Search results - CEJSH

1

Memories of my school days in Przemyśl, 1928-1939

100%

Steinhardt A., Pudłocki T.

Rocznik Przemyski

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2013

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vol. 49

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issue 3: Historia

238-246

PL

Wspomnienia z lat szkolnych, dzieciństwa i młodości spędzonych w Przemyślu. Ich autorem jest Alfred Steinhardt, jeden z pierwszych izraelskich reżyserów.

2

Kreowanie doświadczeń liminalnych w szkole z wykorzystaniem metody dramy edukacyjnej

87%

Jaskulska S.

Studia Edukacyjne

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2016

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issue 42

155-176

EN

The aim of the paper is to consider the possibility of creating liminal experiences at school with the method of educational drama and the pedagogical potential of such activities. Treated as the medium phase of rite, I define liminality in line with Arnold van Genepp and Victor Turner. By claiming that for many reasons school is a liminal space and showing that the fact that this function is neglected at the cost of the transmission function is a problem, I present drama as a possible antidote.

3

Rodzice a nowomedialne wspomaganie współczesnej polskiej szkoły (raport z badań)

87%

MICHNIUK A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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issue 23

249-266

EN

Anna Michniuk, Rodzice a nowomedialne wspomaganie współczesnej polskiej szkoły (raport z badań) [Parents and new media in modern Polish schools]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 249-266. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.15 The article presents some of the conclusions of the research carried out in 2016 among the junior high schools located in lubuskie voiewodship. One of the subjects of the research was the parents of new media support for modern school assess. The text presents parents’ opinions on the new media activity of students, support of new media in the teaching – learning process, building contact between the school and parents and also (auto)promotion of the school. The article also contains a short description of the new media activity of parents of contemporary teenagers and characteristic of the media world in which modern parents were brought up.

4

Bezpieczeństwo w szkole. Kontekst publiczny, socjalny i zdrowotny

80%

Jagodzińska M., Choińska M.

Społeczeństwo. Edukacja. Język

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2014

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vol. 2

45-54

EN

The need of safety is one of the basic needs and indispensable human rights. In the pyramid of human needs , it is placed as the second one, just after the physiological needs (food, sleep). The article presents important issues connected with providing safety at school in three areas: public, social and health.

5

KAPITAŁ SPOŁECZNY W SZKOŁACH

80%

Zahorska M.

Polityka Społeczna

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2011

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vol. 38

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issue 7(448)

32-34

EN

In the article, „social capital” is understood as the ability to cooperate, involvement on behalf of the common good. In the Polish society, lack of skills in this regard is a significant social problem. Could the school prepare students to cooperate, to assume common responsibility? The Polish school culture substantially hinders the development of skills of this type. The barrier encountered is the tradition based on traditional instruction methods, the ways of motivating students to work through competition and individual assessment and a visible distance between teachers and students, which makes it difficult to establish communication between teachers and students. A teacher does not serve as a model of a social worker, either, since in most cases, teachers neither like nor are able to engage in social works. A change in the attitudes and habits at school is a difficult and time-consuming; however, it is possible. We can expect that the attempts made, such as civic education lessons conducted using the active learning methods, as well as activity of various civic associations and foundations will have a positive result in the future.

6

Nowa podstawa programowa a przygotowanie studenta do pracy w szkole

80%

Umiastowska D.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2013

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issue 40

17-21

EN

In a changing society and in the era of ever-increasing development of technology and communication, the importance of human movement is being marginalised. A child’s spontaneous physical activity is often suppressed and replaced by passive activities. That happens at home and school. As a consequence, the level of physical fitness and the range of motor skills are decreased. People are aware of the importance of movement for the proper functioning of human body, but not always they apply the sound rules in practice. Both the suggestions contained in the new core curriculum of a general education and the ways of implementing the contents of physical education provide the teacher with a wide range of possibilities. Thus arises the need to expand the range of competences which students will acquire during university classes. Modification of the educational content by adjusting more to the expectations of the contemporary school is one of the ways to meet this goal

7

Edutainment i edukacja filmowa jako narzędzia kształtowania tożsamości oraz postaw dzieci i młodzieży.

