Search results - CEJSH

1

The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers

100%

Elbert G.

Physical Culture and Sport. Studies and Research

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2009

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vol. 46

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issue 1

123-129

EN

As a result of the legal regulations in the period after the 1989-1990 transition, teachers working in public education, in our case physical education teachers, were engaged in several activities which were not directly related to the competence of in-school educational work. Consequently, there has been a shift in their scope of activities. The author of this paper is interested in the experience of physical education teachers during the period. The objective of the paper is to reveal what effects such a comprehensive and permanent change had on the teaching of physical education in schools, and on the life of physical education teachers. In order to investigate the subject of research the analysis of legislative documents, in-depth interviews and the survey method were applied. The results show that in the period after the 1989-1990 transition, the work of teachers was not only hindered by the structural changes in accordance with educational legislation and the permanent amendment of documents, but the lack of consistency in pedagogical work as well. For the teachers taking part in the preparation of curricula, the extension of their activities resulted in a double workload. The decision that marks were replaced with textual evaluation in grade 1 of primary schools was not received positively on the part of physical education teachers. Based on the results it can be concluded that the efficient work of physical education teachers would be greatly assisted by more predictable legislation, which would ensure the possibility of planning in advance. Olympism, Olympic culture, sports education, pedagogy of sport

2

Curriculum vitae Henryka de Raësa, oficera cudzoziemskiego z drugiej połowy XVII wieku

100%

Jankowski R.

Miscellanea Historico-Archivistica

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2008-2009

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vol. 15-16

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issue 15-16

91-111

EN

In the article “Strange Fate of the Treasury of Henry de Raës in the Era of the Swedish Deluge and the Unsuccessful Attempts to Regain It” [“Barok” (Historia–Literatura–Sztuka), XV/1 (29) 2008, pp. 71–87] the author focuses on the “fortune” of Henri de Raës, which was lost during his service for of Bogusław Radziwiłł (1620–1669), Lithuanian Master of the Horse (Equerry) and Governor General of Prussia. The fate of the treasury of Henry de Raes is an example of a standard model of foreign soldier’s career in the modern Polish-Lithuanian Commonwealth. The source documents published in the article are an illustration of this career pattern and may be conventionally called curriculum vitae of Henry de Raës. These documents were created for settlement of claims what their titles indicate too (“claims” and “explanation of the claims”). The article in “Barok” was based largely on hypotheses taking into account the limited sources credibility. Bearing this in mind the author wants to give the reader possibility of his own interpretation. Kinship and offices that representatives of the de Raës family held till the early nineteenth century (when the line became extinct in Poland) are described in the introduction to the sources in order to illustrate the importance of what achieved the de Raës family without indigenatus being granted to the progenitor of the family in the Grand Duchy of Lithuania. In the introduction to the sources the author deals with the denization of foreign officers serving in the Polish-Lithuanian Commonwealth during “the Deluge”.

PL

W artykule: Dziwne losy skarbu Henryka de Raësa w dobie „potopu szwedzkiego” i bezskuteczne próby jego odzyskania [„Barok” (Historia-Literatura-Sztuka), XV/1 (29) 2008, s. 71-87] skupiłem się na „fortunie” Henryka de Raësa, którą stracił w służbie u Bogusława Radziwiłła (1620-1669), koniuszego litewskiego i generalnego gubernatora Prus Książęcych. Na kanwie losów skarbu Henryka de Raësa rysuje się wzorcowy model kariery żołnierza cudzoziemskiego w nowożytnej Rzeczypospolitej. Ilustracją tego wzorca są dokumenty wydane w powyższym tekście. Można je umownie nazwać curriculum vitae Henryka de Raësa. Napisane zostały, jak same nazwy wskazują („pretensje” i „objaśnienie pretensji”) dla zaspokojenie roszczeń. Z uwagi na skąpe źródła, w dużej mierze artykuł w „Baroku” był oparty na hipotezach. Mając cały czas w pamięci ograniczoną wiarygodność źródła chcę dać czytelnikowi możliwość jego interpretacji. Dla ilustracji, do jakiego znaczenia doszła rodzina de Raësa w Wielkim Księstwie Litewskim, i to bez uzyskania indygenatu przez protoplastę rodu, we wstępie do wydawanych źródeł przestawione zostały koligacje i urzędy jakie pełnili ich przedstawiciele aż do wygaśnięcia gałęzi rodu w Rzeczypospolitej w początkach XIX w. Szerzej we wstępie do wydawanych źródeł zająłem się instytucją indygenatu dla oficerów cudzoziemskich służących w Rzeczypospolitej w okresie „potopu”.

3

The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education

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Jonāne L.

