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Parents and children in death education – a Kashubian context

Parents and children in death education – a Kashubian context

Author(s): Aleksandra Kurowska-Susdorf / Language(s): English / Issue: 2/2015

Keywords: social studies; death education; Kashubian culture; wake; participation

This article discusses the role of parents in death education through exposure to death in the broader environment and in the context of Kashubian (a Baltic west-Slavic tribe) death rites. Home education seems to be significant, considering the critical situations embedded in every life. Understanding the reality of death is a lifelong process, thus, education about death should start early, avoiding didactic discourse and misleading concepts. The objective of this paper is to present children as competent forgers of meaning while participating in death rites, so gaining a better understanding of finality.

The culture of school identity discourse based on an example of lower secondary school Polish language education

Kulturowe przestrzenie szkolnego dyskursu tożsamościowego na przykładzie edukacji polonistycznej w gimnazjum

Author(s): Jerzy Kaniewski / Language(s): Polish / Issue: 1/2014

Keywords: literature didactics; school education; cultural identity; narration; identity discourse

In the text, the question of inter-generational transmission of cultural heritage is addressed, with the focus on the role played by the school in that process. Through an analysis of the national educational programme, an attempt is made to reconstruct the role of national education policy in the framework. It is pointed out that official recommendations constitute only one element of the broadly defined discourse that shapes the individual, social and cultural identity of an adolescent. There-fore, an attempt is made to determine the position of the official discourse among other messages reaching the student and to assess the appeal of the concept as presented by schools in context of other narrations. Educational experiences relevant to the introduction of cultural tradition over the last forty years are referred to throughout the text and approaches accepting the role of a student as a subject creating their own identity are highlighted. Given all those observations, emphasis is placed on the role played in the education process by narrative concepts that help to explain the world.

Shame significance in the process of education

Znaczenie wstydu w procesie wychowania

Author(s): Tomasz Czub / Language(s): Polish / Issue: 1/2014

Keywords: psychology of emotions; experience of shame; internalization of shame; tolerance of shame experience; adaptive shame; maladaptive shame; defences against shame experience

Paper presents an analysis of the mechanisms underlying the processes of education on the basis of current knowledge about the shame. Shame plays an important role in acquiring the ability to build social relationships based on acceptance and is a factor involved in formation of self-image. It is, therefore, one of the important factors influencing the effectiveness of education. Conceptualizing the education as a conscious and deliberate pedagogical activity aiming to achieve relatively stable effects in pupil’s personality, an analysis of this process through the lens of shame can be important for the everyday practice. The following article is a proposal to use the concept of shame for the planning of educational actions, for analyzing its effectiveness and for interpretation of children’s behavior in order to increase the effectiveness of actions taken. It is also a source of information for educators indicating practices supporting adequate socialization and creating positive self-esteem.

Identity status, social maladjustment and shame during early adolescence

Tożsamość a niedostosowanie społeczne i doświadczanie wstydu w okresie wczesnego dorastania

Author(s): Marta Molińska / Language(s): Polish / Issue: 4/2014

Keywords: early adolescence; dimensions of identity; identity statuses; social maladjustment; shame

Findings from research conducted in group of 373 students from three schools on characteristics of early adolescent identity emerged from cluster analysis. Three types emerged: diffused (32%), moratorium (27%) and achievement identities (41%). Analysis of variance (MANCOVA) showed that there was no significant difference between socio-demographic indicators (gender, socio-economic family status), level of social maladjustment and experience of shame for individuals according to identity status. Socialmaladjustment only differentiated at the level of family or colleagues – at a significant but moderate level in a group with diffused, moratorium and achievement identities.

Health as a relevant aim of physical education – theory and school practice

Zdrowie jako cel wychowania fizycznego – między teorią a praktyką szkolną

Author(s): Paweł F. Nowak,Cezary Kuśnierz / Language(s): Polish / Issue: 4/2014

Keywords: physical education; health education; hierarchy of objectives; teachers; students

Assessment of physical education teachers’ approaches to health aspects of physical education lessons was the aim of the study in the context of objectives for new regulations in education – taking a leading role in health education. 1544 secondary school leavers and 444 teachers of physical education, were investigated. The method chosen for this research was diagnostic survey, a survey technique using questionnaires created by the European Association for Physical Education and the author. Examined teachers ranked the importance of the healthy aspects of physical education, a healthy life style and health in the hierarchy of the objectives of physical education. Approximately 40% of pupils reported that teachers were not a source of knowledge about health – as many as 15,4% of school-girls and 19,4% of school-boys claimed they had not encountered discussion of health during physical education. Teachers of this subject are not role models for healthy life styles according to 32% of school-girls and almost 40% of school-boys. It seems appropriate to revise universities’ training courses for future teachers of physical education. Competence in promoting health and health education should be prioritized for this group. Improving methods and organizing activities for the propagation of health information – increasing the weight of academic training as applied to physical education, seems to be especially important.

