The first part of the article is devoted to the development of the definition of private tutoring – the third sector of education; research results are discussed in the micro and macro factors. The second part is devoted to selected negative and positive effects of private tutoring. Then, the third part presents the results of selected studies devoted to tutoring (teaching assistants), which are sponsored by the governments (or local governments, self-governance or autonomy) and, therefore, they are subject to the laws of the market. The presentation starts with an international survey “Monitoring tutoring”, in which nine countries participated: Azerbaijan, Georgia, Mongolia, Ukraine, Slovakia, Poland, Lithuania, Bosnia and Herzegovina and Croatia. Studies were conducted in the school year 2004/2005. For education in Poland it was a special year – the last year of separation between the Matura (matriculation examination) and entry exams to universities, also the last year of the internal Matura exams. After analysis of selected results of “Monitoring tutoring”, discussed the research will be conducted under the School Self-learning Centre for Civic Education and the local “barometer tutoring” in Kwidzyn, a town of around 40 thousand inhabitants in northern Poland. The fourth part discusses the legal and institutional contexts of tutoring in France, Finland, the other Scandinavian countries as well as South Korean parents’ struggle for the right to decide about their children’s tutoring.
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.
This paper reports on a study undertaken to investigate international perspectives of what constitutes research in education for sustainable development (ESD). By employing inductive thematic content analysis, the authors sought to examine the perceptions of 66 ESD researchers from 19 countries. The findings reveal a concern with the methodological aspects of research and an emergent need for synergy between the methodology of educational research and specific themes relevant to ESD research. The significant overlap of themes and aspects of ESD research apparent across the different contexts within which the researchers were embedded indicates a unified core of ESD research, although there is also evidence of contextual factors influencing the research agenda. Based on the findings of this study, the paper concludes that there is an overlap between educational research and ESD research, but that the latter has its own specific aims, themes and political supporters. In an endeavour to develop a shared understanding about ESD research across disciplines and research context, a common language has to be developed to facilitate a constructive dialogue and research capacity building in this novel field.
The first part of the article is devoted to the development of the definition of private tutoring – the third sector of education; research results are discussed in the micro and macro factors. The second part is devoted to selected negative and positive effects of private tutoring. Then, the third part presents the results of selected studies devoted to tutoring (teaching assistants), which are sponsored by the governments (or local governments, self-governance or autonomy) and, therefore, they are subject to the laws of the market. The presentation starts with an international survey “Monitoring tutoring”, in which nine countries participated: Azerbaijan, Georgia, Mongolia, Ukraine, Slovakia, Poland, Lithuania, Bosnia and Herzegovina and Croatia. Studies were conducted in the school year 2004/2005. For education in Poland it was a special year – the last year of separation between the Matura (matriculation examination) and entry exams to universities, also the last year of the internal Matura exams. After analysis of selected results of “Monitoring tutoring”, discussed the research will be conducted under the School Self-learning Centre for Civic Education and the local “barometer tutoring” in Kwidzyn, a town of around 40 thousand inhabitants in northern Poland. The fourth part discusses the legal and institutional contexts of tutoring in France, Finland, the other Scandinavian countries as well as South Korean parents’ struggle for the right to decide about their children’s tutoring.
The article describes the innovative method of qualitative research, Collective Biography Writing (CBW), which is not well known or not known at all in the pedagogical research of the region of Central and Eastern Europe. This method is especially useful in the re-exploration of issues connected with being, becoming, development, and learning in the context of education and pedagogical research. The article presents the theoretical foundations of the CBW method and its basis in the notions of being as emergent within the encounter, intra-action, entanglement of agencies, and the significance of matter. An outline of the scientific procedure is also presented.
Educational Research and Higher Education Reform in Eastern and Central Europa. Red. Erich Leitner. Frankfurt a/M., Berlin, Bern, New York, Paris, Wien 1998, ss. 231, fot. 3, tab. 9
Dziecko jest niezwykle istotnym podmiotem edukacji o którym dużo pisano i pisze się na płaszczyźnie różnych nauk (pedagogiki, psychologii, filozofii, socjologii). Zmiana paradygmatyczna wyzwoliła nowe wizje dziecka w teoriach naukowych (Zwiernik 2015: 84–86). Zaczęto dostrzegać, że dziecko jest autonomicznym podmiotem, który może być skoncentrowany na sobie w sposób podmiotowy oraz być twórcą własnego świata i rozwoju. Dlatego też dziś coraz częściej zwraca się uwagę na fakt, iż dziecko jest zdolne do aktywnej partycypacji w życiu społecznym zarówno w grupach rówieśniczych, jak i w kręgu dorosłych (Śliwerski 2007). W takim ujęciu dzieciństwo jest poznawczą, afektywną i behawioralną rzeczywistością dziecka w której ono partycypuje i zarazem jej wytworem (Smolińska-Theiss 1993: 11–12). Dziecko w aktywny i twórczy sposób doświadcza dzieciństwa.