Journal of Teacher Education for Sustainability

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2008

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vol. 9

45-57

EN

The main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.

4

Creativity for tourism curricula: results and implications

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Perederenko K.

Journal of Education Culture and Society

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2016

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vol. 7

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issue 2

340-351

EN

Creative specialists are highly demanded in the tourism labour market. This fact is highlighted in the significance of the study on how creativity is fostered in tourism higher education. The objective of this study is to develop a tool for creativity evaluation. In order to attain this objective a literature review to identify underlying variables used to measure creativity has been done. The most significant models and tools have been analysed. The empirical part of the research provides an analysis of the evaluation of creativity needs of Latvian tourism students. This report analyses the findings of the second stage of the research – a questionnaire survey conducted in a well-acknowledged higher education institution in Latvia providing internationally accredited tourism programs. For this stage of the research questionnaires were randomly distributed among local and international students of tourism programs. The results of the study enabled identification of the most significant factors in evaluating creativity.

5

Český jazyk a základní kurikulární dokument — RVP ZV (Ramowy program edukacyjny dla kształcenia podstawowego)

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Klímová K.

Kształcenie Językowe

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2014

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vol. 12 (22)

33 - 40

EN

The paper focuses on the position of the Czech language as a mother tongue in primary curricula — Framework Education Programme for Basic Education (FEP). First, we focus on the merits of a new educational document, but we also mention its difficulties in connection with teaching the Czech language and writing textbooks for mother tongue. The text also introduces the reader to the current problems of this document, the currently introduced standards for basic education and their formation.

6

Pojetí literární výchovy v kurikulu české základní školy druhé poloviny dvacátého století

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Zítková J.

Kształcenie Językowe

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2017

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vol. 15 (25)

67-79

XX

The article has a historical and comparative character. It is concerned with the conception of literary education as a part of the Czech language as a school subject in the primary school curriculum. The author pays attention mainly to the period of the second half of the 20th century but she takes account of the previous and the present curriculum, too. The aims, content and methods of literary education in the curriculum are studied separately in each period of its development there. The main tendencies in their conception are defined. A few concepts are described as tendencies to stability, e.g. the presence of customary aims, the presence of three basic sections of content without their further inner hierarchy, and the presence of methodical crux within the direct work with texts. As one of the most distinct changes and movements, we can classify the decrease and then expire of ideological stress on the curriculum, making terminology more and more accurate (but without needful definitions) and shortening of newer curriculum. The changes of curriculum have always reflected both the social and political transformations and their results.

7

La enseñanza de la historia en el currículum chileno de educación básica como reflejo del contexto político actual

100%

Sáez-Rosenkranz I.

Kultura-Społeczeństwo-Edukacja

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2016

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vol. 10

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issue 2

9-22

EN

The aim of this article is to explain the characteristics on current History teaching proposed into the curriculum of primary education in Chile under the present social process. We employ Raymond Williams cultural materialism and specifically his categories on cultural products to apprehend the curriculum and link it to the context where it is pro duced. To do so, we use the historical method, and considering pedagogical and didactical elements. The documental corpus analyzed is conformed by the official documents guiding education but also other historical sources coming from the current political situation. The results on this analysis show that there is a curricular dichotomy between traditional history teaching based on events of national history and learning by rote and, current didactical proposals, which tend to develop historical thinking. This situation reflects the political tension on social demands and the institutional longstanding objectives for education.

8

Zwierzęta a dydaktyka literatury. Wokół szkolnej lektury powieści Olgi Tokarczuk Prowadź swój pług przez kości umarłych

100%

Wójcik-Dudek M.

Postscriptum Polonistyczne

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2012

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issue 2(10)

251-261

EN

The author of the article proposes the way of reading and interpreting Olga Tokarczuk’s novel at high school. The choice of the novel results not only from the changes in curricu-lum, but also from a chance of enriching the lists of obligatory reading with the texts under-taking interesting problems such as relation between man and animals. The scholar sees here a counterweight for problems connected with liberation of the nation or social topics that seem to dominate in Polonistic discourse at high¬ school. The very presence of Olga Tokar-czuk’s novel at Polish language classes would question an anthropocentric way of interpret-ing the world around.

9

Gamedec. UKW in IGDA Curriculum Framework

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Mochocki M.

Replay. The Polish Journal of Game Studies

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2016

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vol. 3

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issue 1

121-139

EN

Launched in October 2013, GAMEDEC: game studies & Design is a specialisation track within the 2nd Gen Humanities (aka Humanities 2.0) 3-year BA programme at Kazimierz Wielki University (UKW) in Bydgoszcz, Poland. The curriculum was created by UKW academic staff with game design experience, guided by the IGDA 2008 Framework and consulted with game dev professionals. It underwent slight modifications in 2014 and a significant transformation in 2015. This paper aims at a thorough analysis of the structure of the curriculum as seen through the lens of the IGDA Framework (2008), including the coverage of both Core Topics and Institutional Considerations. The analysis is conducted in the context of foreign (mostly U.S.- based) game degrees and supported with comments on its design, implementation and modifications.

