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Comparative analysis of health problems in students from elementary school and middle school in Lublin, 2010–2015

100%
Kocka K., ŚLUSARSKA B., Bartoszek A., Rząca M., Zdybel-Fałdyga U., Nowicki G., Naylor K.
Family Medicine & Primary Care Review
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2018
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issue 1
7-12
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Socio-economic conditions in Warsaw districts and the availability of extracurricular activities in primary schools

100%
Awramiuk A., Fuhrmann M., Janicki M.
Miscellanea Geographica. Regional Studies on Development
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2010
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vol. 14
283-294
EN
Polish schools achieve their educational aims, as set out in the curriculum, within the framework of obligatory class periods. Extracurricular activities may be organised when schools receive additional funding from local government budgets. The aim of this article is to demonstrate the relationship between the socio-economic conditions of individual Warsaw districts and the availability of extracurricular activities in those districts' primary schools. The analysis carried out during this study disproved the initial assumption that more affluent districts with higher per capita incomes and a higher proportion of expenditures directed towards educational aims would be characterised by a larger offer of extracurricular activities. Rather, what distinguishes districts with the highest availability of extracurricular activities is their peripheral location within the territory of Warsaw. There, schools ensure longer hours of supervision for children and organised the time after class, which offers support to the parents. It is likely that it is the parents who, due to their relatively longer commute between home and work, support the organisation of such activities, not least financially.
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ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA

88%
HOPTOVÁ L.
Journal of Education Culture and Society
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2020
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vol. 11
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issue 2
429-443
EN
Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools. Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history. Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.
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Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa

88%
Zindoga L., JO Aloka P.
Academicus. International Scientific Journal
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2024
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vol. 15
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issue 29
157-173
EN
This study examined the effectiveness of the mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia in two public primary schools in Mpumalanga, South Africa. The Skinner’s reinforcement and the Information Processing theories were employed. A quasi-experimental design with one control group and one experimental group was used. Two schools, one was an intervention and was control one. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The tools used were the Bangor Dyslexia Test, pre- and post- tests, and a reading comprehension test. The results revealed that there was a statically significant difference between pre-test and post-test scores for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school learners with dyslexia. The study recommends that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.
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Organizacja szkolnictwa w okresie pionierskim w Olsztynie przez Wydział Oświaty przy Urzędzie Pełnomocnika Rządu RP (kwiecień-sierpień 1945)

88%
Radziszewska M.
Komunikaty Mazursko-Warmińskie
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2019
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issue 1 (303)
57-76
EN
In April 1945, the Department of Education was formed in Olsztyn by the Plenipotentiary Office of the Government of the Republic of Poland. Its head was the native Paweł Sowa. During the functioning of the Department of Education at the Plenipotentiary Office of the Government of the Republic of Poland from April through to the end of August 1945, thanks to this department in the Masurian district, a network of educational administration in the area and the first schools were established. Polish education particularly developed in Olsztyn, supported by the increase in inhabitants. The aim of this article is to present the beginnings of the organization of primary and secondary education as well as pedagogic education in Olsztyn under the direction of the Department of Education in the Plenipotentiary Office during the pioneer period, which lasted until the appointment of the School District of Masuria in Olsztyn, i.e. September 1, 1945.
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Malé venkovské školy na trhu se základním vzděláváním: Jejich působnost a marketing na příkladu Turnovska

75%
Kučerová S. R., Bláha J. D., Pavlasová Z.
Sociologický časopis. Czech Sociological Review
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2015
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vol. 51
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issue 4
607-636
EN
The article deals with selected issues relating to the provision and accessibility of primary education in rural, non-exposed areas. These issues are examined from the viewpoint that various conditions force even public education to be guided by certain principles of the free market (e.g. competing for clients), although its actions in this respect are simultaneously rather constrained. The article sets out to analyse the primary education market in a model region Turnov (situated in Czechia) in relation to the type of catchment area. It discusses the pitfalls of public school marketisation, and it analyses the spatial distribution of schools in the model region and the schools’ jurisdictions based on the different types of catchment areas, which are defined and created in the form of cartographic visualisation. The article also examines four municipalities with small rural school as case studies selected on the basis of representing different types of catchment area. The authors discuss the findings of in-depth interviews that were conducted with headmasters, school operators, and some parents in the four municipalities in order to identify the strategies that schools can use to strengthen their position in the primary education market. The authors find that not only do schools’ marketing strategies vary little depending on their geographical location but the majority of schools in the case study have not formulated a unique and systematic vision and mission for their school. The principal features of all the schools studied are their self-identification in opposition to the culture of urban schools.
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Physical Education in schools for various age groups, in Przemyśl district

