Search results

1

История тракайской караимской школы

100%

Лавринович И.

Awazymyz. Pismo historyczno-społeczno-kulturalne Karaimów

|

2008

|

issue 4 (21)

6-6

EN

В конце 14 в. Великий князь литовский Витовт призвал караимов в Литву и поселил их в своей столице Тракай между двумя замками. Улица, соединявшая полуостровной замок с островным, издревле называлась караимской. В 15 в. эта жилая часть города получила право на самоуправление. Предположительно тогда же построены первые кенесса и школа.

2

Pedagogika ks. Bosko w dzisiejszej szkole prowadzonej przez Zgromadzenie Salezjańskie

80%

Grządziel D.

Seminare. Poszukiwania naukowe

|

2010

|

vol. 27

151-163

EN

The Salesian Society runs several schools in Poland. They represent a significant part of Catholic schools in the national educational system. The education is characterized by the preventive system of St. John Bosco. Polish educational law offers possibilities to integrate the educational objectives set out by Fr. Bosco, and pursue them in a manner appropriate to today's time and society. This article presents the main objectives of the Salesian educational pedagogy and presents the educational records of the Polish educational law, which offers space for their appropriate implementation.

3

Skryté kurikulum vo svetle metodologického holizmu a metodologického individualizmu

80%

Bomba L.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

|

2013

|

vol. 23

|

issue 1

27-47

EN

The article analyses theoretical and methodological problem of hidden curriculum at school. It compares individualistic and holistic approach in connection to research, measurement and analysis of hidden curriculum. The goal of the study is to present the inconsistency in understanding and explaining the concept of hidden curriculum. The inconsistency is grounded in the absence of paradigmatical background. The theories of hidden curriculum are devided into two groups. The first group is grounded in individualistic approach and the second group is grounded in holistic approach. The examples of empirical studies are used as tools to grasp hidden curriculum at school. The study concludes that the definitions and understanding of the concept of hidden curriculum are logical conclusions of methodological approach and empirical investigation of hidden curriculum in research. The methodological approach and empirical investigation reversely constitute the theory of hidden curriculum. The individualistic paradigm grasps hidden curriculum as a an implicit socialization of a child through the actions of individuals in the school. The holistic paradigm understands hidden curriculum as institutionalized nature of ideology or the tool for reproduction of society.

4

Factors Which Motivate Music Teachers’ Training in Their Working Environment

80%

Bukantaitė D., Kubiliūtė M.

Applied Research In Health And Social Sciences: Interface And Interaction

|

2015

|

vol. 12

|

issue 1

24-32

EN

Aim of the study was to identify the factors that motivate teachers‘ learning in their work environment Participatory photography method is the kind of method where the participants of the research reply to the questions of the researcher by taking photographs. Later, the photographs are defined, explained and analyzed, while sharing the insights with the researcher. Every participant of the research was contacted prior to the research by telephone or e-mail. They were asked to take photographs of the factors that motivate them to study in their workplace; the time of the interview was arranged also. Some participants of the research invited the researchers to their schools because they wanted to take the pictures right before the interview. Others came to the interview with pictures they have already taken. 10 music teachers, who work at their institution for not less than three years, were chosen for the research. After the teachers submitted their photographs, they were asked a few main questions: Why did you take a photograph of this particular phenomenon? Why does it motivate you to learn in your work environment? How do you learn? Why do you learn in your workplace? Every research participant was personally introduced to the goal of the research and got their questions answered. Participation was voluntary. To endure the confidentiality of the participants, they were not asked to provide any personal or other kind of information that would help to identify them. The research was limited by the fact that the teachers represented different institutions and worked with students of different age, that is why only common tendencies were distinguished, no comparison or evaluation was performed. Findings: three groups of factors that encourage learning in a workplace were identified: evaluation (taking part in projects, competitions, received awards); functional (information technology use, workplace, tools (course books, traditional and untraditional instruments); structural (colleagues, students, going to concerts, trips, taking part in master classes). Conclusion: Teachers do not link "workplace", only with their work in class. Going to concerts, taking part in seminars, projects, student preparation for competitions, trips were also mentioned as learning factors. Teachers' learning in their workplace is encouraged by their desire to improve in their professional work, confidence in themselves and their opportunities, desire to feel good in their work environment.

5

Salezjański system wychowania młodzieży – możliwe wypaczenia

80%

Stańkowski B.