10

Nowa podstawa programowa a przygotowanie studenta do pracy w szkole

100%

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

11

Wychowanie fizyczne w szkołach – metody prowadzenia edukacji zdrowotnej

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Zaleski-Ejgierd A.

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2014

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vol. 59

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issue 5 (358)

39-54

EN

Four years ago, the curriculum of physical education was changed and the organisation of physical education classes was modified. Now, the basic curriculum of physical education is presented in the form of requirements that should be treated as personal development indicators. Connections between physical education classes and health-oriented education are clearly presented. However, as NIK’s recent audit shows, qualitative changes can hardly ever be observed. Physical education classes are held on the basis of outdated curriculums, and disregard the new didactical contents of the new basic curriculum. Moreover, the number of classes and the division into groups during classes do not comply with the legal requirements.

12

Some Aspects of the ESP Curriculum Design for Tertiary Education Institutions

100%

Lūka I.

The New Educational Review

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2007

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vol. 11

63-74

EN

The topicality of the issue is explained by a discrepancy between the current English for Special Purposes (ESP) curriculum and students’ wishes and demands of the labour market. In order to create an up-to-date ESP curriculum that would suit students, employers and customers’ wishes, the following research methods were used: analysis of theoretical literature and sources, empirical study (students’ interviews, students’ questioning, lecturers’ interviews, employers’ questioning) and qualitative and quantitative data analysis methods. The conducted needs analysis allows creating a modern curriculum based on theory and practice – seting its goal and tasks, choosing the most appropriate syllabi types, selecting teaching methods that correspond to students’ learning styles and satisfying students’ wishes and the requirements of the industry.

13

Le texte et la formation des romanistes au Français sur Objectifs Spécifique

89%

Gajewska E., Sowa M.

Academic Journal of Modern Philology

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2023

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issue 20

51-61

EN

The study of philology (including Romance studies) has opened up very widely to specialized communication, introducing LSP classes into the curricula. The basis of language content programming for professional purposes is essentially a text (specialized text). Despite its many definitions, it is necessary, first of all, to pay attention to those that treat the text as a material manifestation of discourse and genre, and use it to conduct an analysis of the communicative and linguistic needs of learners. This article discusses the problem of the (in)presence of specialized text in philological education preparing for professional activity. Based on the analysis of philological study programs in Poland, it can be seen that they use text to varying degrees and extents in the teaching of various LSP. Text is certainly part of the names of the subjects (especially translation classes), but to a small extent it is possible to notice its presence in the analysis of needs and conceptualization of content in terms of communicative practices in the target work environment.

14

Entrepreneurship education in Finland and in an international context. Post-doc –study in the context of international entrepreneurship education

88%

Nevanpera E.

Studia z Teorii Wychowania

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2020

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vol. XI(2(31))

299-327

PL

The purpose of this article is to introduce the current state of entrepreneurship education in Finland and in the international context. This article introduces the basics and concepts of entrepreneurship education, the introduction of entrepreneurship education in curricula, the aims and contents of entrepreneurship education and also teaching and working methods of entrepreneurship education. In addition, the article presents the contributions of entrepreneurship education and teaching in basic education, upper secondary schools and vocational education institutions of South Ostrobothnia province and Teuva municipality. The article also introduces the impact of entrepreneurship education, education and training on entrepreneurial intentions in the light of research. National and regional entrepreneurship education actors in Finland are presented too.

15

Miejsce tłumaczenia w uczeniu (się) języka obcego w nowej podstawie programowej kształcenia ogólnego

88%

Maziarz M.

Studia Translatorica

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2020

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issue 11

99-114

EN

Modern didactics of foreign languages should be based not only on the training of communication competence, which allows to achieve the most important goal of learning – communication in a foreign language, but also on the training of translation competence, which gives wider possibilities for the use of language, e.g. in language mediation. Mediated communication is often more difficult, requiring trust, intercultural competence, understanding of otherness from all participants as well as the responsibility of intermediaries for the final outcome of communication. Anyone can be a “translator” in everyday situations.

16

John Dewey: A Look at His Contributions to Curriculum

88%

Holt L.