Double-digit coding of examination math problems

Double-digit coding of examination math problems

Author(s): Agnieszka Sułowska,Marcin Karpiński / Language(s): English / Issue: 5/2013

Keywords: evaluation; double-digit coding; final exam; PISA; TIMSS

Various methods are used worldwide to evaluate student solutions to examination tasks. Usually the results simply provide information about student competency and after aggregation, are also used as a tool of making comparisons between schools. In particular, the standard evaluation methods do not allow conclusions to be drawn about possible improvements of teaching methods. There are however, task assessment methods which not only allow description of student achievement, but also possible causes of failure. One such method, which can be applied to extended response tasks, is double-digit coding which has been used in some international educational research. This paper presents the first Polish experiences of applying this method to examination tasks in mathematics, using a special coding key to carry out the evaluation. Lessons learned during the coding key construction and its application in the assessment process are described.

Teacher in the role of literary critic

Nauczyciel w roli krytyka literackiego

Author(s): Anna Janus-Sitarz / Language(s): Polish / Issue: 2/2012

Keywords: didactics of literature; barriers of reception of literature; digital native; unread books; the newest literature; motivation to reading; critic workshop

The article explores young people’s reluctance to read literature and how to motivate a generation of digital natives to reach for a book. The author reflects on literary education inspired by a literary criticism workshop. Special attention is drawn to the most recent literature as particularly motivating because it poses a challenge to both teachers and pupils. Additional approaches for teachers to consider in order to nurture an affinity for reading include rejection of instrumentalism in literary education (e.g. teaching to the test) and expression of the teacher’s personal fascination with literature and organization of classes in “the free zone of reading”.

Reading as a journey – an educational perspective

Czytanie jako podróż – perspektywa edukacyjna

Author(s): Marta Rusek / Language(s): Polish / Issue: 2/2012

Keywords: literary studies; reading act; passive reader; experience; didactics of literature; journey; every day routine; freedom

The article deals with teaching literature in the context of individual reading experience. Creating the analogy between reading and journey, questions are posed about the student’s freedom as reader, privacy and the uniqueness of the act of individual reading in the educational process. This culminates with the basic question of whether a reader needs school. The main analysis, supported by references to works of Certeau, Izer and Nietzsche, concentrates on the problems of change of status and function of literature in contemporary life, both social and individual, rejection of reading, preservation of passive attitude through educational routine and identification of knowledge about literature with the experience of its reception. Conclusions concentrate on redefinition of the aims of literary education, presentation of reading as an existential need and also deal with the reader’s freedom and responsibility, the role of school in building the reader’s competence, as well as with the range and form of the teacher’s activity. The author postulates structural changes which would allow introduction of a variety of organizational solutions and classes focusing on literature.

Reading as a creative activity

Czytanie jako twórcze działanie

Author(s): Ewelina Strawa / Language(s): Polish / Issue: 2/2012

Keywords: literature; reading crisis; project-based learning; activating methods; methods of teaching; motivation for reading

In a reading crisis it is necessary to think about how to encourage young people to be excited about literature. The article presents project-based learning (PBL) as an interesting teaching method which can make reading an unforgettable experience for the student. The teacher in PBL creates a problem scenario to encourage student actions and motivates creative research. The student has the opportunity to experience being a scholar discovering new meanings and inter-textual references. One of the most demanding aspects of PBL is to pose the question that will be the starting point for the project.

Education policy in a comparative perspective. A methodological analysis of the report ‘How the world’s most improved school systems keep getting better’

Polityka edukacyjna w perspektywie porównawczej

Author(s): Anna Wojciuk / Language(s): Polish / Issue: 4/2012

Keywords: comparative politics; inter-country comparisons; education policy; evidence informed policy; methods in comparative politics; public intervention

We discuss the inter-country comparison of education systems and its implications for public policy. The challenges for comparative studies in this field are shown with reference to the influential report ‘How the world’s most improved school systems keep getting better’. We claim that inter-country comparisons of education systems should comply with the methodological requirements defined by comparative politics, otherwise the conclusions may be false and may lead to inappropriate policy recommendations.

Integration of science subjects in lower secondary school in teachers’, heads’ of school and students’ opinions

Opinie nauczycieli, dyrektorów szkół i uczniów na temat nauczania blokowego przedmiotów przyrodniczych w gimnazjum

Author(s): Wojciech Grajkowski / Language(s): Polish / Issue: 1/2013

Keywords: national curriculum; science subjects; integrated teaching; focus group interview; FGI

In Polish lower secondary schools biology, chemistry, physics and geography are taught as four separate subjects. School authorities however, can provide lessons during which two or more subjects are taught together. This is known as integrated teaching. A qualitative survey, based on focus group interviews (FGI) and individual in-depth interviews (IDI), was executed to determine how familiar teachers and heads of school were with the idea of integrated teaching, their attitudes towards it and obstacles that hamper its implementation. Results indicate that integrated science teaching is practically absent from Polish lower secondary schools. Although they often had the opinion that all science subjects should be grouped together, respondents in most cases could not imagine introducing regular lessons covering material from more than one subject into lower secondary schools. They perceived too many organizational, financial and content-related barriers, which, in their opinion, made it impossible to integrate science teaching at this level.

