Search results for: 0239-6858 in All Content

An employer’s perspective on practical training for young workers: costs, benefits and risks

Praktyczna nauka zawodu pracowników młodocianych z perspektywy pracodawców. Koszty, korzyści i ryzyka

Author(s): Elżbieta Drogosz-Zabłocka,Jędrzej Stasiowski / Language(s): Polish / Issue: 2/2016

Keywords: economics of education; costs of apprenticeship; young workers; apprenticeships with employers; education and training

The article analyses the economic and non-economic determinants of the decision to offer apprenticeships to young workers in a company. The analysis was based on interviews with employers conducted as a part of the BECKER study in 2014. The authors briefly review the literature on the costs and benefits of apprenticeship training. The analysis of the collected qualita- tive data helped to identify the major costs, benefits and risks associated with apprenticeship training in Polish companies. The article also shows how employers may perceive the overall balance of costs and benefits of apprenticeship training. It was found that profitability could be equally dependent on economic factors (the short or long-term cost-effectiveness of investments in apprenticeship training), as well as non-economic factors (e.g. the need for companionship, the desire to maintain a given profession, a sense of mission to support young people from the local community).

Difficulties in implementing the lower secondary school reform

Trudności we wprowadzaniu reformy gimnazjalnej na obszarach wiejskich

Author(s): Aneta Sobotka / Language(s): Polish / Issue: 3/2016

Keywords: lower secondary school; school network; local education policy; local community; social capital

The introduction of lower secondary schools (gimnazjum) in 1999 was intended to equalise the educational opportuni- ties of children living in rural areas. The concept of the reform was to establish large, independent and well-equipped lower secondary schools to be attended by all the children in a township. After 17 years of operating, lower secondary schools are organisationally very diversified – in some townships, lower secondary schools are large and independent, following the concept of the reformers, but in other townships, they are very small, operating in the same building as the primary school. Children attending the small lower secondary schools remain with the same schoolmates, teachers and social environment for nine years. By using eight case studies of rural townships, the process of setting up lower secondary schools was described, to gain an understanding of the factors determining the evolution of these two or- ganisational models. The case studies show that the school network is not so much the result of local authorities’ pre-established plans, but rather the result of a game between local authorities and local communities.

Institutional models of lower secondary school in Poland

Ustrojowe modele gimnazjum

Author(s): Jan Herczyński,Aneta Sobotka / Language(s): Polish / Issue: 4/2015

Keywords: lower secondary school;local education policy;organizational model of school

In 1999, as a result of education system reform, a new type of lower secondary school, called “gymnasium”, was introduced in Poland. The main objective of introduction of gymnasium was to equalize education opportunities to rural youth, improve the level of education and extend general education by one year. The reformers foresaw gymnasiums as an independent school, located in new, well-equipped buildings, or as schools functioning alongside existing secondary schools. After 16 years of operation, four institutional models of gymnasium evolved: independent gymnasium, gymnasium together with a primary school with either the same or more narrow catchment area, and gymnasium together with upper secondary school. The article investigates differences in the organizational characteristics for each model of gymnasium, educational outcomes from different types of school, and their spatial distribution.

Transforming the educational style of the working and rural classes in Poland

Przemiany stylu edukacyjnego klasy ludowej w Polsce

Author(s): Przemysław Sadura / Language(s): Polish / Issue: 4/2015

Keywords: educational style; social classes; Bourdieu; Willis; post-fordism

The article presents the impact of the introduction of the lower secondary schools on the educational style of the working and rural classes in Poland. This particular reform is seen as one of the elements of change to the education system adapting it to the general parameters of post-fordism. The author supports the theory of Pierre Bourdieu, which states that society is divided into three social classes (upper, lower secondary and popular) and each of them produces a specific class lifestyle and class style of education. The class style of education provides individuals with certain dispositions to educational institutions and school careers, which are realized in the form of social practices (selection of specific type of schools, learning techniques, ways of spending time, etc.). Changes that have been taking place in the education system in Poland over the last 15 years, i.e. since the 1999 reform, are similar to processes that have taken place in the 1980s and 1990s in Western countries. They include the economization of education, the parameterization and quantification of educational results, as well as the introduction of market mechanisms for managing and financing state-owned schools. The article is based on individual in-depth interviews conducted during two field studies organized in 2013–2014: “Cultural practices of the popular class” (120 IDIs) and “The class diversity of cultural practices in north-eastern Poland” (60 IDIs).

