Search results

1

Uczeń zdolny w kulturze szkoły

100%

Jówko E.

Student niepełnosprawny. Szkice i rozprawy

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2016

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issue 16(9)

225-234

EN

The subject of the article is the problems related to the student's especially gifted and functioning in the culture of the school. The author shows the difficulties faced educational gifted students in the context of three fundamental aspects of the school culture: organizational culture, interpersonal relationships and the culture of personal and individual students and teachers.

PL

Tematem artykułu jest problematyka dotycząca ucznia szczególnie uzdolnionego i jego funkcjonowania w kulturze szkoły. Autorka ukazuje występujące trudności edukacyjne uczniów zdolnych w kontekście trzech podstawowych aspektów kultury szkoły: kultury organizacyjnej, relacji interpersonalnych oraz kultury osobowej i osobistej uczniów i nauczycieli.

2

Cultures of More and Less Successful Schools

100%

Lukšík I.

Journal of Pedagogy

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2011

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vol. 2

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issue 1

73-91

3

School as a space of activities and possibilities. Ethnographic case study of the school of The Civic Educational Association in Warsaw

100%

Krasuska-Betiuk M., Żebrowska E.

Studia z Teorii Wychowania

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2020

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vol. XI(1 (30))

77-114

EN

The issues of the text have been addressed in the area of school pedagogy; its purpose is to describe the capital's institution through the prism of selected values. The subject of the analyses, carried out in the interpretative paradigm, focuses on the category of the axiological space of school, reconstructed from the program concept and pedagogy present in the journalistic educational discourse of the head teacher of this community school. An important dimension of the culture of the described school is relational trust, which is why the article sets out the conditions conducive to its existence.

4

Akcja edukacyjna Rok Relacji jako przykład działań oddolnych zmieniających kulturę szkoły

100%

Rosińska M.

Studia Edukacyjne

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2021

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issue 61

193-206

EN

School culture has recently emerged as a frequent topic of discussion in both academic and quasi-academic circles. It commands attention since educators have realized that the problems that Polish schools face come from a toxic culture in which schools may operate and from the ensuing negative effects of that toxicity. The article has a two-fold aim. First of all, it intends to show the most prominent aspects of school culture in reference to a number of theories. It presents school culture as a critical factor, facilitating school emancipatory processes, particularly in the case of grassroots activities undertaken by the school community. The article states that the awareness of school culture and its processes is a basic condition for any school reforms in Polish education. Secondly, the article describes the nationwide Rok Relacji initiative as an example of a bottom-up project whose goals include promoting the significance of the knowledge of school culture, educating teachers, school heads and parents in this area, and above all encouraging a healthy debate about school culture with a view to sharing experiences regarding grassroots movements in education.

5

Z badań nad kulturą szkoły. W kalejdoskopie analiz i interpretacji

100%

Nowosad I.

Studia Edukacyjne

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2018

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issue 49

159-174

EN

The kaleidoscope category adopted in relation to school culture is meant to emphasise the diversity in the identificationof this scientificcategory. I refer to analyses of the definitionsof the term school culture as well as to research perspectives and attempts to specify the notion. As a result, some research areas identifying school culture have been recognised and theoretical and empirical perspectives of the understanding the specificityof school culture have been scrutinised from two separate perspectives. One of them is vertical and includes the history of educational research, in which school culture emerged at the interface of other scientificdisciplines. The other one, horizontal, focuses on the contemporary meaning of research and analyses of school culture in the area of educational studies.

6

School political culture. What is it and how to study it?

100%

Kamecka-Antczak C.