Using various representations in the process of solving mathematical problems

Tworzenie różnych reprezentacji przez dzieci podczas rozwiązywania problemu matematycznego

Author(s): Ewa Swoboda / Language(s): Polish / Issue: 1/2017

Mathematics uses a wide range of representations, but the mathematical symbol is not the only way to code information. Different ways of representing mathematical concepts and relationships are used, especially in the early stages of learning. Generally, the teacher decides on the choice of representational forms to use. But in the process of solving mathematical problems, it is the pupils – not the teacher – who are engaged in the problem-solving, and the coding used should support their cognitive work. This paper analyses how different representations can influence the results of work on an untypical mathematical problem. The task was solved by a group of 7–8 year old pupils participating in a mathematics club. The examples selected for analysis indicate a strong relationship between the choice of representations and the final result of the pupils’ work.

Differentiation of initial skills in 1st grade and the relative age effect in 3rd grade

Differentiation of initial skills in 1st grade and the relative age effect in 3rd grade

Author(s): Krzysztof Konarzewski / Language(s): English / Issue: 2/2017

Keywords: education; school readiness; birthdate effect; PIRLS; TIMSS; HLM

The paper aims to verify two hypotheses. The first states that the differentiation of initial 1st grade pupil skills is negatively correlated with age at entry to school. This was tested according to findings from the ERI study Six and seven year olds at the start of school. The variation of reading and writing scores of 1164 pupils aged 5.9–7.9 years who were beginning 1st grade decreased in subsequent age quartiles. The second hypothesis – that classroom differentiation of pupils’ initial skills in 1st grade is positively correlated with the birthdate effect in 3rd grade – was tested on data of 4838 pupils from 254 classrooms drawn from the 2011 PIRLS and TIMSS studies in Poland. Skills were evaluated on the basis of parental reports. Hierarchical linear analysis (gender, SES and school location controlled) showed that the greater the differentiation of language skills in 1st grade, the greater the birthdate effect in mathematics in 3rd grade. This result suggests that school entry age is of lesser importance than the methods used to reduce differences in children’s school readiness at the onset of education.

Application of the network DEA method to measure the efficiency of faculties at the Warsaw University of Technology

Wykorzystanie sieciowego modelu DEA do pomiaru efektywności wydziałów Politechniki Warszawskiej

Author(s): Piotr Pietrzak,Łukasz Brzezicki / Language(s): Polish / Issue: 3/2017

Keywords: higher education institutions; efficiency; DEA; network DEA

The paper discusses the efficiency of public higher education institutions and presents the results of efficiency research for 18 faculties of the Warsaw University of Technology in the 2014/2015 academic year. The outputs of the model included: the number of graduates (reflecting activity in teaching), the number of publication points (reflecting activity in “theoretical” scientific work) and the number of research projects (reflecting activity in “practical” scientific work). Inputs were measured by the number of academic staff. The analysis was conducted using the non-radial network SBM model and traditional SBM model. The results show that five faculties were efficient using the SBM model. In using the network SBM model, we found that four faculties were efficient in terms of teaching activities and one faculty was efficient in the activities of “theoretical” and “practical” scientific work.

Using various representations in the process of solving mathematical problems

Using various representations in the process of solving mathematical problems

Author(s): Ewa Swoboda / Language(s): English / Issue: 5/2017

Keywords: mathematics; problem solving; mathematical symbols; enactive representation; iconic representation

Mathematics uses a wide range of representations, but the mathematical symbol is not the only way to code information. Different ways of representing mathematical concepts and relationships are used, especially in the early stages of learning. Generally, the teacher decides on the choice of representational forms to use. But in the process of solving mathematical problems, it is the pupils – not the teacher – who are engaged in the problem-solving, and the coding used should support their cognitive work. This paper analyses how different representations can influence the results of work on an untypical mathematical problem. The task was solved by a group of 7–8 year-old pupils participating in a mathematics club. The examples selected for analysis indicate a strong relationship between the choice of representations and the final result of the pupils’ work.