Academicus. International Scientific Journal

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2020

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issue 21

142-150

EN

This article provides a thorough analysis of John Dewey and his theory experimentalism. John Dewey was a leader in education and philosophy of his time. Still today his ideologies have a place in educational curriculums across the globe. John Dewey believed that students learn from human experiences. Furthermore, Dewey believed that student experiences shape the future decisions that a learner engages in. Although Dewey’s work faced scrutiny, Dewey’s thoughts are still relevant in education reform today. This article resurfaces the need for whole child research considerations and inclusive learner experiences like Dewey’s work many years ago when making educational decision and building curriculum that meet the needs of individuals to promote a positive global change.

17

English Language Training in the Ukrainian Military Academies: Problems for Teachers and Curriculum Developers

88%

LAGODYNSKYI O.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 1

517-522

EN

The article identifies major problems the teachers and curriculum developers have with the English Language Training in the Ukrainian military academies. It gives recommendations on how to solve them in order to improve language interoperability of the Ukrainian armed forces with the foreign military.

18

ПОРІВНЯЛЬНИЙ АНАЛІЗ ОСОБЛИВОСТЕЙ УПРАВЛІННЯ ЯКІСТЮ ОСВІТНІХ ПОСЛУГ В УКРАЇНІ ТА ВЕЛИКІЙ БРИТАНІЇ

88%

Шаповалова О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

123-131

EN

The author of the article analyzes the contemporary approaches to quality management of educational services in secondary education of Ukraine and Great Britain. The national educational standards in the secondary educational system of Great Britain that affect the process of formation and development of education in accordance with the laws of market economy are determined. The centralized and decentralized management mechanisms are characterized and specified, their role in enhancing the quality of education is defined. The main scientific approaches to monitoring the quality of educational services are overviewed. In general, the main tasks of management of the general secondary education, declared by the Law of Ukraine “On General Secondary Education” are: creating the conditions for citizens to complete secondary education; forecasting the development of secondary education network of schools according to the educational needs of the citizens; certification of schools of general secondary education, publication of the results of certification through the media; licensing of secondary schools based on private property; control over compliance with the State standard of secondary education, educational guidance and public inspection of secondary schools; social protection;promoting self-government in secondary schools;acquisition of general secondary education teaching staff, including executive staff. It is noted that in Ukraine State standard of secondary education is a “construction of norms and regulations that determine the state education requirements for the students and graduates of schools in primary, basic and secondary education and state guarantees to its achievement”. Unlike our country, in the UK national educational standards define the requirements for the education of the pupils at key stages of education. In addition, the UK national standards are differentiated, including the explicit level set of minimum national standards of educational achievement (minimum national standards of achievement) and standards of academic performance average (the so-called “floor standards”), which evaluated the state primary and secondary school. Thus, the article has revealed common characteristics in quality management of educational services in secondary education of Ukraine and Great Britain in the regulatory aspects of security, procedural principles of quality management.

19

The Heterogeneous Accentuation of Economic Content In Vocational Education: A Starting Point for Occupation-Specific Human Resource Development

88%

Maus C.

Organizacija

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2015

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vol. 48

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issue 1

46-56

EN

Abstact Background and Purpose: Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools as part of the dual system has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level, whereby con-siderable leeway is afforded them in these activities. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers. Design/Methodology/Approach: In order to determine the individual significance of eco-nomics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. Descriptive statements about the significance of topics of content are generated with the help of the relevance ratings provided by the respondent teachers. Results: The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher's educational biography Conclusion: The shifting of lesson content design onto the individual vocational schools has resulted in human resource determinant factors coming into force. Apart from a (fully desira-ble) heterogeneity of content, these factors have also led to a decrease of economics content.

20

A successive change in the curriculum for sustainable public administration

88%

Henriksson L.

Studia Periegetica

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2020

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vol. 31(3)

49-66

EN

Sustainable development is considered to be one of the most important issues for the future, which is also mirrored in the growing interest in sustainable development in higher education. The change project reported in this article is an example of the efforts made to incorporate sustainability in higher education. The aim of the change project is twofold: the first one is to revise the syllabuses, reference literature, materials, and examinations for courses in Public Administration, so that every course in some way addresses sustainable development. By making sustainable development an integral part of all teaching, the change project highlights how different aspects of sustainability issues are relevant in different contexts. There are three reasons why sustainable development should be explicitly present in all teaching: education for sustainability is important to the university; sustainability is relevant especially for students in Public Administration; and to get all students engaged, education for sustainability requires a pedagogical framework. The second aim of the change project is to lay out the underlying pedagogical framework, which is based on principles found in pedagogical, psychological, and organizational theories. In this successive, integrative approach, the repeated occurrence of sustainability themes in many courses is considered to be a better option than having a single thematic course. In the first phase of the project, during the academic year 2019-2020, three courses were revised to include aspects of sustainability in relation to concepts central to the course.

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