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Determinants for private household spending on education of children in Poland – exploratory results

Determinanty prywatnych wydatków edukacyjnych w Polsce – wyniki badania eksploracyjnego

Author(s): Małgorzata Kłobuszewska / Language(s): Polish / Issue: 1/2014

Keywords: economics of education; determinants of educational expenditures; private educational spending

Willingness to spend on education is influenced by many factors. This article presents hypotheses concerning socio-demographic and economic determinants for household spending on Polish children’s education. These hypotheses were tested on the data from an exploratory study “Household educational spending and its determinants”, which was conducted by the Educational Research Institute in Poland in 2012. The main goal of this research was to characterise private household spending on education. Determinants of total, obligatory and other private household expenditure on education were analysed using OLS regression. Obligatory expenditure on school not only includes fees, but also all expenditure required for formal education such as textbooks and uniforms. The analysis showed that the cultural capital of households, parents’ education and family wealth had significant influence on their educational expenditure. Parental opinions about school were also significant as a predicator.

Parental educational aspirations towards their own children

Aspiracje edukacyjne rodziców w stosunku do własnych dzieci

Author(s): Waldemar Kozłowski,Ewa Matczak / Language(s): Polish / Issue: 1/2014

Keywords: sociology of education; educational aspirations

Educational aspirations of parents of pupils in fourth grade of primary schools (N = 4931) in a nationwide survey are reported. Aspirations were analysed according to three perspectives: the highest wished for, feasible (anticipated) and the lowest acceptable. Parents had very high aspirations in relation to the education of their children (more than 80% wanted them to enter higher education), 60% expressed confidence in such success. Aspirations were most strongly determined by the education of parents (a direct linear correlation) and to a lesser extent, place of residence and sex of the child were influential. The results showed the sustained high educational aspirations of Polish society, despite the fact that education is losing importance as a factor to guarantee high income and social standing.

Differential item functioning between different forms of test booklets

Zróżnicowane funkcjonowanie zadań testowych ze względu na wersję testu

Author(s): Maciej Koniewski,Przemysław Majkut,Paulina Skórska / Language(s): Polish / Issue: 1/2014

Keywords: psychometry; differential item functioning; DIF; standardization; Mantel–Haenszel test; logistic regression

Differential item functioning (DIF) between different forms of test booklets was analysed. Both test forms shared the same items and only the sequence of options for the multiple choice items differed. Analysis was performed on 2013 data from two forms, A and B of “The history and civic studies” test administered in lower secondary schools in the Lubelskie, Malopolskie and Podkarpackie Voivodeships (n = 81 545). To detect DIF, the Mantel–Haenshel test, logistic regression and standardisation were used. Methods for DIF visualisation were demonstrated. Results indicated meaningful differences in item functioning between test forms, especially with a repeat letter pattern of answer keys on items bundled in testlet when correctly answered, e.g. A, A, A. Such a pattern is named an ‘anti-pattern’, because test takers may consider such a response pattern unlikely and in consequence answer incorrectly. Findings from this study should provide important guidelines for test development.

School and student reasoning

O szkolnej edukacji w tekstach argumentacyjnych

Author(s): Małgorzata Latoch-Zielińska,Magdalena Grudniewska / Language(s): Polish / Issue: 1/2014

Keywords: Polish studies; education; reasoning; school; didactics

The article presents a study concerning reasoning skills as part of the “School of independent thinking” research project. A representative group of students from five types of schools was surveyed: primary school – fourth class; high school – the first class; technical and trade schools – the first and the final years at those levels. The analysis revealed pupils’ vision of school, education and some information about their values. The vast majority declared in their essays the need of existing such an educational institution as school. Among the values most frequently pupils mentioned about education, friendship, interesting work, love, safety, health or tolerance.

Specific and special educational needs

Specyficzne i specjalne potrzeby edukacyjne

Author(s): Anna Izabela Brzezińska,Sławomir Jabłoński,Beata Ziółkowska / Language(s): Polish / Issue: 2/2014

Keywords: deficits and excesses; education; individualization; individual and universal needs; specific and special needs

The authors identify two sets of individual and educational needs. Specific educational needs arise at points along the unique path of human development, formed by life experience and universal developmental changes. These in turn are determined by both biological factors and social influences. These needs in education are responded to by: (a) creation of conditions conducive to satisfy the needs central to a given developmental stage; (b) variation of teaching methods according to these needs; and (c) adaptation of help methods to pupil learning characteristics and any social problems. Special educational needs are characteristic for children differing from their peers as a result of deficits or excesses in somatic, mental or social activity. These deficits and excesses are variously expressed at every stage following the prenatal period. Designing appropriate help demands complete diagnosis of the development of a child, the quality of their environment and the quality of their relationship with the environment. Help should be accompanied with a clear knowledge of the motives and intervention plan. This should respect the actual social-cultural situation of a child and all future perspectives.