The article provides a methodological review of research reports published in the main Polish journals of education. The query encompass the papers published in the seven journals from 2008 to 2011. Ones of the properties which have been observed are: research strategy, research question and hypothesis, type of sampling, size of sample, method of data collection and data analysis, and include type of statistical analysis. The results show that reports where quantitative strategy was used are overrepresented. In many cases generalization of research results has been done by authors. Moreover, this generalization was independent from type of sampling, research strategy and design. There was not differences in the scope of report transparency. The analysis also points out the diversity of research strategy due to affiliation of authors and overrepresentation of authors from two universities.
The Institution for Special Education at the Faculty of Pedagogic of the University of Kaposvár has been engaged in animal assisted activities for about three years. Our most recent research program was conducted for over two month in the Spring of 2014 with the involvement of 66 children - all kindergarten and elementary school age -, 11 special educators, physicians, psychologists, special educators, teachers, ethologists. The primary focus of our research was the development (and examination) of memory however observations with ethological and mental hygiene angles were a natural segment of our work. A significant part of the observations pointed to factors that both the children and their educators have experienced: the acceptance of each-other, an increased level of tolerance, an increased attention level towards the partner (human and animal). The teachers gave account of their respective observations in a small conference at the end of the last school year. Researches were offered a glimpse into the unique world of the relationship between a part of “living nature” - the pygmy rabbit in our case - and humans. During the 12 sessions of the training our colleagues have made observations that could serve as basis for a new system of paradigms of animal assisted pedagogics in the future. Our experience can also be re-considered with aspects of remedial pedagogics: we are convinced that animal assistance can become an accentuated part of the care of children and students with impairments. This is also implied by the fact that preparatory works for the continuation of this research at a kindergarten and at a school are already in progress.
Writing qualitative research texts often involves the acknowledgement of the researcher being imbued in the systems of meaning that he or she is studying. This provides a background for incitement to reflexivity, i.e. how one’s own life history and broader cultural context is etched in epistemological and ontological assumptions about the object. This article studies the reflexive style of writing in Michel Foucault’s archaeology of the human sciences, which constantly problematises its own assumptions about studying discourses. His style is described with the analogy of a Moebius strip, highlighting the way the ‘outside’ history of the human sciencesturns into the ‘inside’ conditions of possibility for analysing discursive formations in the history of educational research.
PL
Writing qualitative research texts often involves the acknowledgement of the researcher being imbued in the systems of meaning that he or she is studying. This provides a background for incitement to reflexivity, i.e. how one’s own life history and broader cultural context is etched in epistemological and ontological assumptions about the object. This article studies the reflexive style of writing in Michel Foucault’s archaeology of the human sciences, which constantly problematises its own assumptions about studying discourses. His style is described with the analogy of a Moebius strip, highlighting the way the ‘outside’ history of the human sciences turns into the ‘inside’ conditions of possibility for analysing discursive formations in the history of educational research.
The article describes how by creating a database of teaching tools aimed at teachers and students in junior high school take a parallel reflection on the Polish language learning theory and its functionality. Such model of thinking which combines the practice and the theory is called a conceptual methodology. Conceptual methodology meets the practical and pragmatic expectations of teachers derived primarily from their everyday work experience with junior high school students. This conceptual methodology proposes concrete teaching solutions, but derived from a detailed analysis of the findings of teaching and thus from scientific thinking. The article highlighted the educational and research potential in the current model of thinking about education in the Polish language learning, not only in junior high schools.
W artykule przedstawiono wyniki dwóch interdyscyplinarnych projektów badawczych zrealizowanych ze środków Deutsche Forschungsgemeinschaft (Niemiecka Wspólnota Badawcza) w latach 2005–2010 przez grupę pedagogów i teologów z Uniwersytetu Humboldtów w Berlinie. Ich celem było znalezienie odpowiedzi na dwa pytania: po pierwsze, jak można zdefiniować kompetencję religijną przekazywaną na lekcjach religii w szkołach publicznych i, po drugie, jak powinno się tę kompetencję mierzyć. Rezultatem prac projektowych było opracowanie i walidacja instrumentu umożliwiającego pomiar efektywności nauczania religii na przykładzie ewangelickich lekcji religii w szkołach publicznych.
EN
The article presents the results of two interdisciplinary research projects carried out by the Deutsche Forschungsgemeinschaft (German Research Community) in 2005-2010 by a group of pedagogues and theologians from the Humboldt University in Berlin. Their goal was to find the answers to two questions. The first one: How religious competence transferred during religion classes in public schools can be defined? The second one: How should this competence be measured? The result of the project work was creation and validation of a tool which can measure the effectiveness of religion teaching. Evangelical religion classes in public schools served as an example.
