Search results - CEJSH

1

TERRORYZM NIEKONWENCJONALNY – PERSPEKTYWA ZMIANY CHARAKTERU ZAGROŻENIA TERRORYSTYCZNEGO WE WSPÓŁCZESNYM ŚWIECIE

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Jałoszyński K.

Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje

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2014

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vol. 15(15)

92-101

PL

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2

Z badań czwartorzędu w Polsce. Pamięci Profesor Haliny Klatkowej

100%

Forysiak J., Twardy J.

Acta Geographica Lodziensia

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2017

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vol. 106

13-15

3

Robert Kłaczyński, Federacja Rosyjska i Republika Białoruś na przełomie XX i XXI wieku. Studium historyczno-polityczno-gospodarcze, Kraków: Wydawnictwo Naukowe Uniwersytetu Pedagogicznego, 2017, 217 s.

100%

Radzik R.

Studia Białorutenistyczne

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2018

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vol. 12

4

Ocena opisowa – ocena (nie)możliwa?

100%

Szyling G.

Problemy Wczesnej Edukacji

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2009

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vol. 5

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issue 9(1)

80-89

PL

Descriptive marks – Evaluation (im)possibile ? This paper explores the place of descriptive marks in early education, in relation to both theory and practice, and especially its meaning and potential for functioning within the Polish education system. The underlying assumption is that ideas relating to this area are within a paradigm for educational development derived from progressivism as opposed to more traditional models of schooling. In respect of this, analyses of different contexts were carried out to explore which factors had an impact upon the status of descriptive marks in schools. The conclusion based on the results of the analyses is that the concept of descriptive marks from a progressivist perspective is much weaker than that which prevails within the existing educational realities and their attendant limitations. In spite of this, an appropriate use of descriptive results is still possible in early education, while the fact that the concept of “formative evaluation” is becoming more and more popular in Poland has created an opportunity for redefining and giving new meaning to the aims of school marks.

5

The social construction of success and failure in classroom assessment in England

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Torrance H., Pryor J.

Problemy Wczesnej Edukacji

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2009

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vol. 5

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issue 9(1)

19-34

EN

The article addresses the question of how social class, still a major determinant of educational achievement in England, is manifested and realised in action at classroom level. The chapter draws on observation and interview data which were gathered in the course of two ESRC-sponsored research projects which the authors conducted in the late 1990s in England; projects designed to investigate how National Curriculum and Testing policy was being interpreted by teachers and how it was impacting on classroom practice. The research focussed on infant and primary schools (KS1and KS2, ages 5-7 and 8-11) and set out to identify and describe how assessment is practised in these early years of schooling and how particular assessment ‘events’ or ‘incidents’ are accomplished. It also explores to what extent teachers and students share a common understanding of the nature and purpose of such events. Analysis is also made of how success and failure are constructed and perceived in the course of such events.

6

PRZESTĘPCZOŚĆ W KRAJACH CZŁONKOWSKICH UNII EUROPEJSKIEJ W LATACH 2004-2010

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Adamczyk M.

Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje

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2014

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vol. 16(16)

5-39

PL

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7

Ivo Pospišil, На форпостах теории и истории классической русской литературы, Siedlce: Instytut Kultury Regionalnej i Badań Literackich im. Franciszka Karpińskiego. Stowarzyszenie 2015, 204 с.

100%

Warda A.

Acta Universitatis Lodziensis. Folia Litteraria Rossica

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2016

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issue 9

165-167

8

Ankieta oceniająca kompetencje potrzebne początkującym logopedom

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Woźniak T.

Logopedia Silesiana

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2013

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issue Logoepdia Silesiana nr 2

218-231

EN

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9

Łódzkie biograficzne konferencje andragogiczne

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Świtalski W.

Nauki o Wychowaniu. Studia Interdyscyplinarne

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2017

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vol. 4

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issue 1

285-287

PL

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10

Od redaktorów tomu

100%

Urbaniak-Zając D., Dubas E., Kafar M.

Nauki o Wychowaniu. Studia Interdyscyplinarne

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2017

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vol. 4

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issue 1

8-15

PL

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11

PENALTY. SELF-IMPROVEMENT. SECURITY. CONFUCIUS AND PLATO ON EDUCATION OF MAN AND CITIZEN

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Sosnowski L., Wójcik A. I.

Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje

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2014

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vol. 16(16)

439-456

EN

The article is comparative in terms of the Western (Greece) and eastern (China) approach to punishment in the context of safety and self-improvement. The problem of the relationship of human nature and statutory law or custom as the main areas of discussion is therefore under consideration. In the case of Chinese philosophy one deals in the context of the effectiveness of governance and the ability to provide security and social peace. Presented are the views of Confucius, Mencius, Xunzi and representatives of the Law School. In the case of the Greek one deals with Plato’s views on democracy, freedom and social functioning of man.

12

Od Redakcji

100%

Czechowska I. D.

Finanse i Prawo Finansowe

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2017

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vol. 2

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issue 14

7-8

PL

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13

Qualitative research – a viable methodological alternativein education

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Szklarski A.

Problemy Wczesnej Edukacji

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2009

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vol. 5

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issue 10(2)

9-19

EN

This article describes the foundations, establishment and development of qualitative research, which has grown into a considerable methodological option in educational science. Qualitative research is anchored in the hermeneutic tradition and its most prominent features are an interpretative approach, inductive research strategy and idiographic results. More particularly, the article focuses upon the variation that can be found in qualitative research regarding interpretation, structuring of empirical data and theory generation. Three distinctive types of interpretation named within interpretation, outside-in interpretation and inside-out interpretation are described and discussed. The processes of coding and different forms of taxonomic and non-taxonomic structuring of empirical data are also presented. Theory-generating strategies and the ability of some research approaches to provide tools for theory generation are examined in connection to three levels of theory generation. Finally, the necessity of evaluation of qualitative research results is clarified and discussed.

14

Od Redakcji

100%

Derwich M.

Hereditas Monasteriorium

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2012

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vol. 1

13-14

EN

We are pleased to deliver into the hands of readers the first volume of the new, interdisciplinary, international scientific half-yearbook – “Hereditas Monasteriorum”. By creating it, our aim was to offer a place for the research publication and scientific discussion on the broadly understood monastic and post-monastic heritage. The columns of “Hereditas Monasteriorum” will be widely open for all synthetic and analytical studies, as well as for the publications of inventories, catalogues, and historical sources documenting the heritage of monastic life. By this heritage we mean the contribution, which the monks and convents have brought to the history of world civilization. Therefore, in the scope of our research is the variety of intellectual and material achievements of the monks, and their fate, the role that they played and continue to play in the aspects of religion, spirit, culture, art, society, economy, etc. Due to the importance of monastic dissolution for the state of post-monastic heritage preservation, we want to devote a lot of space for the elaborations and publications on the history of suppressions (their causes and course, as well as the documentation produced during their duration), and the fate of the monks, goods, buildings, and properties of the dissolved convents. We do not restrict the chronological and territorial scope of the published texts and sources, because we are interested in the legacy of monastic life in general, including this from the outside the Christian culture. We will publish texts written in Polish (with the English abstracts) or in one of the five main European languages, namely in English, French, Spanish, German or Italian (with the summaries in Polish and English). We invite to the texts publishing both humanists (eg. historians, art historians, archeologists, researchers of library and culture studies, archivists, sociologists, musicologists, museologists, philosophers, religious studies researchers), as well as the representatives of other scientific disciplines. We are strongly interested to have a significant place for the source editions (including the individual, interesting messages) and inventories, catalogues and lists of monastic and postmonastic artifacts, in addition to theses, articles, reviews, and scientific chronicle in “Hereditas Monasteriorum”. “Hereditas Monasteriorum” is a half-yearbook issued in June and December of the year, published in the traditional form and also available on-line in digital form. All the principles valid for the entries on the international indexes and the lists of scored scientific periodicals shall be respected (including the external reviews of texts). All the necessary information can be found on the website of “Hereditas Monasteriorum”: www.hm.kasaty.pl, available in three language versions: Polish, English and German.

15

Jindřich Kabát, Psychologie komunismu: Ojedinělý pohled na čtyřicetileté období komunismu u nás, Praha: Nakladatelství Práh 2011, ss. 472

100%

Śliwerski B.