False beliefs about the brain and psychic phenomena: neuro and psycho-myths in education

Fałszywe przekonania na temat działania mózgu i zjawisk psychicznych, czyli neuromity i psychomity w edukacji

Author(s): Krzysztof Cipora,Monika Szczygieł / Language(s): Polish / Issue: 2/2014

Keywords: psychology; education; teaching; neuro-myths; psycho-myths

Progress in neuroscience and cognitive psychology has raised parent and teacher expectations about possible applications in education. Teaching methods claiming to be based on understanding of the brain are perceived as more efficient. Unfortunately, application of neuroscience to teaching methods and its strictly controlled evaluation is very difficult. Therefore, there is scope for oversimplification and misinterpretation of data leading to the introduction of teaching methods without proper scientific support. „Innovative” methods are especially popular in teacher training and books on the subject. Here we present the evaluation criteria for teaching methods which need to be met for their acceptance. Myths about brain function relevant to education are reviewed and analysed.

The myth of school of life

Mit szkoły życia – artykuł recenzyjny na podstawie książki „The myth of achievement test: the GED and the role of character in American life”

Author(s): Zbigniew Sawiński / Language(s): Polish / Issue: 2/2014

Educational and occupational progression – following graduates from the University of Warsaw

Ścieżki edukacyjne i zawodowe absolwentów Uniwersytetu Warszawskiego

Author(s): Marek Bożykowski,Albert Izdebski,Mikołaj Jasiński,Joanna Konieczna-Sałamatin,Marek Styczeń,Tomasz Zając / Language(s): Polish / Issue: 3/2014

Keywords: graduate outcomes; panel survey; qualitative research; administrative registers; University of Warsaw; Social Insurance Institution

The paper presents a methodology for the study of outcomes following graduation. The methodology allows a comprehensive evaluation of graduate educational and career progression by analysis of multiple sources: administrative data, panel surveys and qualitative research. These sources are integral to the research framework created for the study Monitoring the fate of university graduates outcomes using administrative data from Social Insurance Institution records. The system offers low cost employment monitoring of graduates. The application of information from administrative records to social research is of particular interest. The approach, commonly used in Scandinavian countries, is new to Poland. The methodology is demonstrated by following the employment and further study of University of Warsaw graduates.

Attitudes of Polish teachers: an attempt to typify

Postawy zawodowe nauczycieli: próba typologii

Author(s): Jan Herczyński,Pavel Strawinski / Language(s): Polish / Issue: 3/2014

Keywords: teachers; professional attitudes; work time

The article documents a preliminary description of Polish teacher attitudes based on data collected from a representative sample of teachers describing their work habits and occupational experience in and out of school. Cluster analysis allowed identification of five distinct groups. Of particular note but difficult to describe in detail is the group who dedicate exceptionally long hours to work. The most numerous cluster includes those who could be described as “needing support”, who have little work experience and spend relatively little time engaged with their work.

Results of the 2002–2010 lower secondary school leaving exams on a common scale

Results of the 2002–2010 lower secondary school leaving exams on a common scale

Author(s): Hanryk Szaleniec,Magdalena Grudniewska,Bartosz Kondratek,Filip Kulon,Artur Pokropek / Language(s): English / Issue: 5/2013

Keywords: lower secondary school exam; test equating; IRT; PISA

The article presents the methodology and results of a survey on equating the lower secondary school examinations from 2002–2010. The survey was carried out by the Student Performance Analysis Unit at the Educational Research Institute. More than 10 000 students were selected for the equating study and information about more than 500 items was used. IRT models were used for equating exams, the results were presented on a latent variable scale and the observed score scale. Using this procedure, it was possible to isolate random difficulty variation between exam papers from specific years and present changes in ability level of students taking the exam. Based on the results, the level of humanities abilities of lower secondary school leavers was stable, whilst maths and science demonstrated a downward trend. Equating was validated by comparison with the results of the international PISA survey. Results for the arts and humanities were consistent with the PISA results for reading literacy. Maths and science, as compared with the PISA survey maths section demonstrated greater divergence.