Seminare. Poszukiwania naukowe

|

2011

|

vol. 30

187-194

EN

The content of this article is related to the issues concerning Salesian educational system. The author has outlined some possible distortions of Don Bosco’s Salesian preventive system to which an educator is exposed. First of all, the educational errors which appear while working with young people concern the dimension of entertainment. Secondly, the author mentioned the instrumental treatment of the pupils. Next, the article touches the problem of paternalism as an effect of over protective love. There is a quite frequent problem of putting to much emphasis on actions according to the formal and structural requirements at schools which results in sticking to regulations. The author finishes indicating the last two distortions: leading to negligence of individual’s full development and overstressing the religious dimension at the expense of pupil’s integral education.

6

Úloha sociálnej práce pri záškoláctve žiakov z marginalizovanych rómskych komunit

80%

Marcela C.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

|

2016

|

issue 3(22)

25-34

EN

In our report we are focusing on problem with truancy of pupils from marginalised gipsy communities. We are dealing with causes of truancy of gipsy pupils, from the perspective of family environment and family education. In family we can see a lot of causes of truancy, mostly with pupils who attend the first grade in primary school education. In our report we are showing the way how to solve the truancy from the element of school, township, social and law protection. It is the juridicius solution, which has exact rules and lawful date. We are suggesting to use this juridicius solution after failing in all options of the school element.

7

K výzvám společnosti vědění adresovaným škole

80%

Valentová P.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

|

2013

|

vol. 23

|

issue 2

153-173

EN

Knowledge society – a term denoting many theoretical approaches to understanding today’s presence which has also become a part of many public documents. The goal of the article is to examine and summarize characteristic features exhibited by our presence which entitle this term to be used; it also brings the opinions of social critics – the critics of the knowledge society concept. It also contemplates the newly defined role of the man in the world of work and the consequences and new targets that follow from the knowledge society concept for school. At the same time, it indicates the responsibility of the society to school for the school is a central institution in the knowledge society but it does not always enjoy the adequate respect.

8

Metaforic language of the Wrocław School of the Future Model

80%

Remiszewska Z.

Studia z Teorii Wychowania

|

2020

|

vol. XI(3 (32))

87-99

EN

In this article I am looking for an answer to the question: What are the meanings and significances of metaphors in the Wrocław School of the Future? I show the use of metaphorical language in the school, where metaphors are treated as a source of knowledge about the surrounding world, as a kind of support for more effective communication and as a stimulator of the imagination. In the Wrocław School of the Future, it is believed that a child does not have to be doomed to education based on stereotypical behaviors. It is also believed that in the process of education there is a need for creative thinking, based on various associations in which the ability to create a mind map, imagination, or so-called imaginative education is used. Such education at the Wrocław School of the Future is supported by metaphors that play a primary role there.

9

Žáci se smějí učitelům: podoby a funkce školního humoru zaměřeného na učitele

70%

Šeďová K.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

|

2012

|

vol. 22

|

issue 1

41-65

EN

The article is related to the issue of pupil humor aimed at teachers in the setting of lower secondary schools and is based on an analysis of pupils’ written narratives. The data are categorized according to various situational modes in which the teachers find themselves as objects of humor – unintended comic mode, mode of pupil snare and mode of teacher joke. The analysis shows a number of functions of the school humor, especially in terms of acceptable expression of hostile feelings among pupils and teachers.

10

Two Centuries of Educational Innovation in Spain. Alternative Pedagogies: Are They Neo or Retro?

70%

Martín-Sánchez M.

The New Educational Review

|

2021

|

vol. 63

49-58

EN

During the last 200 years, the school and the educational system in Spain have experienced an explosion of ideas, approaches, trends, models and pedagogical currents which proclaim themselves as alternative or innovative. In this article, we are going to compare the alternative models and practices with the traditional educational model. We are going to start with a conceptualization of traditional pedagogy and the alternative models which have been presented in Spain in recent years. The conclusions of the study are going to show the relevance of the alternative educational practices; a limited relevance, which is more retro than neo; a recovery of the pedagogical memory and an updating more than an innovation.

11

Relacje konfliktowe w środowisku wychowawczym. Badania empiryczne wśród nauczycieli-studentów WSFP „Ignatianum” w Krakowie

70%

Stańkowski B.

Seminare. Poszukiwania naukowe

|

2010

|

vol. 28

151-167

EN

The article is devoted to the problems related to conflicts which may happen in schools or other educational circumstances between educator and young people. The author of this article is looking for new solutions in a creative way, using some rules from his personal work experience with pupils in schools. He stresses that in order to be able to overcome difficulties with students, teachers have to be aware of five stages of feelings: anger, refusal, afterthought, reconciliation and renewal. The analysis of the obtained empirical data made it possible to introduce the conclusions concerning teacher’s attitude towards pupils who are in conflict with them. On the basis of research justifiable is a statement that teachers need to have special skills such as predisposition to retrospect and reconcile in order to restore new vital relationship with young people.