75%
Lenik J.
Prace Naukowe Akademii im. Jana Długosza w Częstochowie Kultura Fizyczna
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2016
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vol. 15
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issue 1
91-104
PL
Celem badań była ocena stanu wychowania fizycznego na różnych poziomach edukacji szkolnej na terenach wiejskich i miejskich powiatu przemyskiego. Badaniami (kwestionariusz ankiety) objęto nauczycieli wychowania fizycznego pracujących w szkołach podstawowych, gimnazjalnych i ponadgimnazjalnych. Przeprowadzona analiza wykazała, iż lepsze warunki do realizacji obowiązkowych zajęć wychowania fizycznego posiada większość szkół znajdujących się w mieście. Dodatkowo można stwierdzić, że większość nauczycieli narzeka na warunki panujące w szkołach. Według nauczycieli wychowania fizycznego łączenie klas, brak sprzętu i brak odpowiedniej bazy to najczęstsze przyczyny uniemożliwiające realizacje programu
EN
The objective of the study was to assess the status of physical education at different levels of school education in rural and urban areas of Przemyśl County. The study included physical education teachers working in primary, middle and high schools. The analysis showed that most of the schools in the city have better conditions for the implementation of obligatory physical education classes. In addition, most teachers complain about conditions in schools. According to physical education teachers, combined classes, lack of equipment and appropriate sports base are the most common causes of making it impossible for them to accomplish the program of physical education in schools in the Przemyśl County.
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Miejska Pracownia Przyrodnicza dla Dzieci w Łodzi w latach 1921-1938

75%
Cisińska A.
Pedagogika Społeczna
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2012 (R. XI)
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issue 2(44)
113 – 121
PL
W okresie międzywojennym powstało w Łodzi wiele instytucji, mających na celu służenie łódzkiemu szkolnictwu powszechnemu. Do takich placówek należała, poza Pracownią Psychologiczną i Pracownią Robót Ręcznych, Miejska Pracownia Przyrodnicza. Celem pracy było przedstawienie działalności Miejskiej Pracowni Przyrodniczej w Łodzi i jej znaczenia dla dzieci z łódzkich szkół. Materiał i metody: Podstawowym źródłem przy opracowaniu zagadnienia stanowiły materiały znajdujące się w Archiwum Państwowym miasta Łodzi oraz periodyki pedagogiczne i medyczne ukazujące się w okresie międzywojennym. Wyniki: Istnienie Miejskiej Pracowni Przyrodniczej miało ogromne znaczenie dla kształtowania i wychowania dzieci i młodzieży. Dzięki działalności tej placówki uczniowie szkół powszechnych mieli możliwość indywidualnego przerabiania ćwiczeń z zakresu przyrody, fizyki i chemii. Wnioski: Miejska Pracownia Przyrodnicza była ośrodkiem szerzącym wiedzę przyrodniczą. Otwarcie tego rodzaju placówki zaowocowało powstaniem podobnych zakładów w innych miastach na terenie Polski.
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Many institutions formed in Łódź during the interwar period aimed at supporting the primary educational system; these included the Municipal Psychological Department as well as the Natural Workshop, and the Municypal Laboratory of Nature Study. The aim of article is to present the work of the Municypal Laboratory of Nature Study for Children in Łódź. Materials and methods: Materials and methods: Materials from national archives and pedagogic and medical magazines published in the period between the first and the second world war were the source of this research. Results: The foundation of the Municipal Laboratory of Nature Study was of utmost importance for the education and bringing up of children and the youth. Thanks to this institution pupils from public primary schools could do their science assignments individually. Conclusions: It should be emphasised that the Municipal Laboratory of Nature Study was a centre propagating nature knowledge. Opening this type of centre resulted in organization of similar institutions in other cities in the country.
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Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem

75%
Chomczyńska-Rubacha M.
The New Educational Review
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2014
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vol. 37
150-160
EN
The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.
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UCZEŃ ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI NA LEKCJI JĘZYKA OBCEGO W SZKOLE PODSTAWOWEJ – ROLA NAUCZYCIELA I ŚRODOWISKA SZKOLNEGO W REALIZACJI KONCEPCJI INKLUZJI