Adaptation of a three-year old child to preschool environment

Adaptation of a three-year old child to preschool environment

Author(s): Anna Izabela Brzezińska,Magdalena Czub,Natalia Ożadowicz / Language(s): English / Issue: 5/2013

Keywords: adaptation strategy; preschool environment; child; adaptation; development

The article presents the results of research aimed at verifying the hypothesis relating to the links between selected subjective and contextual factors and adaptation strategies of a three-year-old child to preschool environment. The research was conducted on a group of 40 children, who began preschool education in 2012. Children were tested with The Denver Developmental Screening Test (the Denver test) and with the Adaptation Strategy Questionnaire (ASQ) developed for the purposes of the research. The results indicate that there exists three strategies which simultaneously constitute the criteria for the level of adaptation of a child to preschool environment: positive (creative adaptation) and negative (anxiety and indifference). Significant statistical correlations between age, psycho-motor development, level of mother’s education and the child’s adaptation strategy have been established. Children of mothers who attained tertiary education, older children, children who achieved a higher level of psycho-motor development more often manifested a positive adaptation strategy. It was, however, revealed that only 15 out of 40 children subject to the examination applied the strategy of creative adaptation. The result is alarming and requires further research in order to identify the factors determining it.

An example should be just an example. Which tasks really check skills?

An example should be just an example. Which tasks really check skills?

Author(s): Wojciech Grajkowski,Elżbieta Barbara Ostrowska / Language(s): English / Issue: 5/2013

Keywords: skills assessment; exam; national curriculum; science education; test question

The new core curriculum for natural sciences (biology, chemistry, physics and geography) at lower secondary school level details each topic and the teaching goals involved, defining the generic skills that a lower secondary school graduate should possess. The aim of the lower secondary school leaving examination is, therefore, not only to assess memorisation of specific material but also mastery of more universal skills. The authors of the article advocate the use of test questions that check the skills included in the core curriculum and employ unfamiliar examples. In this way, it should be possible to distinguish between cases in which the student knows the example (remembers the facts), and the one in which they know the principle (have mastered the skill and know how to apply it in different situations). In addition, an analysis of example tasks of this type and the results obtained by students solving them, invites the thesis that embedding a task in an unusual context does not lead to significant increase in its difficulty.

How is chronological thinking tested?

How is chronological thinking tested?

Author(s): Jakub Lorenc,Krzystzof Mrozowski,Aleksandra Oniszczuk,Jacek Staniszewski,Klaudia Starczynowska / Language(s): English / Issue: 5/2013

Keywords: history; chronology; chronological thinking; lower secondary school exam; history teaching; lower secondary school

Chronological thinking is an indispensable tool to structure a historical narrative and to give meaning to a sequence of events. It is not a natural skill, so the conscious inclusion of tasks stimulating that skill in teaching is crucial. It is important to appropriately test students’ chronological skills by means of well-constructed examination tasks administered at the conclusion of subsequent stages of education. The authors discuss tasks that assess chronological thinking included in contemporary exam papers in Finland, France, the Netherlands, Russia, the USA and the United Kingdom. The tasks included in Polish arts and humanities exam papers at the lower secondary school level in the years 2002–2011 and the first history paper (2012) are then analysed. The final section presents the results of a survey to test the chronological thinking of lower secondary school students carried out by the Educational Research Institute.

The reception of Czesław Miłosz’s poetry by students of primary, lower secondary and upper secondary schools

The reception of Czesław Miłosz’s poetry by students of primary, lower secondary and upper secondary schools

Author(s): Angelika Matuszek / Language(s): English / Issue: 5/2013

Keywords: literature studies; polish language didactics; Czesław Miłosz; Poetry; analysis and interpretation

The works of Czesław Miłosz are usually regarded as “especially difficult” literature. It is therefore important to examine how young people analyse and interpret selected works of the poet. The article presents the results of a study evaluating the quality of reception of Miłosz’s poetry by students at all levels of compulsory education prior to the Czesław Miłosz Year in 2011. The study enabled the assessment of students’ knowledge of the life and work of Miłosz and the reading competencies required by a modern student to analyse and interpret his literary work.

The International Standard Classification of Education ISCED: the standard from Sevrès or Satan’s trick?

The International Standard Classification of Education ISCED: the standard from Sevrès or Satan’s trick?

Author(s): Zbigniew Sawiński / Language(s): English / Issue: 5/2013

Keywords: education; ISCED; inter-country comparative research; European Social Survey

The aim of the ISCED classification was to compare educational resources in different countries. One of the reasons why the classification fails is that it does not reflect the specific characteristics of educational systems in individual countries and as a result creates an oversimplified image of the role of education in contemporary societies. In Poland, the national classification provides a better tool than the ISCED for specifying the role of education, which is demonstrated by the results of the 2010 European Social Survey. The advantage of national classification over the ISCED follows from the fact that it takes changes and reforms in the Polish educational system into consideration. These empirical results speak for supplementing standards with national classifications for education which allow specific characteristics of education systems to be taken into account in inter-country comparison. This would be a step towards functional harmonisation, a concept abandoned after the year 2000 which was replaced with methodological rigor. In the discussion possible reasons are outlined for why researchers find using the ISCED more appropriate for their countries than constructing their own instruments.