80%

Wojniak J.

Państwo i Społeczeństwo

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2015

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issue 1

167-180

EN

Development of cinema opened up new prospects for the education process. The film has enabled a new way of presentation of various issues to students, supplementing traditional forms of information transmission. It should be noted, however, that the number of film productions have a purely entertaining asset, free of educational value. Consequently, the use of multimedia in education is sometimes seen as a manifestation of confusion between education and entertainment. The result of this process is the so-called edutainment. It is interesting, therefore, to present the possibilities of use the film in the process of building young people identity and value system. The paper presents Polish initiatives of the film education and their role in creating contemporary educational environment.

8

Edukacja nieformalna – moda czy konieczność

80%

Leśniewska G.

Edukacja Humanistyczna

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2016

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issue 2

113-122

PL

Formalny system edukacji ma na celu dostarczenie młodym ludziom podstawowej wiedzy, którą mogą wykorzystać w życiu zawodowym i społecznym. Niestety często z różnych powodów system ten nie zaspokaja wszystkich potrzeb edukacyjnych. Dlatego też dostępne powinny być inne źródła rozwoju osobistego. Jednym z nich może być edukacja nieformalna. Wychodząc tym potrzebom naprzeciw, pięć lat temu Wyższa Szkoła Humanistyczna Towarzystwa Wiedzy Powszechnej w Szczecinie stworzyła Dziecięcy Uniwersytet Humanistyczny. Artykuł ma na celu przedstawienie działalności Dziecięcego Uniwersytetu Humanistycznego, jej celowości oraz zapotrzebowania na specjalności proponowane małym studentom. Zaprezentowane zostaną wyniki badań ankietowych, które przeprowadzono wśród rodziców dzieci uczęszczających na Dziecięcy Uniwersytet Humanistyczny i które dotyczą motywów wyboru poszczególnych specjalności. Prześledzone zostanie również kształtowanie się oferty Dziecięcego Uniwersytetu Humanistycznego.

EN

The formal education system is aimed at providing young people with the basic knowledge that they can use in professional and social life. Unfortunately, often the system for various reasons do not meet all educational needs. Therefore, should be available other sources of personal development. One of them may be non-formal education. To meet these needs facing The School of Higher Education in Humanities of the Association For Adult Eucation created five years created Children’s University for the Humanities. Article aims to present the activities of the Children’s University for the Humanities, its purpose and need for the proposed small specialty students. There will be also presented the results of the survey conducted among parents of children attending the Children’s University for the Humanities, regarding the recitals to select individual specialties. It will also traced the development of the deal of Children’s University for the Humanities.

9

„Awantury kosmiczne” Edmunda Niziurskiego jako metafora czasów schyłkowego PRL

80%

Pomirska Z.

Jednak Książki. Gdańskie Czasopismo Humanistyczne

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2017

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issue 7 "Pomiędzy dziećmi i dorosłymi. Przekraczanie granic w literaturze dla dzieci i młodzieży"

165-178

EN

The article is devoted to metaphorical sense of the school image in the Edmund Niziurski’s novel “Awantury kosmiczne”.

10

Próba określenia związku między sprawnością motoryczną a popularnością uczniów w klasie szkolnej

80%

Kapik-Gruca K., Gruca K.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2013

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issue 40

70-75

EN

Background. The aim of the study was to determine the class hierarchy and to find out if there is a relationship between students’ physical fitness and their popularity in the class. Material and method. The research was carried out on fifth grade students of primary school. In the research the following techniques were employed: 1. classic sociometric techniques based on two criteria (personal ties, i.e. “mate at the same desk” and material ties, i.e. “class council”) and Korczak’s “plebiscite of kindness and reluctance”, 2. the physical fitness test by Z. Chromiński. Measurement of students’ motor performance was assessed by Chromiński’s test. The maximum number of points students could get in each trial was 100, and the minimum was 0. The student’s popularity in the class was calculated adding up the numbers of choices received in all three sociometric techniques. It was assumed that a popular student (with a high acceptance rate) is the one who accumulated the positive choices from at least half of the class and is not rejected (discarded) by more than 33% of his/her classmates. On the contrary, an unpopular student (with a very low or low acceptance rate) is one who received only negative choices, or was ignored in the selections (both positive and negative) or his ratio of positive and negative choices was 1 to 3. Conclusions. There was a low correlation found between students’ popularity and their physical fitness.