Badania posługujące się sztuką (art-based research, arts-based research, arts-informed research) stanowią jedno z wielu nowych teoretycznych i metodologicznych podejść w ramach badań jakościowych. Celem artykułu jest ukazanie możliwości badawczych sztuki w działaniach edukacyjnych. Zakres przedstawionego opracowania obejmuje teoretyczne rozważania nad wymiarem aksjologicznym sztuki, w tym oddziaływaniem wychowawczo-edukacyjnym występującym w dwóch formach: percypowaniu i przeżywaniu piękna dzieł sztuki oraz w organizowaniu swobodnej aktywności twórczej. W dalszej części publikacji zostały przedstawione cele i właściwości badań edukacyjnych. Jako egzemplifikację badań edukacyjnych z wykorzystaniem sztuki (w całej jej rozciągłości) wskazano jeden z projektów realizowanych w ramach seminarium dyplomowego przez studentów studiów podyplomowych kierunku pedagogika Uniwersytetu Marii Curie-Skłodowskiej w Lublinie.
EN
Art-based research (arts-based research, arts-informed research) is one of many new theoretical and methodological approaches within qualitative research. The aim of the current article is to demonstrate research capacities of art in educational research. The scope of the presented analysis covers theoretical reflections on the axiological dimension of art, including its educational influence present in two forms: in perceiving and experiencing the beauty of works of art and in organizing free artistic activity. The subsequent part of the publication presents the objectives and properties of educational research. An example of such research which makes use of art (in all its extent) indicated in the article is one of the projects carried out as a part of a diploma seminar by postgraduate students of pedagogy at Maria Curie-Skłodowska University in Lublin.
The key categories of the article are ‚educational poverty’ and ‚region’. The author, based on an analysis of the literature on the subject and a secondary analysis of empirical research, sketches the relationship between these two terms on the example of the Federal Republic of Germany, especially from the perspective of the sphere of educational research. The question of the role of the education system in overcoming educational inequalities is important here. The review of German research on the care of small children, school, vocational, academic and rural education indicates both a number of activities that have already brought positive effects and evident deficits, the elimination of which is a challenge for politics, science and regional actors, and educational policy, in which both categories are gradually gaining importance.
PL
Kluczowe kategorie artykułu stanowią „ubóstwo edukacyjne” i „region”. Autorka na podstawie analizy literatury przedmiotu i wtórnej analizy badań empirycznych szkicuje relację między tymi dwoma terminami na przykładzie Republiki Federalnej Niemiec, zwłaszcza z perspektywy sfery badań edukacyjnych i polityki oświatowej, w których obie kategorie sukcesywnie zyskują na znaczeniu. Ważną rolę odgrywa tu pytanie o wkład systemu edukacji w przezwyciężanie nierówności edukacyjnych. Przegląd niemieckich badań dotyczących opieki nad małym dzieckiem, edukacji szkolnej, zawodowej, akademickiej oraz edukacji w środowiskach wiejskich wskazuje zarówno na szereg działań przynoszących już pozytywne efekty, jak i ewidentne deficyty, których eliminacja stanowi wyzwanie dla polityków, przedstawicieli nauki i regionalnych aktorów.
Artykuł został poświęcony różnicom w trafności prognostycznej wskaźników osiągnięć gimnazjalnych (oceny, średnia ocen, wyniki egzaminu) w analizach przewidywania wyników maturalnych wśród dziewcząt i chłopców. Na różnice w wynikach może wpływać wiele czynników – psychologicznych, społecznych oraz związanych z właściwościami arkuszy testowych. Można więc przyjąć hipotezę o różnej mocy prognostycznej tych wskaźników wśród dziewcząt i chłopców. Przeanalizowane zostały dwie kohorty: osób zdających egzamin gimnazjalny w latach 2011 i 2012 oraz maturę w latach 2014 i 2015. Analizy przeprowadzono przy pomocy hierarchicznych modeli liniowych oraz modelowania IRT. Wyniki wskazują na różnice w funkcjonowaniu wskaźników osiągnięć w zależności od płci oraz dziedziny egzaminu (język polski, matematyka). Wyniki egzaminów i oceny szkolne pozwalają przewidywać sukces ucznia, jednak różnice w trafności prognostycznej wśród chłopców i dziewcząt są niewielkie.
XX
In this article, we discuss the gender differences in the predictive validity of students’ Matura results. We use the achievement indicators (school grades, grade point average and standardized exam results) from lower secondary school as predictors of success on the Matura exams. Due to a number of psychological, socio-cultural and other factors, achievement indicators may function differentially according to gender. Thus, we hypothesize that the predictive validity itself may differ for girls and boys. We analyzed two cohorts of students – the first one took the exam at the end of lower secondary school in 2011 and the Matura in 2014, the second one took its exams in 2012 and 2015. We conducted the analysis using hierarchical linear modeling and ability level estimated within the IRT paradigm. The results show the differential functioning of achievement indicators according to gender and domain tested (mathematics and literacy). Combining exam results and school grades is the best strategy to predict the Matura’s results; however, the differences in the predictive validity between girls and boys is negligible.
