Search results - CEJSH

1

Memories of my school days in Przemyśl, 1928-1939

100%

Steinhardt A., Pudłocki T.

Rocznik Przemyski

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2013

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vol. 49

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issue 3: Historia

238-246

PL

Wspomnienia z lat szkolnych, dzieciństwa i młodości spędzonych w Przemyślu. Ich autorem jest Alfred Steinhardt, jeden z pierwszych izraelskich reżyserów.

2

Kreowanie doświadczeń liminalnych w szkole z wykorzystaniem metody dramy edukacyjnej

87%

Jaskulska S.

Studia Edukacyjne

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2016

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issue 42

155-176

EN

The aim of the paper is to consider the possibility of creating liminal experiences at school with the method of educational drama and the pedagogical potential of such activities. Treated as the medium phase of rite, I define liminality in line with Arnold van Genepp and Victor Turner. By claiming that for many reasons school is a liminal space and showing that the fact that this function is neglected at the cost of the transmission function is a problem, I present drama as a possible antidote.

3

Rodzice a nowomedialne wspomaganie współczesnej polskiej szkoły (raport z badań)

87%

MICHNIUK A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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issue 23

249-266

EN

Anna Michniuk, Rodzice a nowomedialne wspomaganie współczesnej polskiej szkoły (raport z badań) [Parents and new media in modern Polish schools]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 249-266. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.15 The article presents some of the conclusions of the research carried out in 2016 among the junior high schools located in lubuskie voiewodship. One of the subjects of the research was the parents of new media support for modern school assess. The text presents parents’ opinions on the new media activity of students, support of new media in the teaching – learning process, building contact between the school and parents and also (auto)promotion of the school. The article also contains a short description of the new media activity of parents of contemporary teenagers and characteristic of the media world in which modern parents were brought up.

4

Nauczyciel jako podmiot i jako przedmiot polityki edukacyjnej

80%

Zahorska M.

Kwartalnik Pedagogiczny

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2014

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issue 1-2(231-232)

155-166

EN

In many countries, teachers, owing to their number and significance, have considerable political power. In Poland, after WWII, the communist system radically reduced their influence, not unlike that of other professions. Especially in the 1950s, schools were very tightly controlled by state authorities. That period of terror and surveillance left an ineradicable mark upon the subsequent functioning of schools, promoting passivity and conformity among teachers. That is not to say that there were no outstanding individuals who managed to maintain their subjectivity and positively influence their pupils. Anna Radziwiłł was undoubtedly such an exceptional teacher.

5

Podstawy prawne rekolekcji szkolnychw polskim systemie oświaty

80%

Mezglewski A.

Biuletyn Edukacji Medialnej

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2013

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issue 1

22-32

EN

This paper focuses on legal regulations concerning the rights of students to be exempt from classes in order that they can participate in school religious retreats. It has been established that the regulations in question are systemically incoherent, significantly outdated and at tangent with other acts in the Polish legal system. First of all, one has to consider legally unjustified a solution where participating in school retreats (and hence, the exemption in question) is dependent on curricular religious education at school. This interdependence – in view of which a student must first participate in catechesis to be able to participate in retreats – is not only hard to understand, but it also seems against the law. Executing the consequent prohibition – which means disallowing students who do not take part in curricular religious classes to participate in school retreats – would definitely constitute a drastic and illegitimate constraint on one’s religious freedom and the violation of the Constitutional rule of civic equality. Also, it is legally illegitimate to make conditional the class exemption on students’ denomination and his/her belonging to a given religious group or community; such a community often imposes on its members the obligation to participate in e.g. Lent retreats. The Polish Constitution comprises the right for non-disclosure of one’s religious beliefs or denomination (Art. 53 par. 7). Students cannot be obliged to disclose the details concerning his/her denomination. However, his/her non-disclosure can prevent his/her being exempted from classes in order to participate in retreats. Thus, the current regulations under analysis in force are tentative and provisional in nature. The issue at hand should be regulated at the governmental level, that is in a state legal act which would cover the guarantees of religious freedom.

6

NOWOCZESNE TECHNOLOGIE W PRACY ZDALNEJ UKIERUNKOWANEJ NA WSPOMAGANIE WCZESNEJ EDUKACJI DZIECI

80%

Łukawska M.