The role of the education system of in providing skills for employers: an analysis of the Pomeranian labour market

Rola systemu edukacji w dostarczaniu kwalifikacji poszukiwanych przez pracodawców: analiza przypadku województwa pomorskiego

Author(s): Tomasz Gajderowicz,Gabriela Grotkowska,Leszek Wincenciak / Language(s): Polish / Issue: 2/2013

Keywords: qualifications; human capital; labour market; skills

The qualification structure of the labour market is usually described by the categories of the classification of occupations which is widely used in the public employment services. This structure however is not directly linked to the education system, and is not intuitive for employers in its application. The purpose of this article is to describe labour demand by identifying the competency profiles desired by employers. Their analysis allows determination of which skills are general and which are specific human capital and to formulate recommendations for the education system. The study uses data from the Pomeranian labour market. It applies cluster analysis and the analysis of the coefficient of variation of the frequency of demand for each of the predefined personal characteristics, key competencies and occupational qualifications. The results highlight the need to increase emphasis on the formation of personal qualities in the early years of education and the need for a greater role for key competence training in higher education.

Teaching or research? An analysis of teaching and research efficiency in Polish public universities

Kształcić czy prowadzić badania naukowe? Analiza efektywności kształcenia i efektywności naukowej na przykładzie wybranych publicznych szkół wyższych w Polsce

Author(s): Joanna Wolszczak-Derlacz / Language(s): Polish / Issue: 2/2013

Keywords: economics of education; efficiency; DEA; public higher education institutions

The article presents an efficiency evaluation for teaching and research in Polish institutions of higher education. Thirty one public universities in Poland were studied using the nonparametric DEA method from 2001 to 2008. Teaching outcomes were evaluated by the numbers of full-time and part-time graduates, while research activities were assessed by number of publications, citations and value of research grants. The scores for teaching and research efficiency were negatively correlated, which could indicate a trade-off between teaching and research activities.

Occupational therapy and its application with the elderly

Terapia zajęciowa w usprawnianiu osób starszych

Author(s): Julia Sienkiewicz-Wilowska / Language(s): Polish / Issue: 3/2013

Keywords: psychology; activation; daily activity; late adulthood; social rehabilitation; occupational therapy; rehabilitation

The article describes occupational therapy applied to the elderly and presents differences in the definition of occupational therapy in Poland and elsewhere, related to various methods of therapy. In Poland, occupational therapy is mainly art therapy and components of occupational and social therapy. Often it is combined with improvement of work skills. Outside Poland, occupational therapy also includes intervention in the patient’s living environment and places special emphasis on daily activities. The aim of this occupational therapy is to promote welfare and to enable people to perform their routine daily activities. Occupational therapy in Poland requires better compliance with standards developed by the international associations of occupational therapy (WFOT, COTEC).

Graphic, textual and meta-textual indicators of student text segmentation

Graficzno-treściowe i metatekstowe wykładniki segmentacji uczniowskich tekstów

Author(s): Anna Tabisz / Language(s): Polish / Issue: 4/2013

Keywords: linguistics of text; architectonics of student texts; indicators of text segmentation: paragraph; meta-text

The purpose of this article is to describe student abilities to use basic indicators of text segmentation. The author pays attention in particular to two text categories: paragraph and meta-text, because appropriate text segmentation and an indication of the relation between its parts can help the reader to interpret text. An analysis of 500 texts written by 10-year-old students makes it possible to state that almost a half the students were not aware that the application of meta-language and appropriate textual and graphic organisation of paragraphs can improve the effectiveness of their self expression. Noting particular needs of students might be an appropriate stimulus for teachers to use suitable classroom intervention.

An impression of the world of values and experiences based on student interpretation of Justice a poem by Jan Twardowski

Obraz świata wartości i doświadczeń uczniów wyłaniający się z interpretacji wiersza Jana Twardowskiego „Sprawiedliwość”

Author(s): Ewelina Strawa / Language(s): Polish / Issue: 4/2013

Keywords: didactics; qualitative analysis; interpretation of a poetry; literature; value system; student essays; Jan Twardowski

This article is based on research conducted during “The school of independent thinking”, in which pupils at the three levels of education participated. In this study,students presented an interpretation of a poem by Jan Twardowski “Justice”. Qualitative analysis of essays was made to reflect an impression of the world of values and personal experiences which students referred to. The article consists of four parts – the first three are related to the various stages of education (primary, lower secondary and upper secondary). The final section discusses two categories which often appeared in student interpretations in more detail: love and material values.