Who gets a job after graduation? Factors affecting the early career employment chances of higher education graduates in Poland

Who gets a job after graduation? Factors affecting the early career employment chances of higher education graduates in Poland

Author(s): Mikołaj Jasiński,Marek Bożykowski,Agnieszka Chłoń-Domińczak,Tomasz Zając,Mateusz Żółtak / Language(s): English / Issue: 4/2017

Keywords: graduate tracking; labour market; employment chances; higher education; Poland

The massification of higher education in Poland means that many students choose this educational pathway to improve their chances for a good job. Therefore, the labour market outcomes of graduates provide an important perspective for future students, higher education institutions, as well as decision makers at the national level. The Polish Graduate Tracking System (ELA), based on administrative data, is designed to monitor graduates’ outcomes in the labour market by type of studies, higher education institution, as well as individual curricula. Results of the first two years of graduate tracking show that the outcomes vary by study area, but also change over time. While in the first months after graduation, aspects such as prior experience in the labour market and place of residence have a substantial effect on employment chances, in the longer run, they lose their importance relative to other factors.

Transfer of learning chess to school achievements

Transfer uczenia się gry w szachy na osiągnięcia szkolne

Author(s): Dawid Marszałek,Natalia Józefacka / Language(s): Polish / Issue: 1/2018

Keywords: transfer; osiągnięcia szkolne; szachy

Uczeniu się z reguły towarzyszy transfer na dziedziny pokrewne. Celem tego artykułu jest zbadanie zjawiska transferu treningu szachowego na osiągnięcia szkolne na podstawie dostępnych doniesień naukowych.

Relative indicators in graduate tracking

Wskaźniki względne w badaniach losów absolwentów uczelni

Author(s): Marek Bożykowski,Mikołaj Jasiński,Tomasz Zając,Mateusz Żółtak / Language(s): Polish / Issue: 2/2018

Keywords: wskaźniki względne; system ELA; ekonomiczne losy absolwentów; szkolnictwo wyższe; metodologia badań społecznych

W typowej dla nauk społecznych sytuacji na badaną cechę wpływa duża liczba czynników. Niekiedy wśród nich znajdują się takie czynniki, których wpływ na badaną cechę chcielibyśmy wyłączyć z analiz. Narzędziem umożliwiającym osiągnięcie tego celu są wskaźniki względne. Odnoszą one wartość cechy dla każdego obiektu obserwacji do średniej wartości cechy w kategorii odniesienia wyznaczonej na podstawie charakterystyk tego obiektu. W artykule przedstawiono metodologię tworzenia wskaźników względnych na użytek Ogólnopolskiego systemu monitorowania Ekonomicznych Losów Absolwentów szkół wyższych (ELA) – w wersji ogólnej i na konkretnych przykładach względnego wskaźnika zarobków i względnego wskaźnika bezrobocia. Wskaźniki te uwzględniają warunki na lokalnym rynku pracy w analizie losów absolwentów i dzięki temu umożliwiają dokładniejszy pomiar powodzenia na rynku pracy absolwentów różnych kierunków i uczelni. Przedstawiono również empiryczne wartości tych wskaźników wśród absolwentów w kolejnych miesiącach po uzyskaniu dyplomu oraz związek wartości wskaźnika względnego i bezwzględnego.

Selected aspects of the use of e-books in education in the opinions of future Croatian educators

Selected aspects of the use of e-books in education in the opinions of future Croatian educators

Author(s): Monika Frania / Language(s): English / Issue: 2/2018

Keywords: pedagogical work; e-book reader; future teachers; literacy; media.

E-books are an important element of culture in the digital age. In Europe, the market interest in this technology is constantly growing, which is a challenge for manufacturers, publishers and booksellers, and in the near future, it may become a challenge also for teachers, pedagogues and parents. The aim of the author’s research was to examine and describe future teachers’ and pedagogues’ opinions about the e-book in an educational context and to evaluate the frequency of using this medium by the respondents. The survey was conducted among students of pedagogy and teacher education from the University of Split. Most of the respondents do not use electronic versions of books for education or hobby purposes or do so very rarely. At the same time, they consider them very useful in the didactic process and would definitely use e-books in their future educational work. According to respondents’ opinions, e-books should be an additional (supporting) element, but they cannot replace traditional books in education.

Comprehensive assistance for school-aged children who stutter

Kompleksowe wsparcie udzielane na terenie placówki szkolnej dziecku jąkającemu się

Author(s): Maria Faściszewska / Language(s): Polish / Issue: 4/2018

Keywords: speech-therapy; bullying; stuttering; school-aged children who stutter; therapeutic team

The article addresses the situation of school-aged children who stutter. A definition of stuttering is presented, as well as the goals and the principles behind the therapeutic methods most frequently used in Poland. Most of the article is devoted to the idea of the comprehensive assistance for school-aged children who stutter. The article argues that therapeutic teams of speech therapists, parents, teachers, educators, and psychologists need to be established, and defines the scope of their activities. Some strategies are also described to help the people involved in such teams to assist the children who stutter.