Learning strategies as predictors for academic achievement in 15-year-olds. Comparisons between Poland, the Czech Republic, Germany, Hungary and Slovakia

Learning strategies as predictors for academic achievement in 15-year-olds. Comparisons between Poland, the Czech Republic, Germany, Hungary and Slovakia

Author(s): Mateusz Blukacz,Marta Kromka / Language(s): English / Issue: 3/2015

Keywords: education; academic achievement; cultural context; learning strategies; metacognitive strategies

The paper reports a study addressing influence of learning strategies on academic achievement in mathe matics, reading and science internationally, with comparisons between Poland’s neighbouring countries. Data from the PISA 2009 study was used to build multiple multilevel hierarchical regression models, with control variables for student, school and at country level. Based on the model developed by Chiu, Chow and McBride-Chang (2007), prior achievement, student family background, school environmental characteristics and national economic and cultural contexts were controlled for, allowing assessment of the effects of learning strategies. Higher dependency on memorisation was associated with lower scores in all domains, elaboration was a negative predictor of reading and positive of mathematics and science, while use of metacognitive strategies was associated with higher scores in all domains investigated. The effect of metacognitive strategies was particularly strong in Poland, as compared with neighbouring countries.

Lessons of English in Polish schools: a third-grade lower secondary school perspective

Lessons of English in Polish schools: a third-grade lower secondary school perspective

Author(s): Agata Gajewska-Dyszkiewicz,Katarzyna Kutyłowska,Filip Kulon,Katarzyna Paczuska,Ludmiła Rycielska,Magdalena Szpotowicz / Language(s): English / Issue: 6/2014

Keywords: foreign language teaching; communicative approach; European Survey on Language Competences; EFL classroom

Results from the European survey on Language Competences (ESLC) show that regular exposure to a foreign language for many Polish pupils is limited to language classes at school. in this light, the authors of this article took a closer look at the Polish ESLC findings. With a discussion on current theoretical approaches, good practice in foreign language teaching and national core curriculum requirements, the paper presents an analysis of student responses to a questionnaire about English lessons at lower secondary school. it also aims to describe how the school language class, as students describe it, achieves its basic goal in language education – communication in a foreign language.

Organisational models of gymnasium in Poland

Organisational models of gymnasium in Poland

Author(s): Jan Herczyński,Aneta Sobotka / Language(s): English / Issue: 2/2017

Keywords: gymnasium; structural model of school; local education policy

In 1999, as a result of reforms of the education system, a new type of lower secondary school, called gymnasium, was introduced in Poland. The main objectives of introducing the gymnasium were to equalize the educational opportunities of rural youth, improve the level of education and extend general education by one year. The reformers envisioned gymnasiums as an autonomous school, located in new, well-equipped buildings, or as schools functioning alongside existing secondary schools. After 16 years of operation, four structural models of gymnasiums evolved: autonomous gymnasium, aggregate gymnasium in a complex with a primary school, gymnasium in a complex with a primary school having the same catchment area, and gymnasium with upper secondary school. The article investigates the differences in the organisational characteristics for each model of gymnasium, educational outcomes from different types of school, and their geographic distribution. Results show that even though gymnasiums in a complex with an upper secondary school attain on average the best results on the gymnasium completion exam, the highest scores in teaching effectiveness are achieved by gymnasiums in complexes with a primary school having the same catchment area.