Eunomia – Rozwój Zrównoważony – Sustainable Development

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2020

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issue 2(99)

127-135

EN

Modern technologies are an inseparable structure of modern human life. Nowadays, it is impossible to imagine existence without a phone, smartphone or computer. They are ubiquitous in work, play, social life and school education. Children are starting to use modern technologies more and more actively. This publication attempts to present the importance of modern technologies in remote work with students. Referring to the literature on the subject and relying on their own observations and experiences in working with students at a younger school age, an attempt was made to make the reader aware that modern methods and technological measures have a significant impact on the development and behavior of students from an early age of education. The significant role of the teacher in the entire didactic process was also indicated. The advantages and disadvantages of distance learning were also highlighted.

7

Socio-Pedagogical Problems of Modern Students' Attitude Towards School

80%

Špona A.

Signum Temporis

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2008

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vol. 1

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issue 1

10-17

EN

Introduction One of society's quality development conditions is a good school. The good school involves a positive sense of self, students' joy to learn and teachers' wish to work in a creative manner, parents readiness arrive at the school.Human-pedagogical school theory (Gudjons, 2007) sees the school as an influential factor in the mutual relation of social culture, social economy and politics. It is impossible to define the school in the modern trendy society only on the basis of learning process because it is closely followed "by upbringing (as development of personality), compensation (as equalization of social behaviour deficit) and security function" (Gudjons, 2007).Aim of the Study To analyse the socio-pedagogical problems and causes of students' attitude towards schoolMaterials and Methods The study uses materials of audit statement "General Educational System Realisation in Correspondence with the Goals Set" by the State Control of the Republic of Latvia, interviews with 12 principals of schools, analysis of minutes of 54 visited lessons, questionnaires to 828 students.Results Analysis of the results revealed uneven students' attitude towards school which is determined by the attitude towards learning, classmates and teachers. A special problem is self-evaluation of study achievements because these skills are not developed to a satisfactory level in students. The attitude towards school is determined also by fragmentary education, insufficient facilitation of organization of students' self-education.Conclusions Lack of learning motivation among students and upbringing fragmentarism at school negatively influence the formation of students' attitude towards school.During adolescence students lack self-confidence and purposefulness, they do not wish to think and commit to work during the learning process because learning has not become personally significant for most students, and thus their pedagogical needs are not satisfied.

8

Technical Subjects and Their Popularity in Context of Technical Education Support

80%

Fadrhonc J., Honziková J.

Journal of Education, Technology and Computer Science

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2021

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vol. 12

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issue 2(32)

78-89

EN

Considering the great social demand for qualified technically oriented workers, it is necessary to develop the interest in technical fields. The article introduces research focused on mapping the current situation of (non)interest of primary-school students in technical fields and especially verification of whether the (non)interest is linked to the popularity of technically oriented subjects at primary schools. Primary schools in the Czech Republic involve pupils at the age of 6–15. The reasons, why technically oriented subjects are not popular, will be evaluated to provide possible solutions.

9

Organizační učení v realitě života školy: impulzy, témata, strategie řízení

80%

Sedláček M., Pol M., Novotný P., Hloušková L., Lazarova B.

Studia paedagogica

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2012

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issue 2

27-49

EN

This paper investigates organizational learning at schools. We use empirical data that were gathered in 2011 in three primary and lower secondary schools. The paper describes the characteristic features of the schools and it discusses the impulses for organizational learning in schools, its topics, applied strategies of managing of organisational learning and also the factors that support or undermine it. The paper concludes by explaining the connected nature of the qualitative phase of the research with a related phase that is designed as a quantitative one.

10

„Nie łzawe wspomnienia dawnych bojów, ale realna nauka z przeszłości”. O świętowaniu rocznicy niepodległości w szkołach II Rzeczypospolitej refleksji kilka

80%

Buczek K.

Kwartalnik Pedagogiczny

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2018

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vol. 63(4(250))

56-71

PL

The article discusses the question of celebrations of Poland’s Independence Day – November 11th. The tradition of celebrating state holidays in Polish schools dates back to the era of the National Education Commission, which in 1783 ordered official celebrations of the centenary of king John III’s victory over the Turks at Vienna. After 123 years of foreign subjugation, which broke the connection between the citizens and the state, Poland returned to the tradition of celebrating state holidays in schools. Several brochures with proposed event scripts, poems, and small plays were published in order to ensure the celebrations would be given an appropriate flair. “Płomyk”, a magazine for slightly older children, was also involved in the preparation for independence anniversary celebrations. The issue of celebrating state holidays in schools was also considered within teaching theory: on the one hand, they were considered very valuable educationally – particularly for instilling patriotic and civil virtues, on the other, it was remarked that the students were bored with the ceremonies.