12

Pedagogika ks. Bosko w dzisiejszej szkole prowadzonej przez Zgromadzenie Salezjańskie. Część II

61%

Grządziel D.

Seminare. Poszukiwania naukowe

|

2011

|

vol. 29

223-235

EN

The preventive system of St. John Bosco implemented in the Salesian schools offers both educative aims and methodology for real educational processes. It is possible to affirm that such an approach is a real part of education in its methodological and practical meaning. Methodological, because it contains knowledge that helps teachers and educators to organize their actions a consistent process oriented toward an educational goal. It also allows educators to reflect on that their actions and to evaluate them according to inner criteria. It is practical because it is not a discipline with a goal to organize knowledge in a theoretical system, but rather it is oriented as a whole towards a concrete intervention and looks for results. This article presents the role of the teacher and educator in the light of the preventive system as it is implemented in schools, and the ethical and professional skills that they should acquire. The paper highlights the possibilities that the professional practice community offers educators for their own professional development.

13

Legislatívne postavenie menšinového školstva vo Vojvodine v období rokov 1919 – 1929 (s dôrazom na používanie materinského jazyka)

61%

Hrćan J.

Acta historica Neosoliensia Vedecký časopis pre historické vedy

|

2020

|

vol. 23

|

issue 1

140-163

EN

One of the most vital questions that needed to be answered concerning national minorities in Yugoslavia after the first world war, or rather after the formation of the Kingdom of Serbs, Croats and Slovenes, was the question regarding the usage of their native language. In this study I will dedicate myself to discussing the government´s academic, school or rather educational politics towards minorities in the period between the two world wars. I will be focused on discussing the specific administrative and legal regulations regarding the representative minorities in Vojvodina and the whole of the Kingdom of Serbs, Croats and Slovenes respectively. Opportunities regarding education in Vojvodina were diverse and there was no real consistency when it comes educational politics. The state finally revoked the 37 different provincial laws and regulations and put in place unanimous school regulations for the entire state in 1929 with the goal of unifying all social, political and public aspects of the Yugoslavian national basis. This study will exemplify how the state acted towards minority groups after establishing a new state and will illustrate the most important laws and law proposals regarding the use of their native language.

14

Schule als Ort von Seelsorge? Zwischen Schulkultur, Kirche in der Schule und Therapie

61%

Meyer-Blanck M.

Rocznik Teologiczny

|

2016

|

vol. 58

|

issue 4

583-600

PL

Der Aufsatz beschäftigt sich mit dem neuen Konzept von „Schulseelsorge“, das in den letzten Jahren in Deutschland im Hinblick auf die öffentlichen Schulen entwickelt wurde. Weil sich dadurch für die Lehrenden eine Rollenunsicherheit zwischen Unterricht und Beratung ergibt, muss genau bestimmt werden, was es bedeutet, in einem didaktischen Kontext als Seelsorger tätig zu sein. Diese Problematik wird mit Hilfe von Schleiermachers Unterscheidung zwischen dem „darstellenden“ und dem „wirksamen“ Handeln dahingehend umschrieben, dass sowohl Unterricht als auch Seelsorge Formen des auf das Bewusstsein wirkenden Handelns sind und dass damit beide trotz aller Unterschiede nahe zusammen gehören.

EN

The article deals with the new concept of “Pastoral Care at School” which has been developed in Public schools in Germany in the last years. There are persons at school teaching as well as counseling. In order not to confuse being a teacher and being a pastor it should be clarified what means to work at school in a didactic context but also in the field of Pastoral Care. Discussing this with Schleiermacher’s differentiation of effective and representing acting (“darstellendes und wirksames Handeln”) the article argues, that teaching and counseling as well are forms of effective acting playing their specific role at school.

15

The role of a teacher-leader in slovak schools

51%

Pašková L.