Together or apart? A research review on the continuing controversy of the effectiveness of single-sex education

Razem czy osobno? Przegląd badań nad edukacją zróżnicowaną ze względu na płeć

Author(s): Maciej Koniewski,Robert Mazelanik / Language(s): Polish / Issue: 3/2017

Single-sex education provokes many controversies among policy makers, parents, teachers, as well as education researchers. Unfortunately, the discussion about its potential advantages over coeducational schooling, in light of uncertain empirical evidence, has been ideologically dominated and remains this way to date. This article identifies definitional problems, which hinder effective discussions on the issue of single-sex education. Arguments proposed by advocates and opponents of this form of education are outlined in a neutral way, focusing on their merits rather than on their ideological grounds.

Can primary school teachers grade the literacy level of girls and boys objectively?

Czy nauczyciele edukacji wczesnoszkolnej potrafią bezstronnie ocenić osiągnięcia dziewcząt i chłopców z języka polskiego?

Author(s): Paulina Skórska,Karolina Świst,Paweł Grygiel,Grzegorz Humenny,Michał Modzelewski,Roman Dolata / Language(s): Polish / Issue: 3/2017

Keywords: literacy; multiple indicators multiple causes; MIMIC model; grading; gender; bias; differential item functioning

Research suggests that primary school teachers grade the reading and writing skills of girls higher than of boys, even when they have the same level of ability. In this article, we try to verify this hypothesis. We analysed (a) teachers’ grades (prepared particularly for the purpose of this research), and (b) achievement test results, which controlled for the differential item functioning due to gender. We used multiple indicators, the multiple causes (MIMIC) model on a representative sample of 4144 Polish third-grade students. Teachers graded girls’ ability levels higher. However, the difference disappeared when we controlled for the test-based ability level. Therefore, we conclude that teachers can grade literacy levels without gender bias.

Difficulties in modifying incorrectly developed cognitive representations of geometric concepts among future teachers

Problemy modyfikowania źle ukształtowanych reprezentacji pojęć geometrycznych u przyszłych nauczycieli

Author(s): Monika Czajkowska / Language(s): Polish / Issue: 1/2018

Keywords: geometria; schemat myślowy; nauczyciel

Kształtowanie się pojęć geometrycznych w umyśle człowieka jest procesem wieloletnim. Dzieci, już w przedszkolu, w wyniku osobistych doświadczeń tworzą pewne intuicje i zarysy pojęć geometrycznych. Te pierwotne myślowe reprezentacje ulegają wielokrotnym modyfikacjom i w rezultacie prowadzą do wytworzenia się abstrakcyjnych, matematycznie dojrzałych pojęć. Tak się dzieje, gdy edukacja matematyczna jest prowadzona prawidłowo. Bywa jednak, że nauczyciele nie potrafią wspomagać ucznia w tworzeniu, a potem w modyfikowaniu powstałych już reprezentacji pojęć geometrycznych. O tym, że niektórzy studenci – przyszli nauczyciele matematyki – sami nie posługują się dojrzałymi pojęciami geometrycznymi i często utożsamiają samo pojęcie z jego graficzną reprezentacją, przekonano się, prowadząc zajęcia z dydaktyki matematyki. Co więcej, próby modyfikacji tych źle ukształtowanych pojęć skończyły się fiaskiem. W artykule podjęto próbę wyjaśnienia, dlaczego tak trudno jest zmodyfikować źle ukształtowane pojęcia geometryczne studentów specjalności nauczycielskiej, rozpoczynających studia na kierunku matematyka.