Kultura-Społeczeństwo-Edukacja

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2020

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vol. 17

|

issue 1

199-217

EN

The article is an attempt to create a new category in the study of the school, which is school political culture. Theoretical meta-analysis was used. In the first part, the author explains why she asks about school political culture. Based on the assumption that the school is an organisation, it justifies applying the tools of political culture to its study. The school as an organisation is a separate system of activity, with clearly defined goals, a specific division of labour among members of the school community and connectivity between elements with a certain degree of formalisation and hierarchy of power. A comparison of elements of the school’s organisation with the basic elements of the political system is presented. The second part introduces the criteria that the theory of political culture should meet to become a theory that can be applied in school space. A meta-analysis of selected concepts of political culture: Gabriel Almond, Vilfredo Pareto and Zbigniew Blok (based on the developed criteria) allowed the selection of a leading theory. The results of meta-analysis are the subject of the third part of the article. The initial adaptation of the selected theory leading to the school specificity is a contribution to further scientific work on the development of a research tool allowing the classification of school political culture: of individual students, as well as the one dominating in the group.

7

Szkolna kultura polityczna. Czym jest i jak ją badać?

100%

Kamecka-Antczak C.

Kultura-Społeczeństwo-Edukacja

|

2020

|

vol. 17

|

issue 1

179-197

EN

The article is an attempt to create a new category in the study of the school, which is school political culture. Theoretical meta-analysis was used. In the first part, the author explains why she asks about school political culture. Based on the assumption that the school is an organisation, it justifies applying the tools of political culture to its study. The school as an organisation is a separate system of activity, with clearly defined goals, a specific division of labour among members of the school community and connectivity between elements with a certain degree of formalisation and hierarchy of power. A comparison of elements of the school’s organisation with the basic elements of the political system is presented. The second part introduces the criteria that the theory of political culture should meet to become a theory that can be applied in school space. A meta-analysis of selected concepts of political culture: Gabriel Almond, Vilfredo Pareto and Zbigniew Blok (based on the developed criteria) allowed the selection of a leading theory. The results of meta-analysis are the subject of the third part of the article. The initial adaptation of the selected theory leading to the school specificity is a contribution to further scientific work on the development of a research tool allowing the classification of school political culture: of individual students, as well as the one dominating in the group.

8

Kultura szkoły w rozumieniu deskryptywnym i normatywnym. Wybrane egzemplifikacje

100%

Nowosad I.

Rocznik Pedagogiczny

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2018

|

vol. 41

46-62

EN

The article addresses the ambiguity in understanding school culture and its potential research implications. The analyses were embedded within two key approaches: normative and descriptive, illustrating selected exemplifications of theoretical positions of school culture in German-speaking countries. Also, the potential for integration of both approaches into a new model of school culture was proposed by La Tefy Schoen and Charles Teddi in 2008, which terminated the separation between descriptive and normative approaches to school culture.

9

Significant artifacts in schools: teacher and pupil perspectives

88%

Kaire S.

Journal of Education Culture and Society

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2016

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vol. 7

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issue 2

131-149

EN

Drawing on the recent research ‘Dominant and demotic school culture: analysis of tensions fields’ this paper analyses found artifacts in 6 different Lithuanian secondary schools. The visual data was collected by making images of places and artifacts which were mentioned during the walks in the school territory with one teacher and one pupil afterwards. The analysis of images focuses particularly on two aspects: a) which artifacts are significant for teachers and pupils in the schools? b) What do these artifacts mean for teachers and pupils? Therefore, the analysis is based on comparing walks among teachers and pupils in all schools. The analysis shows obvious differences on re/presented artifacts among teachers and pupils. The teachers emphasized and showed those artifacts which on one way or another represent their schools’ achievements, like pupils’ sport achievements, pupils’ artworks, and honored pupils’ displays, and were related with aspects of pride. The paper argues the possible reasons for the importance of pride in schools. Meanwhile, pupils were highlighting spaces they like to gather around during non-learning time. Pupils appreciate less visible places because it is possible to have some privacy there. As analysis shows, different sitting artifacts (chairs, sofas, beanbags) play an important role for creating such private pupils’ ‘oases’. On the other hand, such artifacts, as pupils’ artworks, information displays, and sport achievements, seem to be meaningful for pupils if they were contributing in the creation process or were mentioned in these artifacts.

10

Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform

88%

Fahoum I.

Studia Edukacyjne

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2019

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issue 52

329-338

PL

To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.

11

The principal’s behaviors and job satisfaction among middle school teachers

88%

Tłuściak-Deliowska A., Dernowska U.

