Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  teaching assistant
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Zadania asystenta nauczyciela w brytyjskim systemie edukacji

100%
Zamkowska A.
Człowiek - Niepełnosprawność - Społeczeństwo
|
2015
|
issue 2(28)
41-53
PL
W artykule przedstawiono tło historyczne kształtowania się roli asystenta nauczyciela w brytyjskim systemie edukacji, a następnie analizę wyników badań poświęconych opisowi tej roli oraz jej rzeczywistym efektom. Z badań tych wynika, że chociaż pomoc asystenta oceniana jest pozytywnie, powoduje także oddzielenie ucznia ze specjalnymi potrzebami edukacyjnymi od nauczyciela, programu i rówieśników oraz nie wpływa korzystnie na efekty nauczania. Nie jest to wina asystentów, lecz raczej wynik braku ich przygotowania oraz przygotowania nauczyciela do współpracy z personelem pomocniczym. Zaprezentowano zatem opracowany przez Petera Blatchforda i współpracowników skuteczny program przeciwdziałania temu zjawisku. Odpowiednie przygotowanie asystenta i udzielanie mu pomocy w pracy z uczniem okazało się kluczowe dla poprawy wyników nauczania i pozwoliło nauczycielowi zyskać czas do pracy z uczniami ze specjalnymi potrzebami edukacyjnymi.
EN
The article presents the development of the teaching assistant’s role in the British education system against the historical background and analyzes the results of research into this role and its real effects. The research shows that although the assistance of the teaching assistant is assessed positively, it also separates the student with special educational needs from the teacher, the curriculum, and his/her peers. Students who received the most support from a teaching assistant were found to make significantly less academic progress than comparable students who received less support. The research revealed that the discrepancy was the result of insufficient training offered to assistants. The paper presents an effective prevention program developed by Peter Blatchford and his colleagues. The implementation of the program showed that the proper preparation of assistants and the teacher-assistant cooperation were crucial to students’ school performance and allowed the teacher to spend more time on working with students with special educational needs.
2
Publication available in full text mode
Content available

Teaching assistant selection in Thailand by using an extended VIKOR based on piecewise linear approximation of fuzzy numbers

100%
NARABIN A., SAMUTRAK P.
Operations Research and Decisions
|
2023
|
vol. 33
|
issue 3
89-104
EN
Because of the COVID-19 situation, selection for a teaching assistant position to get a TA scholarship in a university in Thailand needs to be performed online by the formed committee. Due to the online process and the limited number of scholarships offered by the university, beyond the face-to-face interview, multiple-criteria decision analysis can help to select a proper student. In this study, we use the extended VIKOR method with fuzzy numbers to help committees to select the students from the applicants. The criteria and the weights of the criteria are provided with the help of committees. Both trapezoidal and triangular linguistic variables are used to find the solution and to observe the range of the possible result. The different weights supporting the strategy of maximum group utility are varied to detect the potential alternatives. The ranking results are also compared with the one obtained from the TODIM approach to illustrate the appropriate alternative.
3
Publication available in full text mode
Content available

Teaching assistant selection in Thailand by using an extended VIKOR based on piecewise linear approximation of fuzzy numbers

100%
Narabin A., Samutrak P.
Operations Research and Decisions
|
2023
|
vol. 33
|
issue 3
EN
Because of the COVID-19 situation, selection for a teaching assistant position to get a TA scholarship in a university in Thailand needs to be performed online by the formed committee. Due to the online process and the limited number of scholarships offered by the university, beyond the face-to-face interview, multiple-criteria decision analysis can help to select a proper student. In this study, we use the extended VIKOR method with fuzzy numbers to help committees to select the students from the applicants. The criteria and the weights of the criteria are provided with the help of committees. Both trapezoidal and triangular linguistic variables are used to find the solution and to observe the range of the possible result. The different weights supporting the strategy of maximum group utility are varied to detect the potential alternatives. The ranking results are also compared with the one obtained from the TODIM approach to illustrate the appropriate alternative.
4
Publication available in full text mode
Content available

Uposażenie asystentów młodszych w polskim państwowym szkolnictwie akademickim od 1 X 1923 do 31 I 1934 roku