Attitudes towards the democratisation of school governance. The results of a qualitative study

Postawy wobec uspołecznienia zarządzania szkołami. Wnioski z badania jakościowego

Author(s): Kamila Hernik / Language(s): Polish / Issue: 2/2018

Keywords: uspołecznienie szkoły; rada szkoły; społeczne rady nadzorcze; decentralizacja; rodzice; partnerzy szkoły

Celem artykułu jest podjęcie tematów związanych z uspołecznieniem zarządzania szkołami w Polsce. Wychodząc od charakterystyki przemian systemu edukacji po 1989 r., omawiam stan uspołecznienia polskich szkół w świetle dotychczasowych badań, by zaproponować nowe ujęcie tej problematyki i wskazać kluczowe kwestie z nią związane. W artykule przedstawiam wyniki badania jakościowego przeprowadzonego w gminnych placówkach oświatowych zlokalizowanych w różnych częściach Polski, w którym wzięli udział pracownicy szkoły, rodzice, przedstawiciele samorządu lokalnego oraz partnerzy szkoły. W trakcie wywiadów indywidualnych i grupowych poruszano zagadnienia ogniskujące się wokół możliwości i konsekwencji wprowadzenia społecznych rad nadzorczych w polskich szkołach, wzorem rozwiązań funkcjonujących w Anglii i Walii. W ten sposób została zbadana gotowość przedstawicieli społeczności szkół i ich otoczenia do uspołecznienia placówek edukacyjnych (przez poszerzenie grona interesariuszy oraz zwiększenie ich wpływu). W artykule szczegółowo przeanalizowałam argumenty podawane przez badanych, a na ich podstawie powstała typologia postaw wobec uspołecznienia zarządzania szkołami. Opracowanie kończy się podsumowaniem wniosków z badania oraz wynikającymi z nich propozycjami działań.

Access to higher education from the perspective of welfare economics

Dostęp do szkolnictwa wyższego w ujęciu ekonomii dobrobytu

Author(s): Krzysztof Czarnecki / Language(s): Polish / Issue: 2/2018

Keywords: ekonomia dobrobytu; dostęp do studiów; efektywność; nierówności edukacyjne; sprawiedliwość społeczna;

Kształcenie na poziomie wyższym jest usługą, której regulowanie, świadczenie i finansowanie znajdują się w większości państw pod znaczną kontrolą władzy publicznej. Tym samym obszar ten stanowi przedmiot badań ekonomii dobrobytu. W artykule przedstawiono możliwości wykorzystania jej ram poznawczych w badaniach nad dostępem do studiów. Teoretyczne rozważania skupiają się na czterech wątkach: przesłanek wyrównywania dostępu związanych ze sprawiedliwością społeczną, przyczyn nieoptymalnego korzystania z kształcenia na poziomie wyższym, przesłanek wyrównywania dostępu związanych z efektywnością interwencji państwa, mającej na celu zmniejszanie nierówności edukacyjnych.

The impact of educational classes accompanying the exhibition on the reception of contemporary art by pre-school and early-school children

Zajęcia edukacyjne towarzyszące wystawie a odbiór sztuki współczesnej przez dzieci przedszkolne i wczesnoszkolne

Author(s): Magdalena Szubielska,Marzena Wójtowicz,Anna Szymańska,Marta Ratomska,Agata Sztorc / Language(s): Polish / Issue: 2/2018

Keywords: percepcja estetyczna; sztuka współczesna; dzieci przedszkolne; dzieci wczesnoszkolne; zajęcia edukacyjne

Praca dotyczy wpływu udziału w zajęciach edukacyjnych prowadzonych w galerii sztuki na ocenę estetyczną sztuki współczesnej przez dzieci 4–9-letnie. Celem badania było sprawdzenie, czy udział w zajęciach wpływa na podobanie się dzieciom figuratywnej sztuki współczesnej oraz powoduje wzrost pozytywnych emocji doświadczanych w konfrontacji z dziełami. Sprawdzano też, czy różne rodzaje zajęć (oprowadzanie kuratorskie, oprowadzanie uzupełnione o zajęcia plastyczne) oraz zmienne demograficzne wpływają na ocenę estetyczną. Zaobserwowano pozytywny wpływ udziału w oprowadzaniu kuratorskim na preferencję estetyczną sztuki. Zajęcia edukacyjne natomiast nie wpływały na odczuwane emocje. Prace podobały się bardziej dzieciom szkolnym niż przedszkolnym, za co były odpowiedzialne różnice uzyskane w grupach, które nie uczestniczyły w zajęciach edukacyjnych. Preferencje estetyczne dziewczynek i chłopców różniły się.