11

Próba określenia związku między sprawnością motoryczną a popularnością uczniów w klasie szkolnej

80%

Kapik-Gruca K., Gruca K.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2013

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issue 40

70-75

EN

Background. The aim of the study was to determine the class hierarchy and to find out if there is a relationship between students’ physical fitness and their popularity in the class. Material and method. The research was carried out on fifth grade students of primary school. In the research the following techniques were employed: 1. classic sociometric techniques based on two criteria (personal ties, i.e. “mate at the same desk” and material ties, i.e. “class council”) and Korczak’s “plebiscite of kindness and reluctance”, 2. the physical fitness test by Z. Chromiński. Measurement of students’ motor performance was assessed by Chromiński’s test. The maximum number of points students could get in each trial was 100, and the minimum was 0. The student’s popularity in the class was calculated adding up the numbers of choices received in all three sociometric techniques. It was assumed that a popular student (with a high acceptance rate) is the one who accumulated the positive choices from at least half of the class and is not rejected (discarded) by more than 33% of his/her classmates. On the contrary, an unpopular student (with a very low or low acceptance rate) is one who received only negative choices, or was ignored in the selections (both positive and negative) or his ratio of positive and negative choices was 1 to 3. Conclusions. There was a low correlation found between students’ popularity and their physical fitness.

12

Opinia prawna na temat zasad agitacji wyborczej

80%

Odrowąż‑Sypniewski W.

Zeszyty Prawnicze BAS

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2014

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issue 3(43)

67-72

EN

This opinion presents a thesis that it is absolutely prohibited to carry out electoral canvassing in the areas of military units and other organizational units subordinate to the Minister of National Defence and in civil defense units, as well as in quartered units subordinate to the minister responsible for internal affairs. However, military units set up temporarily in order to carry out a military mission beyond the borders of the Republic of Polish are not covered by the prohibition, as they do not fulfill the requirement of the statutory definition of the area of a military unit. Canvassing to students in schools is also prohibited. In addition, the author of the opinion distinguishes hospitals and penal institutions as workplaces, in which canvassing cannot be carried out if it causes disturbance in their normal operation.

13

The Role of Family and School Enviroment in Theraphy of Children with Central Auditory Processing Disorder

80%

Kruczyńska-Werner A.

Logopedia

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2018

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vol. 47 EN

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issue 2

313-328

EN

More and more patients are presenting with a clinical suspicion of Central Auditory Processing Disorder (CAPD). In order to make a correct diagnosis, it is necessary for an interdisciplinary team of experts to conduct thorough tests and carry out a reliable analysis of their results. CAPD is a problem diagnosed in patients with normal hearing sensitivity; moreover, their difficulties do not result from cognitive or linguistic impairment, although they can co-occur with these conditions. Specialists recommend three complementary approaches which can improve the functioning of children with CAPD. One of these strategies is to modify their home and school environment. This article provides elaboration on this issue; it also shows the role of the immediate environment in the therapy of a child with CAPD. The guidelines it offers are also useful in the therapy of patients with hearing perception problems.

14

Educational priorities in a post pandemic world

80%

Kobylarek A., Plavčan P., Amini Golestani T.

Journal of Education Culture and Society

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2021

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vol. 12

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issue 2

5-11

EN

This article attempts to bring together the most important educational priorities which should be taken into consideration when planning education in a world recovering from a pandemic. Some of the priorities discussed here should have already been taken into account during the 20th century, whilst others are completely new and result from changes that have come about in the 21st century, such as increased arrogance, ignorance, authoritarianism, educational insecurity, contempt for nature, confusion and the promotion of the lies under the name of post-truth . The authors propose a holistic approach to the education process, focused on priorities. In turn, the definition of those priorities should result from the most important problems that affect humanity.

15

Współpraca szkoły i rodziny – od traktatów socjologicznych po praktyczne rady

80%

Skawiński R.

