Search results

1

A comparative self-assessment of difficulty in learning English and German among Sudanese students

100%

Ishag A., Altmayer C., Witruk E.

Journal of Language and Cultural Education

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2015

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vol. 3

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issue 2

32-38

EN

It is generally assumed that self-assessment plays a profound role in autonomous language learning and, accordingly, leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process. The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency. The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German grammar was also rated as more difficult. However, students rated the pronunciation and spelling of German language as easier than in English language. Concerning the language skills, reading and speaking skills were reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.

2

Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland

100%

Matusz Ł., Rakowska A. M.

Theory and Practice of Second Language Acquisition

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2019

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vol. 5

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issue 1

113-130

EN

The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.

3

Helping a child with learning difficulties and his independenceAbstract

100%

Skrzetuska E.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 589(4)

3-12

EN

The author presents changes in ways of helping a child with learning difficulties. Contemporary early school education focuses on leaving a child a lot of independence during pedagogical activities aimed at helping in the implementation of tasks that are difficult for a child. Particularly important here is the need to leave a child time to understand the whole task to be performed. Helping a child to perform particular activities must not interfere with his understanding and independent thinking as well as the activities planned by him. It is important for the child to seek his own way to achieve the result even at the cost of making mistakes and repeating work.

4

Psychological and Pedagogical Assistance to Children in Public Kindergartens and I–III Classes of Primary School in the Light of Polish Legal Regulations

100%

Jaszczyszyn E., Dąbrowska J. E.

Journal of Preschool and Elementary School Education

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2012

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issue 2

89-102

EN

New legal regulations in Poland provide for the need of earlier diagnosis and intervention. The regulations refer to two different diagnoses, i.e. a teachers’ diagnosis and that of the specialist (clinical). The teachers’ diagnosis (of the kindergarten and school) results from the process of recognizing and assessing a child’s problems. While the specialist (clinical) diagnosis is carried out at the psychological and pedagogical clinic. Both forms complement each other. A preliminary assessment of the lack of readiness to attend school and the risk of specific learning difficulties should be made as early as at the preschool stage within the teachers’ diagnosis. The discussed directive (RMEN-PPP) imposes an obligation on the kindergarten and the school and makes the institutions responsible for recognizing children’s difficulties and providing them with assistance. However, if the assistance is to be effective, the mentioned centres should cooperate with parents and specialists from the clinic.

5

ПСИХІЧНЕ ЗДОРОВ’Я МОЛОДШИХ ШКОЛЯРІВ ЯК УМОВА ПОДОЛАННЯ ТРУДНОЩІВ У НАВЧАННІ

88%

Кондратюк С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

265-274

EN

In the article the problem of difficulties in junior students teaching and proving of dependence of this phenomenon on mental health of children is considered. The nature of the identified dominant causes of learning difficulties, both internal and external, confirms that the reorganization in the modern primary school is aimed at strengthening the developmental impact of learning, at the formation of junior students’ skills for learning that is directly related to their health in general and mental component in particular. During the experiment it was found out that in elementary grades are often noticeable gaps in the skills of educational-cognitive nature (59 % of studied cases), poor performance of students caused by frequent diseases (19 % of the studied cases). In poorly achieving students self-regulation is violated. Planning for them is very difficult, the self-control is usually missing. Slowly doing class work, these students do not have time to check it, even in cases when the teacher reminds them of its necessity. There were distinguished three groups of causes of the difficulties in junior students teaching during the experiment. Reasons for the first group are generating disadvantages of educational work of teachers: didactic (violation of the principles and rules of didactics); educational (mainly underestimation of extracurricular work with children). The second group of reasons due to impairment of normal physical, physiological and intellectual development of children, these reasons include: poor health; physical disability; individual psychological characteristics; negative character traits. Reasons for the third group are directly dependent on the willingness of teachers and students: the weak material base of schools; the low level of pre-school education; domestic living conditions of students; the cultural level of the parents; family relationships. The author sees that innovative approaches to overcome the difficulties in the education of children of primary school are the promising directions for future research.

6

Tutoring, mentoring i coaching w edukacji osób z trudnościami w uczeniu się

76%

Wawrzyniak S.

Studia Edukacyjne

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2020

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issue 56

221-234

EN

Wawrzyniak Sonia, Tutoring, mentoring i coaching w edukacji osób z trudnościami w uczeniu się [Tutoring, Mentoring and Coaching in the Education of People with Learning Difficulties]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 221-234. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.12 The article presents the possibilities it creates using pedagogical innovations such as tutoring, mentoringand coaching supporting the traditional model of education at work with students with school difficulties. Problems withfinding your own path for children and youth, coping skills in a dynamically changing reality,in consumer times with many difficult situations is often undertaken on the basis of school practice and and scientific research. Young people are expected to have knowledge and skills flexible, mobility in various spheres of life because the change is inscribed in the surrounding reality. Important task of modern school and educational institutions is making young people aware of challenges, that stand before them and prepare them to the right life, educational and professional choices in accordance with their capabilities andrequirements of the labor market.

