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  1. 1 Edukacja

  2. 1 Forum Socjologiczne

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  1. 2 Domalewski J.

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  1. 1 2015

  2. 1 2011

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1

Zróżnicowanie środowiskowe a wyniki edukacyjne gimnazjów wiejskich: studia przypadków w ujęciu dynamicznym

100%
Domalewski J.
Edukacja
|
2015
|
issue 4(135)
73–90
PL
Celem podjętym w artykule jest analiza znaczenia środowiska funkcjonowania wiejskiego gimnazjum dla osiągnięć edukacyjnych oraz planów kształceniowych młodego pokolenia mieszkającego na wsi. Temat jest rozpatrywany na tle zmian zachodzących w Polsce. Przyjęto dwie płaszczyzny analiz: dynamiczną (porównanie wyników z lat 2002 i 2011) oraz środowiskową (analizie poddano dane pochodzące z badań przeprowadzonych w wiejskich gimnazjach działających w zróżnicowanych pod względem charakterystyk rozwojowych gminach – podmiejskich, popegerowskich, rolniczych). Wyniki wskazują, że zarówno umiejętności szkolne, jak i plany oraz aspiracje edukacyjne wiejskich gimnazjalistów są w znacznej mierze niezależne od lokalnych uwarunkowań środowiskowych. Szczególnie w środowiskach rolniczych wysokie efekty funkcjonowania gimnazjów okazują się być ich trwałym osiągnięciem.
EN
This article analyses the significance of the environment for the functioning of rural lower secondary schools in connection with educational achievements and the future educational plans of youth living in rural areas. This issue is discussed from the perspective of the changes occurring in Poland. Two levels of analysis were performed: dynamic (comparing results from 2002 and 2011) and environmental (an analysis of data from studies on rural lower secondary schools found in developmentally diverse types of communes: suburban, post-state farm and agricultural). The results showed that both educational skills as well as the educational plans and aspirations of rural lower secondary school pupils are to a great extent independent of environmental conditionings. The high results attained by lower secondary schools in their functioning was found to be their long-term achievement, especially in agricultural communes.
2

Nierówności środowiskowe w dostępie do edukacji przedszkolnej — wymiary i konsekwencje

100%
Domalewski J.
Forum Socjologiczne
|
2011
|
vol. 2
179-198
EN
The objective of the article is an analysis of environmental inequalities in the access to preschool education and their consequences. The study consists of two sections, the first of which uses the existing data to analyse the universality of pre-school education between the city and the rural areas and the diversification of the rural areas itself. In the second section, the author uses his own research to make an attempt at determining the consequences of environmental and social inequalities in the access to pre-school education for the children’s future school results and their life aspirations. The results of the analyses point not only to distinct inequalities in the universality of the preschool education between the city and the rural areas, but also within the rural areas themselves. The fewest pre-schools are in farming areas with low population growth and negative net migration rate. Next, the analysis of the empirical matter from the research proves that, assuming similar social position of the family, the pupils who had attended pre-schools in the past achieved better results at external exams compared to their peers whose education started in primary school. A similar regularity can be recorded in the sphere of educational aspirations.
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