Educational and specialised support for children / students with selective mutism from the perspective of their parents

Wsparcie edukacyjne i specjalistyczne dla dzieci/uczniów z mutyzmem wybiórczym z perspektywy ich rodziców (na podstawie badań własnych)

Author(s): Patrycja Janowska / Language(s): Polish / Issue: 4/2018

Keywords: selective mutism; anxiety disorders; educational and specialised support

Selective mutism (SM) is a disorder consisting of the lack or limitation of verbal communication while maintaining speech understanding and the ability of the child to communicate with selected persons. It is usually manifested as a child’s fluent contact with people whom they trust and the lack of verbal communication in a situation or place that is uncertain for a child. This is the reason why SM most often affects students of pre-schools and primary schools. The aim of the article is to discuss the specificity of the disorder and the educational and specialised support offered to children/pupils with selective mutism. As the part of the work, tests were conducted to verify the intensity/extent to which the symptoms characteristic of SM occur. The conducted research allowed us to confirm the occurrence of symptoms representative of selective mutism.

On Moral Education in Poland Against the Background of Anglo-Saxon Experiences and Tendencies

Wokół edukacji moralnej w Polsce na tle doświadczeń i tendencji anglosaskich

Author(s): Andrzej Zybała / Language(s): Polish / Issue: 1/2020

Keywords: culture; education; education policy; ethics; public policy; religion;

The author’s text addresses the issue of the place of moral education in the educational agenda in Poland, including in the scientific literature. He describes the dynamics of the debate around this issue, the meanings given to it, the continuity vs. the discontinuity in how it is approached. The author proposes the hypothesis that the issue of upbringing/moral education has not been a priority in the educational agenda after 1990. This is due to at least two factors: (1) the lack of historical continuity in the presence of this dimension of upbringing/education in the school system as well as in public life, as it has been in Western countries, and (2) the non-standard shaping of moral issues in the school system (strong permeation of religious and national-independence issues).

State Vocational Higher Education Schools as future centres of lifelong education? Analysis of the potential

Publiczne uczelnie zawodowe szansą na regionalne centra edukacji całożyciowej? Analiza potencjału

Author(s): Agnieszka Anielska / Language(s): Polish / Issue: 4/2019

Keywords: adult education; lifelong learning; short cycle programmes; vocational higher education schools;

State Vocational Higher Education Schools have been part of the Polish higher education system for over two decades. The Law on Higher Education and Science (2018) established new possibilities for this part of the educational sector: short cycle programmes at level 5 of the Polish Qualifications Framework. Taking into consideration the social benefits of implementing short cycle programmes, it is worth investigating the extent to which State Vocational Higher Education Schools are ready to take advantage of this opportunity and broaden their offer to adult learners. This paper uses the SWOT analysis to present the potential of these schools in developing various forms of adult education.

Application of the externalization technique in systemic therapy with a child experiencing anxiety

Zastosowanie techniki eksternalizacji w systemowej terapii dziecka doświadczającego lęku

Author(s): Anna Gulczyńska / Language(s): Polish / Issue: 4/2019

Keywords: children anxiety disorders; externalization; pedagogy; psychology; systemic therapy;

The main goal of this article is to present how to work in systemic approach using externalization technique. This technique was applied to treatment with a family in which there was a child who experienced anxiety disorder. The article is supposed to provide both theoretical information about general rules of conducting family systemic approach therapy, as well as indicate clues to use it in practice.