Studia Ełckie

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2011

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vol. 13

601-621

EN

From the undertaken analyses it results that more careful attention should be given for the parental contribution to the educative process. The author stresses that the professional development of teachers should be accompanied by the stronger involvement of parents in being responsible for the education of their children. It seems that now didactic achievements of school are still expected too automatically.

16

Współpraca szkoły ze środowiskiem lokalnym

80%

Buchcic E., Żeber-Dzikowska I.

Studia Ecologiae et Bioethicae

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2006

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vol. 4

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issue 1

517-526

17

Dlaczego współcześni nauczyciele rezygnują z pracy w szkołach państwowych? Raport z badań

80%

Michniuk A.

Rocznik Pedagogiczny

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2020

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vol. 43

153-165

EN

The aim of the article is to present the reasons for leaving the job in public schools by Polish teachers. The author describes the current situation of teachers in Poland, paying attention to their salaries and some expectations set for them. Based on the research results (N = 108), it was found that Polish teachers most often leave teaching in public schools for: financial reasons (too low salaries), being mobbed by the headteachers, divisions in the teachers’ group and also too tough and outdated education system. These reasons are connected with internal and external motivations. Interestingly, after quitting a public school, almost 40% of the respondents wanted to stay in education field, 12% wanted to emigrate and 10% of respondents declared to move to the job which will be connected with ICT.

18

Szkoła i armia jako podmioty oddziaływania wychowawczego państwa w myśli politycznej obozu narodowego w Drugiej Rzeczypospolitej w kontekście zainteresowań badawczych Ryszarda Borowicza historią wojskową, oświatą i politologią

80%

Wojdyło W.

Kultura i Edukacja

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2014

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issue 4(104)

226-238

EN

The active and direct participation of the state in the process of education was a very important and significant element that put the position of the main ideological-political formations in the interwar period in opposition to concepts constructed at the turn of the twentieth century. At the time of regaining independence, the state could be considered as one of the main subjects that were import_ant for rebuilding the awareness and collective identity of Polish people’s citizenship. Therefore, this text deals with the school and the army – institutions of educational influence during the Second Polish Republic – as the subjects of educational influence.

19

Cisi bohaterowie lat wojny i okupacji – rzecz o szkole, której nie było

80%

Stefańska D.

Biuletyn Szadkowski

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2010

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issue 10

59-88

EN

This contribution aims to recreate the picture of underground educational activity in Szadek and its neighborhood during the period of German occupation in Poland (1939–1945). The information has been collected through interviews with the inhabitants of Szadek. It presents the persons who played outstanding roles in teaching Polish children and young people despite the severe punishment that it might entail. September 1939 was the beginning of the invaders’ educational policy, designed to eliminate Polish intelligentsia and to destroy Polish education and culture. Very soon Polish schools in Szadek, Przatów, Wilamów and Rzepiszew were closed. The teachers who remained in Szadek, despite being dislodged from their homes, showed great courage and dedication to secret teaching of Polish children. Under the pretext of teaching German they taught Polish, history, geography and mathematics. The persons who rendered the greatest services in this field in Szadek were: Helena Nawrocka, Olga Chominówna, Zofia Rutkowska and postman Kazimierz Sadowski.

20

Upbringing to entrepreneurship–experience of the Happy Childhood Foundation

80%

Szaro M.

Problemy Opiekuńczo-Wychowawcze

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2018

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vol. 568(3)

24-31

EN

School plays an important function in teenagers’ lives. The mission of all educational institutions should be to provide young people with knowledge and prepare them for life in society. School can open doors and offer prospects for a better future. The average teenager spends eight hours a day at school. The school should be friendly and become the main place of development. The labour market is changing, so the task of the school should be to create an entrepreneurial attitude. The psychological term which connects this two facts is called self-efficacy. Self-efficacy is defined as a personal judgement of “how well one can execute courses of action required to deal with prospective situations”. School success is composed of good marks and good functioning in the school environment. Creating school adjustment should be a necessity for teachers, not a choice. “School of Entrepreneurship” is a program for young people to create the self-efficacy in the student life. The program was created by Happy Childhood Foundation in Lublin and was attended by about 1800 students in 2017. This article describes this program and how important it is for students is to improving the self-efficacy and be brought up to entrepreneurship.

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