80%

Sedláček M., Pol M., Hloušková L., Lazarová B., Novotný P.

Studia paedagogica

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2013

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issue 4

75-92

EN

This article is one of the outcomes of a research project in which we focused on the recognition of the processes of organisational learning in Czech basic schools (6-15). In this article, we deal with the dimension of the systematic way of organisational learning. In agreement with many other authors we consider the systematic way of organisational learning in schools an important condition for the depth and, therefore, efficiency of organisational learning. We look for an answer to the question of how much influence is exerted by factors in the internal school setting on the systematic way of organisational learning. For this analysis, we use data of a representative survey conducted in two Regions of the Czech Republic.

17

Wychowanie młodzieży w krakowskich szkołach zawodowych w duchu patriotycznym i obywatelskim (1918–1939)

80%

Ślęczka R.

Kwartalnik Pedagogiczny

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2018

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vol. 63(4(250))

72-85

PL

Vocational education was one of the most important stages of the educational system in those days, as it is today. In the interwar period vocational education took on a special significance, because with its help efforts were made to pursue specific educational goals aimed at shaping the attitudes that were then in force, defined as civic and patriotic. The analysis presented below shows the educational goals in reference to youth schools (Cracow vocational schools) focused mainly on youth organisations. Among the most important are Polish scouts. A wide organisational movement was developed alongside it, focusing on military and defense issues, touring, tourism, and sport and recreation. The organisational activities carried out within them were aimed at building strictly defined patterns of citizenship and patriotism among the local youth, which could help in defending their own homeland.

18

„Nie łzawe wspomnienia dawnych bojów, ale realna nauka z przeszłości”. O świętowaniu rocznicy niepodległości w szkołach II Rzeczypospolitej refleksji kilka

80%

Buczek K.

Kwartalnik Pedagogiczny

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2018

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vol. 63(4(250))

56-71

PL

The article discusses the question of celebrations of Poland’s Independence Day – November 11th. The tradition of celebrating state holidays in Polish schools dates back to the era of the National Education Commission, which in 1783 ordered official celebrations of the centenary of king John III’s victory over the Turks at Vienna. After 123 years of foreign subjugation, which broke the connection between the citizens and the state, Poland returned to the tradition of celebrating state holidays in schools. Several brochures with proposed event scripts, poems, and small plays were published in order to ensure the celebrations would be given an appropriate flair. “Płomyk”, a magazine for slightly older children, was also involved in the preparation for independence anniversary celebrations. The issue of celebrating state holidays in schools was also considered within teaching theory: on the one hand, they were considered very valuable educationally – particularly for instilling patriotic and civil virtues, on the other, it was remarked that the students were bored with the ceremonies.

19

Nauczyciel jako podmiot i jako przedmiot polityki edukacyjnej

80%

Zahorska M.

Kwartalnik Pedagogiczny

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2014

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issue 1-2(231-232)

155-166

EN

In many countries, teachers, owing to their number and significance, have considerable political power. In Poland, after WWII, the communist system radically reduced their influence, not unlike that of other professions. Especially in the 1950s, schools were very tightly controlled by state authorities. That period of terror and surveillance left an ineradicable mark upon the subsequent functioning of schools, promoting passivity and conformity among teachers. That is not to say that there were no outstanding individuals who managed to maintain their subjectivity and positively influence their pupils. Anna Radziwiłł was undoubtedly such an exceptional teacher.

20

Sozialpädagogik als Lösung in der Prävention von sozial-pathologischen Erscheinungen in der Schule

80%

Smetanová D., Koldeová L.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2013

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issue 1

89-100

EN

The paper presents the basic definition of social pedagogy as a pedagogical discipline. It also focuses on the opportunities and challenges of social pedagogy in the prevention of socio-pathological phenomena. It asks the following questions-Is social pedagogy able to timely and professional assistance to ensure? Needs company a social practice of teachers?

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