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1

Rozwój i główne nurty w badaniach efektywności szkoły

100%

Nowosad I.

Studia Edukacyjne

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2017

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issue 46

125-152

EN

This article isolates the main phases of the research into school effectiveness, at the same time emphasizing the specificityof attitudes, the dominant directions and the conclusions drawn in particular phases. The approach adopted emphasizes key achievements which have influencedthe direction of research and as such define the contemporary understanding of an effective school.

2

School culture at risk of political and methodological expropriation

70%

Kaščák O., Pupala B., Lukšík I., Lemešová M.

Human Affairs

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2012

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vol. 22

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issue 4

524-538

EN

The aim of this article is to problematize the concept of school culture both as a concept and as a subject of investigation. It deals with the historical roots of this concept and the fact that it is shrinking-a consequence of the managerial imperatives of effectiveness and accountability in education. School culture, in relation to the quality of schools and the quality of education, has become the subject of audits, arrived at through a developed network of standardisation in education, testing and evaluation. The methodology of evaluation currently lending particular substance to school culture, however, generates different methodological perspectives on investigating school culture and thus research is becoming an instrument of political power. In the research it is then necessary to either abandon the concept of school culture or to free it from spinning round the cycle of evaluation/self-evaluation-a change in school culture-improving the “quality of the school”-a new evaluation/self-evaluation. One way to do this is to employ ethnographic approaches in research into schools and to understand school culture as a system of texts.

3

ROZWÓJ SZKOŁY PRZEZ ZMIANĘ KULTURY SZKOŁY

58%

Nowosad I.

Problemy Profesjologii

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2018

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issue 2

13-23

PL

W artykule przyjęto założenie, iż zmiana codziennej praktyki szkolnej zorientowanej na wzrost uczniowskich osiągnięć może zaistnieć jedynie poprzez zmianę kultury szkolnej. Przywoływane zostały wnioski badań, które zostały opracowane przez zespoły z grupy państw o bardzo zróżnicowanym profilu edukacyjnym lub uwzględniające specyfikę procesów doskonalenia w różnych kontekstach międzynarodowych. Choć w opracowaniu uwzględniono dwie grupy czynników, wewnątrzszkolnych i zewnętrznych (kontekstowych), to jednak ujęcie tematu w centrum analiz postawiło rolę i znaczenie kultury szkoły w grupie czynników wewnątrzszkolnych, istotnych w procesie wspierania jakości i efektywności szkoły.

EN

It was assumed in the article that the change of everyday school practice oriented at the growth of pupils' achievements is only possible through changing school culture. There are references to research conclusions which were elaborated by teams from a group of countries with very diversified educational profiles or taking into account the specificity of improvement processes in various international contexts. Even though the study incorporates two groups of internal and external (contextual) factors, the role and importance of school culture within the group of internal factors was given priority in the process of reinforcement of school quality and efficiency.

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1 Human Affairs

1 Problemy Profesjologii

1 Studia Edukacyjne

2 Nowosad I.

1 Kaščák O.

1 Lemešová M.

1 Lukšík I.

1 Pupala B.

1 2018

1 2017

1 2012

Rozwój i główne nurty w badaniach efektywności szkoły

School culture at risk of political and methodological expropriation

ROZWÓJ SZKOŁY PRZEZ ZMIANĘ KULTURY SZKOŁY