Zagadnienia społeczne

|

2020

|

vol. 2

|

issue 14

36-48

PL

Przywództwo w szkole jest obecnie szeroko dyskutowane. Środowisko szkolne charakteryzuje się specyficznymi warunkami, częstymi interakcjami społecznymi i zwykle minimalnym rozróżnieniem między obciążeniem pracą kierownika (rozumianego przede wszystkim w sensie administracyjnym) a pracą nauczyciel-lidera. Nauczyciele-liderzy to osoby, które chcą dzielić się swoją specyficzną wiedzą, specjalistycznymi umiejętnościami i doświadczeniami z kolegami, wspierając w ten sposób ciągły rozwój szkolnictwa. Pod ich wpływem w klasach tworzy się środowisko, w którym uczniowie sami angażują się w proces edukacyjny. Artykuł omawia niektóre ważne funkcje liderów w szkołach, koncentrując się na nauce uczniów, wsparciu dyrektora oraz relacjach i współpracy między ludźmi.

EN

Currently, school leadership is a high-profile issue. A school environment is characterized by specific conditions, frequent social interactions and often, by minimal distinction between the workload of a manager (meant in an administrative sense above all) and that of a leader. Teacher-leaders are people willing to share their specific knowledge, specialised skills and experiences with their colleagues, thus supporting and maintaining the constant development of education. Under their influence, classes are transformed into an environment in which pupils engage themselves in a relevant educational process. The following article is concerned with some important tasks of leaders in schools. It focuses on pupils’ learning skills, support from the school director, interpersonal relationships and cooperation in school environments.

16

Prostredie vyučovania náboženskej výchovy

51%

Tománek P.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

|

2007

|

vol. 17

|

issue 1

45-52

EN

The paper deals with the issue of the environment of Religious education. It focuses on a family, a parish, a school and a community. It also reflects various children’s ideas about God, it touches the phenomenon of education and faith in the life of modern man.

17

Old and New Paths of Literacy

51%

Kołodziejska J.

Przegląd Biblioteczny

|

2012

|

vol. 80

|

issue 5 - The Special Issue

59-75

EN

General reading retains both a close and distant social environment, which influences quantitative and qualitative dimensions. From 1989 in Poland readers gained accesses to new kinds of writing and authors. This choice ultimately changed reader interests, which had previously focused on a canon literature that had been fixed the school curriculum. However, family traditions and school set texts are not the only indicators of reading practices. New, and little-recognized reader groups, often of an elite character, have a diversified the traditional reading community, often-times supported by cyberspace.

18

K aktuálnym problémom sociálnej pedagogiky v Slovenskej republike

51%

Niklová M.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

|

2009

|

issue 1

18-27

EN

The article analyses the actual problems of social pedagogy in the Slovak republic in theoretical and practical area. In this contribution we aim at the opportunities of application of social pedagogue in the prevention of social pathological phenomena with regard on the opportunities application in school of settings, department of social-law preservation of children and social guardianship and others. Also we survey on socialeducational action of social pedagogues in the institutions of educational prevention and others advisory-educational institutions.

19

Młodzi Lubuszanie w przestrzeni społecznej szkoły gimnazjalnej

51%

Lipińska-Lokś J., Winczura B.

Rocznik Lubuski

|

2013

|

vol. 39

|

issue 2

95-106

EN

A school is the place where children and teenagers spend most of their lives fulfilling compulsory education and interacting with other participants of the educational process: peers, teachers, other school staff and supportive parents. For the proper development (especially emotional and social) of a young generation it is important that this school social space is a valuable environment for students who derive satisfaction from staying in school. Due to the importance of the problem of student situation at school, the research covered their relationship with peers, interaction with teachers and the role of parents in school life. Presented results indicate the complexity of a target state which requires modifications in many aspects.

PL

Szkoła jest miejscem, gdzie dzieci i młodzież spędzają znaczną część swego życia, wypełniając obowiązek szkolny oraz wchodząc w interakcje z innymi uczestnikami procesu edukacyjnego: rówieśnikami, nauczycielami, pozostałym personelem szkoły, wspierającymi rodzicami. Dla prawidłowego przebiegu procesu rozwoju – szczególnie emocjonalnego i społecznego – młodego pokolenia ważne jest, by ta przestrzeń społeczna szkoły stanowiła wartościowe środowisko, z pobytu w którym uczniowie czerpią satysfakcję. Z uwagi na znaczenie problemu sytuacji w szkole uczniów diagnozie poddano ich wzajemne relacje rówieśnicze, interakcje z nauczycielami a także rolę ich rodziców w życiu szkoły. Zaprezentowane wyniki wskazują na złożoność diagnozowanego stanu, który w wielu aspektach wymaga oddziaływań modyfikujących.

20

Lubelskie szkolnictwo powszechne w latach 1918-1939 w świetle wymogów sanitarno-higienicznych

51%

Majchrzyk-Mikuła J.

