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School absence in Poland ─ as a social and educational challenge

100%
Sander A.
Problemy Opiekuńczo-Wychowawcze
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2019
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vol. 581(6)
39-54
EN
School absence is a problem with the consequences of which both pupils and their parents or legal guardians are confronted. It is also a challenge for the Polish educational system and, as a consequence of school failures, for the institutions of Polish social policy. The article consists of five points. It presents the understanding of the school absence concept as superior to various forms of student absence during classes and other obligatory activities proposed by the school. Attention is paid to the specific form of absence, which is the student's absence during physical education classes. The article presents selected legal acts that regulate the performance of the school obligation by parents or legal guardians and the procedure in the event of student absence at school. Attention is paid to the fact that school absence can be a serious threat to equal opportunities for children and youth.
2
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Truancy as an educational wilderness area

80%
Zińczuk M.
Problemy Opiekuńczo-Wychowawcze
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2019
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vol. 582(7)
62-76
EN
The problem of truancy of students in a modern school is a frequent phenomenon that leads to student failures in learnin g. Truancy contributes not only to lowering the student’s performance at school, but also to deepening the existing diffi culties. The article presents related terms of truancy, their typology, determinants and consequences. Based on the results of the research, the scale of this phenomenon was discussed. Methods of preventing school truancy were also proposed.
3
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Zahraničná inšpirácia pre vzdelávanie rómskych detí – teoretická perspektíva

70%
Stejskalová M.
Studia paedagogica
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2014
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issue 2
77-104
EN
This theoretical paper deals with the specific issues of education of minority children from socially disadvantaged environments. Its main focus is on the education of African American children, because they are a clearly different minority and often socially disadvantaged, similar to Roma children in Czech society. The aim of this paper is to summarise specific characteristics of these children in relation to their education and the ways they are dealt with in the U.S. context, and then find inspiration for the education of similarly disadvantaged children here. The paper stresses the reasons children from minorities tend to be less successful at school than their counterparts from white middle class families: their excessive segregation in special schooling and ‘poor schools’, the social construction of their failure, and their language education.
4
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Terminologia dotycząca zagadnienia trudności szkolnych w publikacjach anglojęzycznych i jej polskie odpowiedniki

61%
Domagała-Zyśk E.
Roczniki Nauk Społecznych
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2005
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vol. 33
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issue 2
103-112
EN
The problems of learning disabilities is often defined as the most ambiguous aspect of the sciences that deal with the functioning of the child. This is because there is no unambiguous definition determining this domain of research. Additional difficulties appear when in the research on learning disabilities the researchers use foreign literature. Owing to the specificity of educational systems and the cultural context the terminology used in them cannot be automatically translated into the concepts existent in Polish publications. The paper sought to present and explain the concepts used in English publications, in particular to pinpoint similarities and differences that take place between them and the terminology used in the Polish language.
5
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Niepowodzenia szkolne uczniów w czasie pandemii COVID-19 w perspektywie wybranych badań empirycznych

51%
Frączek Z.
Kultura – Przemiany – Edukacja
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2020
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vol. 8
76-90
PL
W tekście tym scharakteryzowano zjawisko niepowodzeń szkolnych uczniów – przedstawiono trudności dydaktyczne i wychowawcze. Zaprezentowano ich specyfikę, syndromy i przyczyny oraz wskazano na możliwości zapobiegania tym niepowodzeniem i wspierania uczniów przejawiających owe trudności. Podjęto także próbę przedstawienia trudności dydaktycznych i wychowawczych, z którymi zmagają się uczniowie w czasie pandemii COVID–19, uwzględniono przy tym dostępne i wybrane wyniki badań empirycznych. Artykuł zamykają propozycje wspierania uczniów przez środowisko szkolne i rodzinne w okresie pandemii i zapobiegania niepowodzeniom szkolnym. Szczególną uwagę zwrócono na potrzebę realizacji intensywnej współpracy i otwartej komunikacji nauczycieli, rodziców i samych uczniów w nowych warunkach, z koniecznością zachowania dystansu społecznego.
EN
In this text the phenomenon of school failure among pupils has been characterized with presentation of didactical and educational difficulties. Their specificity, syndromes and causes have been presented. The author has indicated possibilities of prevention of those failures as well as possibilities of support of the ones manifesting these difficulties. An attempt to outline the didactical and educational difficulties of pupils on COVID-19 pandemic was made. In the process, chosen and available results of empirical research were used. Suggestions of pupils support by school and family environment encloses the article. Special attention was brought to the need of realization of intensive cooperation and open communication among teachers, parents and pupils themselves, as the new circumstances require maintenance of social distancing.
6
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Patterns of learning. Coping with school failure and its relevance to educational practices in adulthood