7

Wybrane uwarunkowania trudności i niepowodzeń w nauce w opiniach uczniów i nauczycieli

75%

Półtorak M.

Konteksty Pedagogiczne

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2016

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vol. 2

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issue 7

EN

he article concerns learning difficulties and learning failures. Study presented by the author is a presentation of the results of the research that was aiming to diagnose students and teachers’ opinion about the reasons of the oc-currence of the discussed issue. Research provided interesting information about students and teachers’ view on environmental, educationally-pedagogical and biopsychic conditioning of learning difficulties.

PL

Artykuł odnosi się do problematyki trudności i niepowodzeń szkol-nych. Przedstawione przez autorkę opracowanie jest prezentacją wyników badań, które ukierunkowane były na diagnozę opinii uczniów i nauczycieli na temat przyczyn tego zjawiska. Badania dostarczyły interesujących informacji o poglą-dach uczniów oraz nauczycieli na temat środowiskowych, dydaktyczno-wycho-wawczych i biopsychicznych uwarunkowań trudności w nauce.

8

Teaching Left-Handed Primary School Pupils in Estonia

75%

Kula P.

Journal of Teacher Education for Sustainability

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2008

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vol. 9

58-67

EN

At the primary school level, can children distinguished by their skills/abilities be sure that by acknowledging their differences they can be guaranteed a sustainable education? To what extent are they given equal treatment? The goal of this study was to identify the number of left-handed pupils in different classes of Estonian primary school and to discover what knowledge and skills are needed to teach the left-handed children. Results show that a significant number of elementary school children (9%) are left-handed, justifying a need to pay more attention to their uniqueness. In contrast, 46% of surveyed teachers report not having the necessary knowledge and skills to teach this population. While left-handedness has not been researched much throughout the world, including Estonia, it is necessary to recognize that a significant number of students are left handed and teacher knowledge about how to anticipate and prevent their difficulties in a school setting should be taken into consideration to guarantee the success of these children at school and in everyday life.

9

Teachers’ Attitude towards Reflective Practice in Public and Private Sector at Higher Secondary Level

75%

Tabassum F., Khatoon Malik S.

The New Educational Review

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2014

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vol. 36

278-287

EN

The study was conducted to explore teachers’ attitudes towards reflective practice in public and private sector at the higher secondary level. Objectives of the study were to investigate teachers’ attitude about the need for reflective practice in teaching and to explore teachers’ attitudes towards the use of reflective practice for understanding students’ learning difficulties. It was a descriptive study done in the Pakistani context. For this purpose, the researcher developed a questionnaire to find out teachers’ attitudes towards reflective practice. Data was collected through the stratified random sampling technique from 300 teachers teaching higher secondary classes of private and public sector higher secondary schools/ colleges. The analysis of the data was made by applying mean, SD (standard deviation), t-test and ANOVA (analysis of variance) through SPSS (statistical package for social sciences). The findings showed that teachers of both the public and private sectors did not realize the need for reflective practice at the higher secondary level for understanding students’ learning difficulties. It was recommended that teachers of the public and private sector may be aware of reflective practice through training programs. Strategies of reflective practice are supposed to be used by teachers in the teaching learning process. It is suggested that reflective practice may be mentioned in the syllabus of the training course. The findings of the presented study have implication for teachers and curriculum developers of professional development programs.

10

Teachers on the efficacy of support to students with learning difficulties

75%

Žakelj A., Cotič M.

The New Educational Review

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2016

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vol. 44

187-197

EN

The empirical study investigated to what extent the implementation of the dPMAT model (a didactic approach to supporting pupils with learning difficulties in mathematics) contributed to the qualification of teachers for the implementation of support to pupils with learning difficulties in mathematics. 80 mathematics teachers and 101 generalist teachers completed a questionnaire through which they rated the impact of the dPMAT model on their knowledge and skills in relation to the teaching and learning of students with difficulties in learning mathematics. The mathematics teachers assessed the contribution of the model to their skills in the selection and design of appropriate teaching aids (M = 4.1, Sd = 0.8) and in the recognition and identification of learning difficulties the highest (M = 4.0, Sd = 0.8). The generalist teachers assessed the contribution of the model to their skills in facilitating the use of appropriate teaching aids the highest (M = 4.0, Sd = 1.1).

11

Procedury organizowania i udzielania pomocy psychologiczno-pedagogicznej uczniom z trudnościami w uczeniu się w świetle nowych regulacji prawnych

63%

Kohlman B.