63%
Janicka M.
Neofilolog
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2017
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issue 49/1
25-39
EN
The article presents the tenets of the inclusion concept and the ways as well as the problems concerned with its implementation. Special attention has been given to primary school-students with special educational needs in the language classroom. In the article results of a research project are presented. The project had two aims. The first was to elicit the level of implementation of the inclusion concept at Polish primary schools using the example of teaching foreign languages. The other aim was to sensitise the students of applied linguistics – future language teachers – to the challenges concerned with teaching languages to children with special educational needs.
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RELATIONS BETWEEN SOCIAL INEQUALITIES AND EFFECTS OF INCREASED AVAILABILITY OF PHYSICAL EDUCATION ON CHILDREN´S HEALTH – A LONGITUDINAL STUDY OF ELEMENTARY SCHOOLS

63%
Seyda M., Meier H. E.
Journal of Physical Education & Health - Social Perspective
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2015
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vol. 4
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issue 6
5-14
XX
The obesity crisis and health inequalities among children have directed the attention of policymakers to school-based interventions. Accordingly, the state government of North Rhine-Westphalia commissioned a pilot project amongst daily PE classes in primary schools. An evaluation study was conducted testing 520 children from seven project schools and 142 children from non-project schools over a four-year period. Body mass index (BMI) served as an indicator of the children’s health status. Further health-related aspects were measured in terms of motoric capacities. Moreover, sports club participation was measured. The results suggest that the daily PE class does not represent a universal remedy for specific health deficits. However, disadvantaged children - in particular girls - might benefit from school-based interventions.
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Miejskie szkoły powszechne dla ludności żydowskiej w wielokulturowej Częstochowie okresu międzywojennego

63%
Zalas K.
Podstawy Edukacji
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2021
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vol. 14
147-165
EN
In the years 1918–1939, Częstochowa was a multicultural city just like the entire Second Republic was a multicultural country. Groups of people different in the aspects of their ethnic origin, speaking different languages, belonging to different religions, and also representing different cultures co-existed in it; nevertheless, it was Jews that constituted the dominant minority as far as religion was concerned.Economic development, territorial growth, and also increase in the population, observed throughout the period referred to hereinabove, and, first and foremost, a constantly increasing headcount of Jewish minority, rendered it necessary to organise social-cultural and educational institutions, the lion’s share of which were charitable and philanthropic organisations. The demographic structure in the years 1918–1939 determined the educational needs of the city as well. So as to ensure that Jewish population could undergo a compulsory education and complete it, the authorities of the city handed over three municipal primary schools (bearing the following numbers: 12, 13 and 15) to be used only and solely by the members of this very minority.The schools in question constituted an integral element of primary education in the city, and, therefore, suffered from the same difficulties with finding suitable buildings, personnel and organisation. It is, however, worth indicating that, thanks to the grassroots initiatives of the faculty in the aspect of the organisation of upbringing activities, these schools instilled the spirit of respect for the people of all confessions and nationalities, as well as for the state and local community
PL
Częstochowa w latach 1918–1939, podobnie jak cała Rzeczpospolita, była miastem wielokulturowym. Na jej obszarze współistniały grupy ludności różniące się pod względem etnicznym, reprezentujące odmienności językowe, religijne oraz kulturowe, jednak dominującą spośród mniejszości grupę wyznaniową stanowili Żydzi. Rozwój gospodarczy, terytorialny a także demograficzny dokonujący się we wskazanych okresie, a przede wszystkim stale wzrastająca liczba ludności żydowskiej spowodowała konieczność organizowania instytucji społeczno-kulturalnych i oświatowych. Tworzyły je w szczególności organizacje i towarzystwa o charakterze dobroczynnym i filantropijnym. Struktura demograficzna lat 1918–1939 determinowała także potrzeby oświatowe w mieście. W celu upowszechniania obowiązkowej edukacji władze miasta przekazały trzy miejskie szkoły powszechne (nr 12, 13 i 15) wyłącznie na użytek ludności żydowskiej. Szkoły te stanowiły integralny element miejskiego szkolnictwa powszechnego, powielały tym samym trudności lokalowe, kadrowe i organizacyjne. Na uwagę zasługuje jednak fakt, iż dzięki oddolnym inicjatywom kadry pedagogicznej, organizowaniu działań wychowawczych szkoły kształciły w duchu poszanowania ludności wszystkich wyznań i narodowości, szacunku wobec państwa i społeczności lokalnej.
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Conditions for Innovation of Public Sector Organisations Based on Selected Primary Schools