The New Educational Review

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2015

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vol. 39

215-225

EN

This paper focuses on the connection between the principal’s behaviors and job satisfaction among teachers. The study was conducted on a sample of 74 five middle school teachers. It was found that: (1) middle school teachers perceived their principals as supportive rather than restrictive, (2) teachers are satisfied with their job in middle schools, (3) the principal’s supportive and directive behavior was positively correlated with job satisfaction, (4) the principal’s restrictive behavior was found not significantly correlated with job satisfaction and finally (5) the principal’s directive behavior was a significant predictor of job satisfaction among middle schools teachers.

12

Preferowana i rzeczywista codzienność szkolna w perspektywie uczniów

88%

Jakimiuk B.

Studia Edukacyjne

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2021

|

issue 61

7-25

EN

This study contains an analysis of school reality and refers to its perception by individuals directly engaged in it, namely the students (teachers’ perception has been excluded) who experience and face various situations occurring at school environment. The purpose of this project was to explore various aspects of school life from students’ perspective in actual and preferred terms. The research was carried out among 1,036 students of elementary school, from grade 4 to grade 7, and middle-school from grade 2 to grade 3. The research tool was TROFLEI questionnaire (Technology-Rich Outcomes-Focused Learning Environment Inventory). The study has enabled identification of those aspects of everyday school reality which are of utmost importance to the students. The results moreover revealed a gap between the actual and the preferred states for all characteristics between elementary school students and middle-school students. The study results suggest a change of teaching methods and styles in Polish school and rejection of the schematic approach to pay attention to students’ personal development and relationships between students themselves and between students and teachers. All that is a precondition for a friendly atmo[1]sphere at school and underpins a successful realization of its function.

13

Kultura emocjonalna. W poszukiwaniu nowych ujęć praktyki szkolnej

88%

Góralska R.

Rocznik Pedagogiczny

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2018

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vol. 41

63-79

EN

The aim of the article is to explain the meaning of the school emotional culture concept. The article presents following terms: culture, school culture, emotional culture. A few different views on the problem were presented in the text – the views of such sociologists as Erving Goffman, Arlie Hochschild and Steven Gordon. These are the scientists who introduced many new categories to the discussion on the topic of the social contexts of creating and expressing emotions. These are the categories: emotional culture, the feeling rules, emotional ideologies, emotional labour, emotional practice of teaching. By bringing up the issue the author points at the immense heuristic potential of emotional culture and exposes new and interesting fields for the scientists in the educational domain.

14

Kultura współpracy w szkole w percepcji nauczycieli szkół gimnazjalnych

87%

Tłuściak-Deliowska A., Dernowska U.

Studia Edukacyjne

|

2016

|

issue 40

127-148

EN

School culture, more than any other single factor, determines the ultimate success or failure of any school. Undoubtedly, it is one of the indicators of school quality as well as a multifaceted concept composed of many factors. The article presents the results of the pilot study which was aimed to determine the perception of collaborative school culture by the teachers. The research was administered to middle schools’ teachers in the regions of Podkarpacie and Mazovia. The quantitative research perspective was used to obtain data to validate factors such as: unity of purpose, collaborative leadership, professional development, teacher collaboration, collegial support, and learning partnership. The Polish version of the School Culture Survey inventory (S. Gruenert, J. Valentine, 1998) was used. The results implied that teachers and school principals generally value and contribute to creating a collaborative school culture, but still do not pay as much attention as necessary to create learning partnership with parents.

15

Filozofowanie jako metoda kształtująca kulturę duchową oraz społeczną uczniów i szkoły

75%

Kowal-Orczykowska A.

Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy

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2019

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issue 2(31)

PL

Celem niniejszego artykułu jest przybliżenie metody edukacyjnej, jaką jest edukacja filozoficzna, i jej roli w kształtowaniu kultury szkoły i uczniów. Filozofowanie od lat z powodzeniem funkcjonuje w wielu szkołach świata. Ma renomę metody/techniki innowacyjnej i to zarówno w sferze kształcenia, jak i wychowywania młodych ludzi. Ma także doskonałe zastosowanie w stymulacji rozwoju moralnego, kognitywnego i afektywnego młodych jednostek na każdym poziomie kształcenia, począwszy od edukacji wczesnoszkolnej. Co ważne, przygotowuje uczniów do brania udziału w szeroko rozumianym dyskursie, a tym samym urzeczywistnia wiele demokratycznych wartości w praktyce. Właśnie ten aspekt społecznej a także duchowej/moralnej kultury szkoły i uczniów kształtowanej poprzez wybraną metodę będzie przedmiotem analizy w tekście. Spróbuję przybliżyć, w jaki sposób filozofowanie urzeczywistnia postawy i wartości będące składowymi kultury szkoły i uczniów na przykładzie realizacji projektu dla NCBR

EN

The aim of this paper is to present the educational method called philosophical education and its role in shaping the culture of the school and its students. for years, philosophy has been successfully implemented in many schools in the world. It has a reputation of an innovative method, both in the sphere of education and the upbringing of the youth. It is particularly effective in stimulating the moral, cognitive and affective development of young individuals at every level of education, starting with early school education. Importantly, it prepares young people for taking part in broadly understood discourse, and thus implements many democratic values in practice. This aspect of the social as well as the spiritual/moral culture of the school and students shaped by this method will constitute the subject of analysis in the text. I will try to show how philosophizing embodies attitudes and values that are components of the culture of the school and its students

16

School culture at risk of political and methodological expropriation

75%

Kaščák O., Pupala B., Lukšík I., Lemešová M.

Human Affairs

|

2012

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vol. 22

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issue 4

524-538

EN

The aim of this article is to problematize the concept of school culture both as a concept and as a subject of investigation. It deals with the historical roots of this concept and the fact that it is shrinking-a consequence of the managerial imperatives of effectiveness and accountability in education. School culture, in relation to the quality of schools and the quality of education, has become the subject of audits, arrived at through a developed network of standardisation in education, testing and evaluation. The methodology of evaluation currently lending particular substance to school culture, however, generates different methodological perspectives on investigating school culture and thus research is becoming an instrument of political power. In the research it is then necessary to either abandon the concept of school culture or to free it from spinning round the cycle of evaluation/self-evaluation-a change in school culture-improving the “quality of the school”-a new evaluation/self-evaluation. One way to do this is to employ ethnographic approaches in research into schools and to understand school culture as a system of texts.

17

Kształtowanie skryptu w kulturze szkoły jako zapobieganie zachowań ryzykownych dzieci i młodzieży - w kierunku profilaktyki pozytywnej

75%

Kania S.

Edukacyjna Analiza Transakcyjna

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2019

|

issue 8

45-59

EN

The main aim of the article is to present of the school culture and its importance to the effectiveness of preventive interventions at school. I refer in my thinking to the assumptions of positive prophylaxis, opposed to negative prophylaxis. It also draws attention to the possible consequences of accepted teacher protection beliefs on student behavior and prevention activities at school. The article is completed by postulates, dedicated in particular to organizations supporting schools in the relation of prevention activities

PL

Głównym celem artykułu jest prezentacja kultury szkoły i jej znaczenie dla skuteczności oddziaływań profilaktycznych w szkole. Autor odwołuje się w swych rozważaniach do założeń profilaktyki pozytywnej, przeciwstawiając ją profilaktyce negatywnej. Zwraca również uwagę na możliwe konsekwencje przyjętych przekonań nauczycieli dotyczących zachowania uczniów oraz działalność profilaktycznej w szkoły. Artykuł zakończony jest postulatami, dedykowanymi w szczególności dla organizacji wspierających szkoły w relacji działań profilaktycznych.

18

Unity of purpose is not enough? The importance of teachers collaboration in school: Some reflections based on a case study

75%

Tłuściak-Deliowska A.