Studia z Teorii Wychowania

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2020

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vol. XI(1 (30))

213-217

PL

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16

TERRORYZM EKSTREMISTÓW ISLAMSKICH

100%

Czajkowski M.

Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje

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2014

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vol. 16(16)

71-84

PL

W pracy autor opisuje zjawisko, które w chwili obecnej jest jednym z najistotniejszych zagrożeń, zarówno w wymiarze narodowym, jak i międzynarodowym. Jest to zjawisko terroryzmu uwarunkowanego przekonaniami religijnymi i dość często niesłusznie nazywane terroryzmem islamskim. Właściwym określeniem, jakiego należałoby używać w tym kontekście jest terroryzm fundamentalistów, radykałów bądź też ekstremistów islamskich. To przymiotnikowe określenie terroryzmu islamskiego jest konieczne z oczywistego powodu. Nie wszyscy muzułmanie są terrorystami, a ci którzy nie są radykałami potępiają terroryzm w zgodzie z zasadą nie używania przemocy. Autor podejmuje także trudną kwestię definiowania pojęcia terroryzmu oraz źródeł, nurtów i rodzaj ów terroryzmu. W pracy podjęto także kwestie ogólne dotyczące analizy kultury bezpieczeństwa i interpretację a szczególnie jej pierwszego wymiaru dotyczącego zespołu podstawowych wartości, norm, i przekonań nazywanego filarem mentalno-duchowym. Ta warstwa kultury bezpieczeństwa w sposób istotny wpływa na sposób interpretowania wyzwań bądź zagrożeń organizujących zachowania jednostki.

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RECENZJA: Radosław Palonka, Sztuka i archeologia kultur indiańskich prekolumbijskiego Południowego Zachodu USA. Wydawnictwo Uniwersytetu Jagiellońskiego, Kraków 2019, ss. 530, ryc. 307, tabl. 15.

100%

Szykulski J.

Przegląd Archeologiczny

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2021

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vol. 69

279-283

XX

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18

Nauczyciele jako badacze społecznego świata szkoły – wprowadzenie do ewaluacji dokumentarnej

100%

Krzychała S., Zamorska B.

Problemy Wczesnej Edukacji

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2009

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vol. 5

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issue 9(1)

69-79

PL

Teachers as researchers in the social world of the school - an introduction to documentary evaluation This article concerns a documentary evaluation tool which will enable teachers to answer the question: “What is really happening in our school?”. Seemingly similar problems in schools turn out to be different, with an understanding of what they consist of and where they come from, requiring comprehension of their complexity and the diversity of conditioning and experience of those who participate in school life. The documentary evaluation tool proposed requires two things from the teachers who run it: an awareness of their own personal involvement and views, and simultaneously, the ability to control them. In relation to this, using the cascade model of documentary evaluation, the authors, together with the teacher-researchers, went through the following stages: collecting materials that refer to the problem from various experiences and perspectives, interpretation of the gathered materials and analysis of the methods used by the team itself. Emphasis was placed on selecting a team of teacher-researchers who would create partnerships and support each other as communities of innovators.

19

Developing thinking about the possibilities of Formative Assessment

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Pryor J.

Problemy Wczesnej Edukacji

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2009

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vol. 5

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issue 9(1)

56-68

EN

This paper summarizes the research of the author into formative assessment. After an introduction, the second part introduces the idea of formative assessment and its historical context. Basic research investigating formative assessment in early years classrooms is then summarized and the conceptual framework of convergent and divergent introduced. The fourth part describes action research with primary school teachers to develop their practice using these concepts and an analytic framework of formative assessment processes. It also explains a more synthetic approach developed by the teacher researchers to accomplish formative assessment in practice. The fifth section shows how these ideas have been taken forward through research into formative assessment at university. Some of the outcomes of this research are then related speculatively to practice with younger children and readers are asked to appraise their relevance for a Polish (early years) setting. In particular the notion of learner identity is invoked as a way of making sense of formative assessment as a means of bridging the individual and social worlds of contemporary schooling and aspiration.

20

Questionnaire - Answer

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Rybicka E.

Polish Journal of Landscape Studies

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2018

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vol. 1

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issue 1

139-141

EN

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