51%
Petelewicz M., Pieńkosz J.
Acta Universitatis Lodziensis. Folia Sociologica
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2023
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issue 86
91-111
PL
Biorąc pod uwagę czynniki społeczno-demograficzne zjawisko uczestnictwa w edukacji dorosłych cechuje się dużym stopniem nierówności. Jednym z celów polityk publicznych jest zwiększenie poziomu udziału osób dorosłych w różnych formach edukacji oraz dostępności do uczenia się dla różnych grup społecznych. W artykule koncentrujemy się na grupie osób dorosłych uczących się w sposób pozaformalny, ale zwracamy także uwagę na różnice w ich postawach, sposobach uczenia się i korzyściach jakie osiągają z podejmowania aktywności edukacyjnej. Celem analiz jest uchwycenie znaczenia przeszłych doświadczeń, tych z okresu edukacji obowiązkowej, dla uczenia się w dorosłości. W szczególności niepowodzenia szkolne i sposoby radzenia sobie z nimi odgrywają tu dużą rolę. Analiza objęła także znaczenie kontekstu rodziny pochodzenia, w tym kapitału kulturowego oraz stylów rodzicielskich. Udało się nam zidentyfikować, znajdujące się na dwóch krańcach kontinuum, wzorce dotyczące uczenia się przez całe życie – wzorzec „skumulowanej przewagi” oraz wzorzec „skumulowanych niekorzyści”, jak również odstępstwa od nich.
EN
Participation in adult learning is unequally distributed in terms of sociodemographic characteristics. One of the targets of public policy is to raise and even the level of participation among different social groups. In the article we concentrate on adults already taking part in non-formal educational activities, however, their attitudes, ways of participation and benefits from education differ significantly. The analysis aims to explore and link the experiences of compulsory education with those of adult education. School failures and ways of coping with them seem to be of particular importance. We also analyse the context, especially in terms of family capital and parenting styles. We identified two distinct patterns concerning lifelong learning – cumulative advantage and cumulative disadvantage, and present a few outliers. We argue that attitudes toward adult education and potential gains are determined by previous educational experiences within the school system.
7
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Rola rodziców jako osób znaczących. Raport badawczy z zastosowaniem skali Mój ojciec i Moja matka

51%
Domagała-Zyśk E.
Roczniki Nauk Społecznych
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2006
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vol. 34
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issue 2
139-155
EN
The article contains presentation of research tools construed by the author and an analysis of material gathered with their use. The discussed tools are: Perceived Social Support Questionnaire My Mother (KPWS-M) and Perceived Social Support Questionnaire (KPWS-O) making it possible to study the intensity and range of social support obtained by young people from the closest significant others, the father and the mother. The results of the research done in a group of young people experiencing school failure and in the control group of young people who achieve school success prove that there is a statistically significant difference between the groups as far as perception of parental control, social support and „school” support on the side of the parents is concerned. The results may have important practical pedagogical implications: in work with pupils experiencing school failure one should not only revalidate or improve the pupil's performance in the cognitive sphere, but also take care of bringing back or consolidating proper relations between the pupil and significant others, first of all his parents.
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