Journal of Modern Science

|

2017

|

issue 1(32)

45-62

EN

The plague of present schools is to promote competition through various tasks and activities. The entire school system is based on comparisons and competitions. Schools, teachers and students are unfairly judged and graded through the results of various tests. Based on the results of external tests school rankings are developed. Interestingly, what is the culture in good schools occupies a high position in the ranking – is it collaborative or not? Is unity of purpose – which is education at the highest professional level – a sufficient condition for cooperation? Or in this case, cooperation between members of school community is unnecessary? The author in this paper presents some reflections taking into account above mentioned issues based on the case study. Research was carried out in one of the best middle school in one of the major city in Poland. The main aim of the study was a multi-faceted exploration of school culture. Quantitative analysis were complemented with qualitative analysis. Results indicate that (1) school presented in this study is characterized by an emphasis on professional development and goal orientation, (2) school is dominated by a culture of individualism and competition, (3) teachers recognize the need to improve interpersonal relationships among school staff, (4) in teachers’ opinions the school management and the introduction of electronic registration system are the reason of poor interpersonal relationships.

19

Resistance as an element of contradictory school culture

75%

Babicka-Wirkus A.

Rocznik Lubuski

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2021

|

vol. 47

|

issue 1

44-52

PL

Artykuł podejmuje problematykę kultury szkolnej z perspektywy tkwiącego w niej oporu. Opór ten jest przejawem sprzeczności kultury szkolnej. Celem artykułu jest analiza przeciwstawnych przejawów kultury szkolnej mieszczących się w różnych obszarach jej oddziaływania. Paradoksalnie kultura szkolna oparta jest na sprzecznościach, a zatem jej pełne poznanie wymaga zdiagnozowania współistniejących w niej dwoistości. Przedmiotem niniejszego artykułu jest analiza zderzenia tych dwoistości w wymiarze normatywnym, organizacyjnym, symbolicznym, przestrzennym, czasowym, estetycznymi interakcyjnym.

EN

The article deals with the issue of school culture from the perspective of its inherent resistance. It is a manifestation of a contradictory nature of this culture. The text aims to analyze the oppositional manifestations of school culture located in different dimensions of its activity. Paradoxically, school culture is constructed from contradictions and thus, its full knowledge requires the diagnosis of the dualities that coexist in it. This article analyzes the clash of these dualities in normative, organizational, symbolic, spatial, temporal, aesthetic and interactive dimensions.

20

Foucault and education. Some key aspects of Foucauldian thought applied to education

75%

Mauri Medrano M.

Kultura – Przemiany – Edukacja

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2018

|

vol. 6

85-94

PL

Foucault i edukacja. Zastosowanie niektórych teorii Foucaulta dla zrozumienia współczesnej edukacji

Refine search results

Uczeń zdolny w kulturze szkoły

Cultures of More and Less Successful Schools

School as a space of activities and possibilities. Ethnographic case study of the school of The Civic Educational Association in Warsaw

Akcja edukacyjna Rok Relacji jako przykład działań oddolnych zmieniających kulturę szkoły

Z badań nad kulturą szkoły. W kalejdoskopie analiz i interpretacji

School political culture. What is it and how to study it?

Szkolna kultura polityczna. Czym jest i jak ją badać?

Kultura szkoły w rozumieniu deskryptywnym i normatywnym. Wybrane egzemplifikacje

Significant artifacts in schools: teacher and pupil perspectives

Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform

The principal’s behaviors and job satisfaction among middle school teachers

Preferowana i rzeczywista codzienność szkolna w perspektywie uczniów

Kultura emocjonalna. W poszukiwaniu nowych ujęć praktyki szkolnej

Kultura współpracy w szkole w percepcji nauczycieli szkół gimnazjalnych

Filozofowanie jako metoda kształtująca kulturę duchową oraz społeczną uczniów i szkoły

School culture at risk of political and methodological expropriation

Kształtowanie skryptu w kulturze szkoły jako zapobieganie zachowań ryzykownych dzieci i młodzieży - w kierunku profilaktyki pozytywnej

Unity of purpose is not enough? The importance of teachers collaboration in school: Some reflections based on a case study

Resistance as an element of contradictory school culture

Foucault and education. Some key aspects of Foucauldian thought applied to education