63%
Jastrzębski J.
Biuletyn Biblioteki Jagiellońskiej
|
2012
|
vol. 62
181–201
EN
The purpose of this article is to present the principles of remuneration of younger teaching assistants in Polish universities as well as the changes in the amount of their salaries between 1923 and 1934. Theses problems are presented against the background of three key moments in the economic history of the Second Polish Republic, that is, the hyperinflation (1923–1924), the currency reform of Władysław Grabski (1924) and the Great Depression (1929–1934).This article is based on source material and involves the analysis of legal documents from 1923 to 1934. It begins with an outline of the stages of changes in the law concerning academic salaries as well as of the place of the discussed point system between the preceeding multiplier system (1920–1923) and the succeeding fixed rate system (1934–1939). Subsequently, it presents the essence of the point system which was used from 1st October 1923 to 31st January 1934 in fixing salaries. Particular components of the salaries have been classified and distinguished. The first of these, that is, the reference salary, consisted in the basic salary and a regulatory allowance, and the second, that is, the supplementary salary, consisted in an economic support allowance and a household allowance. The reference salary was a salary to which every younger teaching assistant was entitled during the effective period of the point system. The subsidiary salary was a salary to which only some assistants were entitled, namely those who fulfilled certain criteria determined by the law (for example, they had families), or which could be admitted only temporarily. This article discusses the essence and purpose of each of these allowances as well as the mechanism of calculating their amount. The amount of particular components of remuneration was determined by salary points whose value depended on the rhythm of inflation. The value of one salary point was called the multiplier because the real value of the salaries was calculated by multiplying the number of points adscribed to each component by the current value of one salary point. Such a construction of the salary system allowed to react to changes in consumer prices in the economy in a quite elastic way and, in consequence, to better protect the purchasing power of the salary. The changes in the value of the salary point were initially very signficant and in the last months of 1923 they were ordered twice a month. Together with the reform of Władysław Grabski, fluctuations in this area diminished. Changes were usually made every month and they never exceeded a few Groschen each time. When in 1926 the public finances were successfully stabilised, the value of one salary point was anchored at a stable level, which remained unchanged until 1934. The present article also aims at showing the main advantages and disadvantages of the discussed remuneration system as well as the circumstances in which it was ushered in and abolished. The currency reform of 1924, which resulted in the replacement of the German Mark with the Polish Zloty (however, during the transition period both currencies circulated at the same time), has also been taken into account.
5
Content available remote

Edukacja integracyjna jako jedna z dróg kształcenia osób niepełnosprawnych w Polsce

51%
Pachowicz M.
Niepełnosprawność - zagadnienia, problemy, rozwiązania
|
2020
|
issue 3-4(36-37)
184-204
PL
Jednym z priorytetów współczesnej edukacji jest włączanie uczniów z różnymi niepełnosprawnościami do szkolnictwa ogólnodostępnego. W Polsce realizowany jest częściowo integracyjny model edukacji, nadal bowiem kształcenie specjalne odbywa się w formach o charakterze segregacyjnym. Kluczową postacią w obowiązującym w Polsce modelu kształcenia integracyjnego jest nauczyciel wspomagający. W niniejszym artykule zaprezentowane zostały wnioski z badań dotyczących realizacji edukacji integracyjnej w szkołach podstawowych na terenie Wielkopolski. Wyakcentowane zostały takie aspekty, jak warunki materialne oraz organizacyjne szkoły oraz obszary problemowe zarysowane przez dyrektorów szkół z oddziałami integracyjnymi (związane z organizacją tej formy edukacji, ze współpracą z rodzicami oraz z nauczycielami). W konkluzjach ukazano wielość czynników, które mają wpływ na właściwy przebieg kształcenia integracyjnego, uwzględniając perspektywę nauczycieli pracujących w tych szkołach.
EN
One of the priorities of modern education is to include students with various disabilities in public education. In Poland, a partially integrative education model is implemented, as special education still takes place in segregated forms. A teaching assistant is a key figure in the integrative education model in force in Poland. This article presents the conclusions of the research on the implementation of integration education in primary schools in Greater Poland. Aspects such as material and organisational conditions of the school were highlighted, problem areas were outlined by school heads with integration departments (related to the organisation of this form of education, with cooperation with parents and teachers). The conclusions show a multitude of factors that affect the proper course of integration education, taking into account the perspective of teachers working in these schools.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.