63%
Wodecka-Hyjek A.
Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie
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2020
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issue 1(985)
29-47
EN
Objective: The aim of this article is to present and analyse the results of pilot studies relating to the diagnosis and evaluation of conditions for innovation of public sector organisations based on selected primary schools operating in a large city in Małopolskie Voivodeship, Poland. Research Design & Methods: The theoretical part of the article was based on the literature on the subject, both Polish and foreign. The pilot study was carried out by means of a guided, semi-structured interview with 17 teachers from four primary schools in Małopolskie Voivodeship, Poland. Undoubtedly, the results of the study have numerous limitations, which result mainly from the pilot nature of the survey and its limited scope (only selected teachers from four primary schools in a large city were willing to participate in the survey and were interviewed). Therefore, the results cannot be generalised and their analysis should be approached from a critical perspective. Findings: In the schools analysed, both the teachers and the management are aware of the importance of innovations in building the position of the school on the market of educational services, as well as of the fact that they are a key factor in teachers’ personal development. The innovation policy in the schools was generally known, while teachers are inspired to seek and implement innovations, and the attitude of the management in the majority of cases stimulates the creativity of the teachers, which is additionally supported by tangible or intangible incentives, e.g. commendations or awards. Implications / Recommendations: New ideas and solutions undoubtedly improve the teaching process, which is appreciated both by students and by their parents. In the primary schools participating in the study, the most important sources of innovation were the teachers, their level of knowledge, competence, creativity, commitment and personality. Contribution: Given the clear need for changes in the education sector, the study of innovation in primary schools is important and insufficiently recognised in Poland.
PL
Cel: Cel artykułu stanowi prezentacja i analiza wyników badań pilotażowych w zakresie diagnozy i oceny uwarunkowań innowacyjności organizacji sektora publicznego na przykładzie wybranych szkół podstawowych, funkcjonujących na terenie dużego miasta w województwie małopolskim. Metodyka badań: Część teoretyczną artykułu oparto na studiach literaturowych, krajowych i zagranicznych. Badania pilotażowe przeprowadzono za pomocą wywiadu kierowanego, częściowo ustrukturyzowanego, przeprowadzonego z 17 nauczycielami z 4 szkół podstawowych z województwa małopolskiego. Niewątpliwie zaprezentowane wyniki mają wiele ograniczeń. Wynikają one przede wszystkim z pilotażowego charakteru przeprowadzonego badania i jego ograniczonego zakresu (wywiady przeprowadzono jedynie wśród wybranych, chętnych do uczestnictwa w badaniu nauczycieli tylko czterech szkół podstawowych, z terenu dużego miasta w województwie małopolskim). Zatem wyników tych nie można uogólniać, a ich analiza powinna mieć charakter krytyczny. Wyniki badań: W badanych szkołach zarówno nauczyciele, jak i kadra zarządzająca mają świadomość znaczenia innowacji w kształtowaniu pozycji szkoły na rynku usług edukacyjnych, jak też faktu, że stanowią one kluczowy czynnik rozwoju osobistego nauczycieli. Polityka innowacji w badanych szkołach jest powszechnie znana, nauczyciele są inspirowani do poszukiwania i wdrażania innowacji, a postawa dyrektorów pobudza kreatywność nauczycieli, co dodatkowo wpierają bodźce materialne w postaci nagród lub niematerialne, np. pochwała czy wyróżnienie ze strony przełożonego. Wnioski: Nowe pomysły i rozwiązania niewątpliwie usprawniają proces dydaktyczny, co doceniane jest przez uczniów i rodziców. W szkołach podstawowych uczestniczących w badaniu najważniejszym źródłem innowacji są nauczyciele, ich poziom wiedzy, kompetencje, kreatywność, zaangażowanie oraz cechy osobowościowe. Wkład w rozwój dyscypliny: Badania problemu innowacyjności w obszarze szkół podstawowych, w dobie artykułowania konieczności zmian w sektorze edukacji, są ważne. Jest to problem niewystarczająco rozpoznany w polskich warunkach. Perspektywa wzbogacenia przeprowadzonej analizy może stanowić kolejne wyzwania badawcze.
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