Lubelski Rocznik Pedagogiczny

|

2020

|

vol. 39

|

issue 1

EN

Poland, just before regaining its independence, faced not only the need to integrate formally the country, but most of all it had to take care of the youngest and create for them the right living conditions, including the suitable conditions for education. A number of hygienists claimed that the reason for many illnesses was the lack of proper school buildings fulfilling basic sanitarian conditions, safety and the right hygiene of learning. So the introduction of compulsory education and reforms concerning programs and structure of school system did not allow to think that the problem of Polish education had been solved. The measure of its state and the condition for development was accommodation and school buildings. Unfortunately, the infrastructure was not properly developed and it was visible in the whole Poland. The analysis of sources and source literature allowed to depict in the article the situation of primary school in the Lublin region county in the first years of independence of Poland. The article describes the infrastructure of educational centers, especially their material situation which directly influenced the conditions in which the youth learned. Much attention was paid to the creation of the net of primary schools, especially the data conditioning the technical conditions and equipment which was necessary to provide the pupils with the right hygienic conditions at schools.

PL

Polska w momencie odzyskania niepodległości stanęła przed wyzwaniem nie tylko zorganizowania od strony formalnej państwa, ale przede wszystkim otoczenia opieką najmłodszych i stworzenia im dogodnych warunków do życia, w tym i do nauki. Wielu higienistów uważało, z czym należy się niewątpliwie zgodzić, że przyczyną wielu schorzeń uczniów był zarówno brak odpowiednich budynków szkolnych spełniających podstawowe wymagania sanitarne, jak i zapewniających bezpieczeństwo i odpowiednią higienę nauczania. Zatem samo wprowadzenie obowiązku szkolnego oraz reform dotyczących programów i struktury szkolnictwa nie dawało podstaw, by sądzić, że został rozwiązany problem polskiej oświaty. Miernikiem jej stanu i warunkiem rozwoju była baza lokalowa oraz budynki szkolne. Niestety brak odpowiednio przygotowanej infrastruktury dało się odczuć w całej Polsce. Analiza źródeł oraz literatury przedmiotu pozwoliła w niniejszym artykule na ukazanie sytuacji szkolnictwa powszechnego na Lubelszczyźnie w niepodległej Polsce. Artykuł traktuje o stanie infrastruktury placówek, a zwłaszcza ich sytuacji materialnej, która miała wpływ na warunki, w jakich uczyła się młodzież. Szczególną uwagę zwrócono na kształtowanie się sieci szkół powszechnych oraz zaprezentowano problemy dotyczące budowy nowych obiektów szkolnych, a zwłaszcza wytycznych w sprawie warunków technicznych i wyposażenia szkół w odpowiednie sprzęty, które zapewnić miały uczniom prawidłowe warunki higieniczne w szkołach.

Refine search results

История тракайской караимской школы

Pedagogika ks. Bosko w dzisiejszej szkole prowadzonej przez Zgromadzenie Salezjańskie

Skryté kurikulum vo svetle metodologického holizmu a metodologického individualizmu

Factors Which Motivate Music Teachers’ Training in Their Working Environment

Salezjański system wychowania młodzieży – możliwe wypaczenia

Úloha sociálnej práce pri záškoláctve žiakov z marginalizovanych rómskych komunit

K výzvám společnosti vědění adresovaným škole

Metaforic language of the Wrocław School of the Future Model

Žáci se smějí učitelům: podoby a funkce školního humoru zaměřeného na učitele

Two Centuries of Educational Innovation in Spain. Alternative Pedagogies: Are They Neo or Retro?

Relacje konfliktowe w środowisku wychowawczym. Badania empiryczne wśród nauczycieli-studentów WSFP „Ignatianum” w Krakowie

Pedagogika ks. Bosko w dzisiejszej szkole prowadzonej przez Zgromadzenie Salezjańskie. Część II

Legislatívne postavenie menšinového školstva vo Vojvodine v období rokov 1919 – 1929 (s dôrazom na používanie materinského jazyka)

Schule als Ort von Seelsorge? Zwischen Schulkultur, Kirche in der Schule und Therapie

The role of a teacher-leader in slovak schools

Prostredie vyučovania náboženskej výchovy

Old and New Paths of Literacy

K aktuálnym problémom sociálnej pedagogiky v Slovenskej republike

Młodzi Lubuszanie w przestrzeni społecznej szkoły gimnazjalnej

Lubelskie szkolnictwo powszechne w latach 1918-1939 w świetle wymogów sanitarno-higienicznych