an e-learning course on the function properties and graphs and then implementing the course as an element of mathematics teaching program in the first grade of high school.
14
Content available remote

DEVELOPMENT OF ACTIVE CITIZENSHIP IN SCHOOL ENVIRONMENT (Podiel skoly na formovani aktivneho obcianstva)

70%
Zapotocna O., Luksik I.
Sociológia (Sociology)
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2010
|
vol. 42
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issue 5
492-515
EN
The paper outlines the issues of civic education within the context of contemporary European trends, educational initiatives and approaches to the civic education. From this perspective, school curricular documents, their changes carried out during the political transformation of the Slovak society as well as students' achievements in the IEA Civic Education Study are analyzed and evaluated. The research is focused on study how the school graduates of several generations reflect and evaluate the impact of school civic education and on identification the potential stimuli and sources of active civic participation. The results show the minimal influence of school on the current civic attitudes of respondents regardless of their age. From among other possible sources of investigated active citizenship, it was the effect of membership in social organizations and in informal social structures that was assessed as the most significant.
15

MEDZI RADNICOU A KOSTOLOM: MESTSKÁ ŠKOLA V BARDEJOVE V STREDOVEKU

70%
Fedorčáková M.
Mesto a dejiny
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2017
|
vol. 6
|
issue 2
48 - 61
EN
This article describes the city school and education in Bardejov in the middle ages. The development of school and education in Bardejov was strongly connected to the local church. Despite the city’s governance under the school, the education remained religious and teachers associated with ecclesiastical authorities. As the author points out, relation between schoolmaster and parish priest was not always respectable. The article explores educational level, social background and geographical origin of the individual lectors. It focuses on the duties of students, especially within the liturgical life of the parish church. The role of the city and its contribution to the school is described on payments from the town account books.
16

COGNITIVE AND SOCIAL SOURCES OF ADOLESCENT WELL-BEING: MEDIATING ROLE OF SCHOOL BELONGING

70%
Šeboková G., Uhláriková J., Halamová M.
Studia Psychologica
|
2018
|
vol. 60
|
issue 1
16 – 29
EN
The aim of the study was to explore direct and indirect pathways from cognitive factors (academic and social self-perception) to adolescent well-being through school belonging. The direct and indirect effects of cognitive factors were investigated on both concurrent and prospective well-being indicators. The first data collection was held in the beginning of the school year, the study sample consisted of 139 freshmen of three high schools in Nitra (53 boys, 86 girls, Mage = 15.63, SD = 1.15). The second data collection was held six months later from 109 respondents (40 boys, 69 girls, Mage = 15.16). Self-report questionnaires were utilized. Results showed that school belonging mediated the association between social and academic competence and students’ concurrent optimism, connectedness and happiness. School belonging also mediated the relationship of social competence to prospective optimism, connectedness and happiness. Findings suggest that a developed sense of connection to school in the transition period may promote overall well-being in adolescents.
17

Rok Cypriana Norwida – misja społęczna i religijna nauczycieli

70%
Borutka T.
Studia Socialia Cracoviensia
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2010
|
issue 1(2)
123-133
EN
In times of crisis of values it is necessary to speak about upbringing in school and a role that teachers play in this matter. The article focuses on a social and a religious mission of teachers against a background of the Year of Cyprian Norwid. Teaching is very difficult as it requires from a teacher continuous self-study, self-denial and sometimes even heroic courage to proclaim the truth. All of this, however, should not hide the fact that teaching is a satisfying job which brings lots of joy, perhaps even more than other professions. The aim of the article is to show a diverse mission of a teacher by referring to social teaching of the Church against a background of Norwid’s thought.
18

SCHOOL, FORCED DISPLACEMENT AND TEACHER KNOWLEDGE IN BOGOTA, COLOMBIA

70%
León Rodríguez A. M., Jiménez Becerra A.
Pedagogický časopis (Journal of Pedagogy)
|
2022
|
vol. 13
|
issue 1
89 – 107
EN
This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogota. We analyse the contexts of the schools and the dynamics of the school scenarios. The research enabled us to identify the territories’ importance in the construction of identities and people’s life histories; to reaffirm the school as a political and social ground; the teacher ́s role in mediating and encouraging new experiences and life projects, and finally the importance to generate qualification processes with and for the teachers who enhance their practices with forced displaced children in a “welcoming” community.
19

Szkolna przemoc wobec dziewcząt – przypadek francuskich muzułmanek

70%
Kopciewicz L.
Teraźniejszość – Człowiek – Edukacja
|
2012
|
issue 2(58)
63-76
EN
The aim of the article is an attempt of an insight into the culture of a French school and factors that shape it. In this background, a narrower issue of an oppressive effect of school norms that concern pupils’ appearance is discussed. The case of French Muslim girls is an interesting departure point for the critical analysis of oppressive actions of Polish teachers. The article presents the background of social tensions caused by ‘the Islamic shawl’ and the question of changing the media image of French Muslims. The crucial conclusion of the presented analyses are different social competences (resistance against power), which are formed in subjects that undergo oppressive school norms in Poland and France.
20

STUDENTS’ MOTIVATIONAL PATTERNS TO LEARN

61%
Juriševič M.
Studia Psychologica
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2012
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vol. 54
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issue 3
221 – 236
EN
This paper presents empirical findings concerning the motivational structure of 415 elementary school students. The motivational structure, as conceived in the Integrative Model of Academic Motivation (Juriševič, 2006), comprises three constructs: motivational components, motivational orientations, and motivational patterns. For the purpose of the study, 415 students from Slovenian elementary schools answered the Questionnaire on Academic Motivation. On the basis of multivariate analysis, 21 academic motivation components were identified, which were integrated into three latent motivation orientations: helplessness and avoidance, external motivational orientation, and intrinsic motivational orientation. In terms of the combinations of their academic motivational orientations, the students were further classified into specific groups representing homogeneous motivational patterns to learn in school. The results justify the suitability of the research model and point to the possibilities of further development. They show that only when taking into account the concrete learning and wider social context in the interaction with students’ individual characteristics can we correctly establish what kind of specific combinations of latent motivational orientations combine into motivational patterns with a homogeneous structure for each individual student. In turn, these motivational patterns influence learning through students’ learning behaviour and thus indirectly contribute to their academic achievements.
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