Music education theorists agree that the success of music learning depends to a large extent on the quality of the educational impact at early stages of education. Early music education is therefore the stage where the identification of natural developmental potential and the development of appropriate musical competences and skills is particularly important (in terms of the professionalization of activities and their evaluation). This text raises important issues for educators concerning research on the disciplinarization of knowledge about early music education and the quality of socio-cultural practice in this field. It refers to E.E. Gordon's contemporary Theory of Learning Music and its main conceptual category - audiation. In this theoretical construction, the adopted definitions allow one to draw recommendations for general reflection on the relationship between theory and the practice of research on the autonomy of childhood experience of music and aesthetics. This reflection is inscribed in the reflection of contemporary pedagogy and strives to evaluate the basic qualities of music pedagogy (at least in the aspect of creating empirical-praxeological knowledge).
The aim of the article is to present the current discourse on the professionalisation of adult educators in the Federal Republic of Germany. The issue of professionalisation, which has been present for nearly half a century in German andragogical thought, is still popular in the research community. In the last few years, the topic has gained considerable attention in the context of work on the system of recognition and certification of competences acquired outside formal education system as well as a new paradigm underlying the outcome of the teachinglearning process and the development of competences of participating people. German example shows that well developed network of adult education institutions exerts strong pressure on educational research. It is also intensified by the growing social demand for a high-quality educational offer. The author reviews German empirical studies on professionalizm, highlights its main trends, and identifies various aspects of research regarding professionalization.
W artykule przedstawiono wyniki badań jakościowych, w których wykorzystano technikę eye trackingową w celu analizy procesu odczytywania informacji przedstawionych w postaci infografik. Badanie przeprowadzono wśród studentów Uniwersytetu Pedagogicznego w Krakowie. Rozważany problem dotyczy możliwości identyfikacji wzorców przetwarzania informacji za pomocą techniki śledzenia ruchów gałek ocznych (m.in. analizy ścieżki wzroku badanych) i możliwości ich aplikacji w doskonaleniu metod uczenia się wizualnego.
EN
This article presents the results of qualitative research, which used eye tracking technology to analyse the process of reading data from infographics. The survey was conducted among students of Pedagogical University of Cracow. The problem relates to the ability to identify patterns of information processing by means of eye tracking technology (inter alia by analysis of scan path) and their application in improving visual learning methods.
Effective organization of research activity of students is an urgent task of the teacher of mathematics. Modern educational process at the university is focused on the usage of reproductive techniques and little training is provided with appropriate means for the development of creativity and research skills. Article aims to offer a method of teaching students of educational organization to study the prominent curves (for example, academic research on «logarithmic spiral»). We have used the scientific and pedagogical research methods, among which theoretical and empirical methods, including analysis of the literature on the issue of research, systematization and generalization of pedagogical experience, the theoretical modeling of the development of research capabilities, its experimental realization. Research activity of a student is an independent academic work, which involves the «discovery» of knowledge, has a subjective significance and originality, creativity and independent study of the topic. It is proved that the educational research is a process and the result of the student’s research activity. The technique of the organization of research activity of students for the study of prominent curves is proposed; an example of academic research on «logarithmic spiral» is also present; outstanding curves which have practical application are considered. The research work of students of a technical college for the study of outstanding curves connects the study of higher mathematics course with mastering the fundamentals of professional activity. We believe that the discovery of properties of prominent curves integrates the knowledge of students from different academic areas and encourages a comprehensive analysis of the objects of research. During the research increases an interest in mathematics and the motivation of learning, and as a result comes the development of student’s individuality. Further scientific development of the considered problems can be associated with the creation of methodological maintenance of independent research, writing of guidelines, containing a set of professionally-oriented tasks of research character on higher mathematics.
International comparative research programmes provide a wealth of knowledge about the results achieved by pupils and the socio-professional status of parents, but there is a lack of research focused on analysing the attitudes of the students themselves towards the learning process and the factors that motivate them to learn. Insufficient in-depth research in the field of education concerns especially sub-Saharan Africa. In June 2016, the author conducted a survey research in all schools located within the district town Miandrivazo. The study was conducted on a group of 581 students. One of the aims of the research was to identify the motives of students to take up school education. Based on the research, we can clearly see that for the surveyed students, education is an instrumental value, a means to achieve their goals. Knowledge acquired at school is also a value in itself for the students. It is a good, a heritage, and the best thing that their parents can offer them.
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