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Szkoła dla wsi w Polsce i na świecie – konteksty społeczne i kulturowe

100%
Piwowarski R.
Edukacja Międzykulturowa
|
2022
|
vol. 18
|
issue 3
60-74
PL
W artykule zostały poruszone wybrane społeczne i kulturowe problemy funkcjonowania szkół podstawowych na wsi, na przykładzie Polski i Stanów Zjednoczonych Ameryki Północnej. Poza wprowadzeniem, tekst składa się z czterech głównych części. W pierwszej przedstawiono niektóre próby poprawy powszechnej edukacji na wsi w przeszłości. Druga część poświęcona jest zbiorczości szkolnictwa na wsi, a przede wszystkim zbiorczym szkołom gminnym. Część trzecia i czwarta przedstawiają wyniki badań nad małymi szkołami w USA w latach 80. ubiegłego stulecia oraz w Polsce w XX i XXI wieku.
EN
This text draws some social and cultural problems connected with a primary school for countryside in Poland and USA. This is divided – except introduction – into four main parts. The first one deals with efforts undertaken in the past to improve education to the country. Problems associated with collective municipal schools are presented in the second part. Part three and four reflects on the research results of small schools in USA and Poland in XX and XXI c.
2
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Wejście do zawodu oraz rozwój zawodowy nauczyciela – perspektywa międzynarodowa i polska

100%
Piwowarski R.
Lubelski Rocznik Pedagogiczny
|
2016
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vol. 35
|
issue 3
EN
This text primarily draws from TALIS 2013 and is divided into three main parts. The first one deals with the methodology employed, leading to an analysis of the relationship between teacher’s opinions and social desirability as revealed by responses to on-line questionnaires. Problems associated with entry to the teaching profession are briefly presented in the second part. Part three reflects on main aspects of teacher’s professional development in the light of the survey analysis.
PL
Tekst oparty jest przede wszystkim na badaniu TALIS 2013 i składa się z 3 części. W pierwszej, mającej charakter metodologiczny, poddano analizie związek opinii i deklaracji nauczycieli, którzy wypełnili kwestionariusze ankiety (na ogół on-line), z aprobatą społeczną; w drugiej syntetycznie przedstawiono problematykę wejścia do zawodu nauczycielskiego; trzeciej opisano najważniejsze aspekty rozwoju zawodowego nauczyciela w świetle analizowanych badań.
3
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Researching the Association between Teachers and School Outcomes (Based on TALIS Data and Lower Secondary School Examination Results)

100%
Piwowarski R.
The New Educational Review
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2013
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vol. 34
258-269
EN
The purpose of this paper is to identify potential links between information about teachers and the academic achievement of schools. Data regarding teachers, collected by TALIS (Teaching and Learning International Survey), is analysed simultaneously with school examination scores. There are some general considerations and conclusions based mostly on the analysis of linear regression coefficients. As the presented relations apply to averaged school characteristics rather than individual characteristics of teachers or students, they should be interpreted with caution, mainly as statistical ones. ‘Teacher’ data from schools do not differ much and do not provide firm grounds for the identification of relations between them and the lower secondary school examination scores- which vary considerably. We should investigate the teacher and student level rather than use averaged school characteristics.
4
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Socio-economic context of education in the light of selected indicators

100%
Piwowarski R.
Studia z Teorii Wychowania
|
2023
|
vol. XIV(3 (44))
271-285
EN
This text draws some socio-economic problems of education, illustrated with selected indicators. Apart introduction, which presents components of HDI, the paper is devided – into two main parts. The first one deals with expenditure on education, in the context of student achievements and social development. The second part reflects new education contexts such as COVID-19, inclusive education and desired changes in the structure of education.
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