The cognitive load theory of learning and its use in designing multimedia educational resources

Wykorzystanie teorii obciążenia poznawczego w projektowaniu multimedialnych materiałów edukacyjnych

Author(s): Małgorzata Ciesielska,Remigiusz Szczepanowski / Language(s): Polish / Issue: 1/2019

Keywords: cognitive load; working memory; cognitive schemas; cognitive theory of multimedia learning; cognitive load theory;

The article presents contemporary cognitive theories of learning to indicate the importance of the concept of limited human cognitive resources in establishing practical guidelines for designing educational materials effectively. In particular, we discuss the theory of cognitive load and the cognitive theory of multimedia learning. Given the assumptions of both theories, the paper presents principles and recommendations for designing educational materials, and overviews the empirical research in the domain of learning. The article also focuses on an analysis of multimedia educational content, including available e-textbooks, whose forms of presentation may lead to the unwanted effects of cognitive load.

Assistant Hand Assessment AHA TEST as a diagnostic and therapeutic tool in the inclusion education of children with unilateral hand paresis

Test Oceny Ręki Asystującej (AHA) jako narzędzie diagnostyczno-terapeutyczne w edukacji włączającej dzieci z jednostronnymi niedowładami ręki

Author(s): Dorota Podgórska-Jachnik,Jacek Szmalec / Language(s): Polish / Issue: 1/2019

Keywords: AHA test; cerebral palsy; diagnostic tools; hand therapy; inclusion education;

Cerebral palsy (CP), including hemiplegia, one of the most common causes of physical disability and manual dysfunction, is not classified as a disability but as requiring educational support. An efficient hand is not only a condition of acquiring one of the basic school skills – writing, but also of the self-service and independence of the student. Pedagogues and therapists conducting classes with children with a paresis of one hand (e.g. as a consequence of CP or brachial plexus) can use the Assistant Hand Assessment (AHA). This tool has a diagnostic and therapeutic character because it allows the initial state of functioning of the assistant and the final hand after the end of rehabilitation therapy to be determined. At the same time, the tool highlights areas of special attention, which allows one to design an effective therapeutic program. The test was used in practice by the authors to assess the initial state of the functioning of the assistant’s hand, the final state and to design therapy for three eleven-year-old boys with CP. The usefulness of the tool was demonstrated in case studies describing the results of the three-month treatment for each child. This description can be used as a diagnostic pattern, which is part of the multidisciplinary evaluation of the pupil’s performance level used in inclusive education. The concept of an assistive hand should also be learned by pre-school and early school education teachers who are shaping the key manual skills of the child (writing), as well as by psychologists and pedagogical therapists diagnosing the lateralization of the child for educational purposes.

Inclusive school as (un)friendly sensory space for students with autism spectrum disorder in the teachers’ opinion

Szkoła inkluzyjna jako przestrzeń (nie)przyjazna sensorycznie dla uczniów z zburzeniami ze spektrum autyzmu w opinii nauczycieli szkół inkluzyjnych

Author(s): Anna Bombińska-Domżał,Tamara Cierpiałowska,Elżbieta Lubińska-Kościółek,Sylwia Niemiec,Joanna Kossewska / Language(s): Polish / Issue: 2/2020

Keywords: autism-friendly environment; focus group interview; inclusive education; optimization of the educational environment; pupil with ASD; sensory special needs;

Every year an increasing number of students with autism spectrum disorder (ASD, cf. DSM-5) start inclusive education in kindergartens and public schools. The characteristics of autism symptoms include inadequate response to sensory stimuli, stem from incorrect reception or processing. Students with ASD are exposed to high intensity of various sensory stimuli in schools, which can have a significant negative impact on their functioning and learning. The aim of the study presented in the article was to find out the elements of the school environment that impede or facilitate functional training of students with ASD. Research data conducted in accordance with the method of focus group interviews have been interpreted as part of the ASD-friendly school concept. The results are followed by three recommendations for teachers to reorganize school environment for students with ASD: (1) to protect activities against the occurrence of abnormal reactions to external stimuli, (2) to find activities satisfying students’ sensory needs and (3) to enable learning to respond correctly to external stimuli.