Zeszyty Naukowe Uczelni Jana Wyżykowskiego. Studia z Nauk Społecznych

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2018

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issue 11

rb.ujw.pl/social

PL

Problem wsparcia psychologiczno-pedagogicznego uczniów to jedno z największych wyzwań współczesnej szkoły. W artykule autorka próbowała przybliżyć ustalenia terminologiczne związane z pojęciem trudności w uczeniu się. Skupiła się przede wszystkim na specjalnych potrzebach edukacyjnych i specyficznych trudnościach w uczeniu się. Celem pracy było wskazanie istoty zmian w nowych regulacjach prawnych dotyczących pomocy psychologiczno-pedagogicznej. Autorka oceniła te zmiany zarówno pozytywnie, jak i negatywnie. Przedstawiła przykładowe uniwersalne procedury organizacji i udzielania pomocy psychologiczno-pedagogicznych, które mogą być pomocne w codziennej pracy szkoły, przedszkola czy innej instytucji oświatowej.

EN

In the article, the author attempted to introduce terminological findings related to the concept of learning difficulties. She focused primarily on special educational needs and specific learning disabilities. The aim of the work was to show examples of procedures for organizing and providing psychological and pedagogical help. The author assessed these changes both positively and negaively. She presented examples of universal procedures for organizing and providing psychological and pedagogical help, which can be helpful in everyday work of a school, kindergarten or other educational institution.

12

The Effect of Using a Language Games-Based Electronic Program on Acquiring Oral Skills. Experiences of Adult English Learners during the COVID-19 Pandemic

63%

Khasawneh M. A. S.

Edukacja Ustawiczna Dorosłych

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2021

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issue 1

13-24

PL

Badanie miało na celu określenie wpływu korzystania z elektronicznego programu do nauki języka obcego opartego na grach edukacyjnych na rozwój wypowiedzi ustnych osób, które doświadczają trudności w nauce języka angielskiego podczas pandemii COVID-19. W badaniu zastosowano podejście eksperymentalne i zrealizowano je na próbie 84 uczniów podzielonej na grupę eksperymentalną (n = 42) i kontrolną (n = 42). Instrumentami badania były program szkoleniowy oraz test do oceny wypowiedzi ustnej. Badanie potwierdziło istnienie istotnej różnicy między grupą eksperymentalną a kontrolną w nabywaniu umiejętności wypowiadania się w języku angielskim po odbyciu programu szkoleniowego na korzyść grupy eksperymentalnej

EN

This study aimed at identifying the effect of using a language games-based electronic program on developing the oral expressions of people with learning difficulties in the English language during the emerging COVID-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students divided into an experimental group (n = 42) and a control group (n = 42). The instruments of the study consisted of the training program and a test for the evaluation of oral expressive performance. The study found the existence of a statistically significant difference between the experimental and control groups in the acquisition of oral expression after receiving the training program in favor of the experimental group.

13

PRZYCZYNY TRUDNOŚCI W NAUCE UCZNIÓW EDUKACJI WCZESNOSZKOLNEJ

51%

Matusek B.

Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika

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2014

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issue 9

137-145

PL

Artykuł porusza zagadnienia związane z przyczynami trudności w nauce uczniów edukacji wczesnoszkolnej. Szczególną uwagę poświęcono przyczynom trudności w nauce czytania i pisania oraz diagnozie pedagogicznej pozwalającej ustalić ich przyczyny. Artykuł zamyka dekalog dla rodziców i nauczycieli dzieci dyslektycznych autorstwa prof. dr hab. Marty Bogdanowicz.

EN

Causes of learning difficulties of pupils in 1th-3rd classes were brought up in the article. The author is devoting the particular attention to causes of the problem in the learning to read and write and the pedagogic diagnosis which they let establish its causes. The Decalogue for parents and teachers of dyslexic children written by Prof. Marta Bogdanowicz was introduced in the last part of the article.

14

Tomatis auditory stimulation and learning difficulties – an overview of recent studies

51%

Ożańska-Ponikwia K.

Konteksty Pedagogiczne

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2016

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vol. 2

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issue 7

PL

Celem niniejszego artykułu jest przegląd współczesnych badań zaj-mujących się wpływem stymulacji słuchowej metodą Tomatisa na takie aspekty trudności w uczeniu się zaobserwowane wśród badanych uczniów szkół podsta-wowych jak: trudności w czytaniu, komunikacji czy zachowaniu. Zaprezento-wane rezultaty wskazują na pozytywny wpływ stymulacji słuchowej na wymie-nione wyżej trudności w uczeniu się. Pozytywne efekty metody Tomatisa zostały stwierdzone zarówno, jeżeli chodzi o same rezultaty w nauce, jak i, w niektórych przypadkach, w zachowaniu badanych osób, co może stanowić potwierdzenie skuteczności tej metody w terapii służącej dzieciom mającym trudności w ucze-niu się.

EN

The present article aims to present a short overview of recent studies researching the use of Tomatis auditory stimulation while addressing various types of learning difficulties like difficulties in reading, communication or behavior among primary school students. The results of the presented studies clearly show positive influence of the auditory stimulation on mentioned before skills. It was shown that Tomatis method seemed to improve significantly students’ learning outcomes as well as, in some cases, behavior and could be used to aid students with different kinds of learning difficulties..

15

PROFESSIONAL COMPETENCE DEVELOPMENT ON THE EXAMPLE OF CARE WORK AS A CHALLENGE FOR LIFELONG LEARNING

38%

Sylvana D.

Edukacja Dorosłych

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2014

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issue 1(70)

EN

Considerations in the article highlight the relationship between lifelong learning and the development of competences of the individual. Institutional and personal resources affect the participation in further education through finance, structure of the offer, form and content of education, certification, as well as one's own idea of the condition of competences. Scientific analyses of individual experience in learning, modes of learning, resistance to learning, meanings, and resulting decisions concerning learning demonstrate the need to support the individual in the decision making process and in continuing education. Specific conditions for the development of competences in the health professions, on the example of care work and nursing, have been formulated at the intersection of different perspectives.

PL

Rozważania w artykule naświetlają związek uczenia się przez całe życie z rozwojem kompetencji jednostki. Instytucjonalne i osobiste zasoby wpływają na uczestnictwo w edukacji dalszej poprzez finanse, strukturę oferty, formy i treści kształcenia, certyfikowanie i własne wyobrażania o stanie kompetencji. Naukowe analizy indywidualnych doświadczeń w uczeniu się, trybów uczenia się, oporu w uczeniu się, znaczeń i wynikających stąd decyzji dotyczących uczenia się dowodzą konieczności wspierania jednostki w procesie podejmowania decyzji i kontynuowania nauki. Na przecięciu różnych perspektyw zostały sformułowane konkretne uwarunkowania rozwoju kompetencji w zawodach służby zdrowia na przykładzie opieki i pielęgnacji.

DE

Nachfolgende Ausführungen beleuchten den Zusammenhang der Anforderungen des Lebenslangen Lernens in Bezug auf Kompetenzentwick-lung respektive deren Erhalt sowie die Dispositionsfähigkeit des Individuums als bedeutende Größe. Institutionelle und personelle Ressourcen beeinflussen die Weiterbildungspartizipation im beruflichen Kontext mittels Finanzierung, Ange-botsformen und -Inhalte, Angebotsstrukturen, Zertifizierung und auch berufsspezifischer Kompetenzvorstellungen. Die bildungswissenschaftlichen Betrachtungen der individuellen Lernerfahrungen, Lernmodi, ggf. Lernwiderstän-de, Deutungen und daraus resultierenden Bildungsentscheidungen zeigen Transfer- und Unterstützungsnotwendigkeiten auf. In der Zusammenführung der Perspek-tiven werden nachfolgend konkrete Voraussetzungen der Ermöglichung von Kom-petenzentwicklung in den Gesundheitsfachberufen am Beispiel der Pflege formu-liert.

Refine search results

A comparative self-assessment of difficulty in learning English and German among Sudanese students

Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland

Helping a child with learning difficulties and his independenceAbstract

Psychological and Pedagogical Assistance to Children in Public Kindergartens and I–III Classes of Primary School in the Light of Polish Legal Regulations

ПСИХІЧНЕ ЗДОРОВ’Я МОЛОДШИХ ШКОЛЯРІВ ЯК УМОВА ПОДОЛАННЯ ТРУДНОЩІВ У НАВЧАННІ

Tutoring, mentoring i coaching w edukacji osób z trudnościami w uczeniu się

Wybrane uwarunkowania trudności i niepowodzeń w nauce w opiniach uczniów i nauczycieli

Teaching Left-Handed Primary School Pupils in Estonia

Teachers’ Attitude towards Reflective Practice in Public and Private Sector at Higher Secondary Level

Teachers on the efficacy of support to students with learning difficulties

Procedury organizowania i udzielania pomocy psychologiczno-pedagogicznej uczniom z trudnościami w uczeniu się w świetle nowych regulacji prawnych

The Effect of Using a Language Games-Based Electronic Program on Acquiring Oral Skills. Experiences of Adult English Learners during the COVID-19 Pandemic

PRZYCZYNY TRUDNOŚCI W NAUCE UCZNIÓW EDUKACJI WCZESNOSZKOLNEJ

Tomatis auditory stimulation and learning difficulties – an overview of recent studies

PROFESSIONAL COMPETENCE DEVELOPMENT ON THE EXAMPLE OF CARE WORK AS A CHALLENGE FOR LIFELONG LEARNING