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Gender heterophily and its relationship to sociometric position and peer network characteristics in the third grade of primary school

Związki heterofilii płciowej z pozycją socjometryczną i cechami sieci rówieśniczej w trzeciej klasie szkoły podstawowej

Author(s): Paweł Grygiel,Grzegorz Humenny / Language(s): Polish / Issue: 3/2017

Keywords: sociology; peer acceptance; homophily; heterophily; sex; gender; social position; peer network

In this study – based on a Polish nationwide, representative sample of third grade primary school pupils – we analysed the relationships between position within the peer network, its structural features (cohesion, hierarchy) and preferences for heterophily (PH), i.e. the frequency of choosing children of the other sex as liked. The analysis used two-part multi-level modelling. The results indicate that: (1) PH is relatively rare; (2) girls have a slightly higher PH level than boys; (3) PH is associated with a low position within peer networks among boys but not among girls; (4) the impact of network density and centralization (network measures at the class level) on PH is not consistent as it varies depending on whether the occurrence or intensity of PH is taken into account and it additionally differs for boys and girls. The article discusses potential changes in the functions performed by PH during primary school.

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Labour market perspective on the quality of vocational education in Poland

Labour market perspective on the quality of vocational education in Poland

Author(s): Maciej Lis,Agata Miazga / Language(s): English / Issue: 5/2017

Keywords: economics of education; vocational education; quality of education; labour market situation of graduates

The aim of this article is to summarise the evolution of the labour market situation of vocational education graduates in the last 20 years in Poland. With the use of statistical analyses of LFS and PIAAC data, we present the main changes in the situation of vocational education graduates in terms of their number, employment status, wages and skills. The number of students has decreased sharply in the last 20 years, in basic vocational schools, but not in vocational upper secondary schools. Our results support the thesis that the main challenges facing vocational education in Poland are not the decline in the number of students, but the strong negative selection mechanisms, low effectiveness of attaining basic skills and the inability of vocational education to quickly adapt to structural changes in the economy. We show why the key success factor of vocational education should be the development of general skills, and why introducing a dual education system is unlikely to solve its most important problems in Poland.

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The prestige of the teaching profession in the perception of teachers and former teachers

The prestige of the teaching profession in the perception of teachers and former teachers

Author(s): Magdalena Smak,Dominika Walczak / Language(s): English / Issue: 5/2017

Keywords: prestige; social position of teachers; respect; social image of teachers

Teaching is ranked as a prestigious occupation in national opinion polls. However, teachers themselves, when asked about problems at work, reported low wages and the lack of respect from students. The discrepancy between research findings about the social hierarchy of the profession and the perceptions of teachers themselves raises questions about the factors influencing the social image of the teaching profession. This article describes the influences on teachers’ social position, based on individual interviews with current and former teachers.

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Corruption in schools? The scale and sources of corruption perceptions in Poland

Corruption in schools? The scale and sources of corruption perceptions in Poland

Author(s): Ilona Wysmułek / Language(s): English / Issue: 5/2017

Keywords: corruption perception; bribe-giving experience; education sector; public opinion survey; Poland

This paper analyses the scale and sources of views on the prevalence of corruption in the education sector in Poland. Through the use of public opinion surveys, I answer questions on how the corruption level in Polish educational institutions has changed over time and how it compares to other public institutions (such as the health care sector and police) and to the situation in other European countries. My goal is to investigate the effect of individual-level predictors of perceiving schools as corrupt in Poland, with special attention given to structural determinants and previous bribe-giving experiences of respondents. The results reveal that in Poland relatively few respondents have experienced recent acts of giving bribes in schools or perceive educational institutions as corrupt. However, there is a structural pattern behind the sources of negative opinions. The effect of socio-economic determinants on views relating to corruption in Polish schools is strongly pronounced and trends in the opposite direction compared to the effects reported in other European countries.

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Abandoning mathematics. Reconstructing the process in the context of the social perception of mathematics

Abandoning mathematics. Reconstructing the process in the context of the social perception of mathematics

Author(s): Anna Baczko-Dombi / Language(s): English / Issue: 5/2017

Keywords: sociology of education; mathematics; perception of mathematics; educational choices; intertemporal choices

Mathematics, as no other school subject, evokes conflicting emotions and contradictory attitudes – from “the gate to a career” and “the queen of science” to the widespread acceptance of mathematical ignorance in society. The process of studying mathematics requires systematic work and patience, as mathematical knowledge has a cumulative nature. In the case of mathematics education, some students abandon mathematics at quite early levels of education and begin to consider themselves “humanists”, which results in serious consequences for future educational and career choices. In this paper, I propose a description of the process of escaping from mathematics in the context of students’ perceptions of this subject, using the results of two studies – one qualitative and the other quantitative.

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The effects of the Playing with pictograms package

The effects of the Playing with pictograms package

Author(s): Mirosław Dąbrowski,Bartosz Kondratek / Language(s): English / Issue: 5/2017

Keywords: mathematical education; teaching style; IRT modeling; multilevel regression; cluster-randomised experiment

The article presents an analysis of data gathered to assess the package “Playing with pictograms”. The package is intended as support for the development of symbolic language skills by influencing the way teachers teach mathematics during the first years of primary school. The research was conducted using a cluster-randomised repeated measures experimental design with a control group. The main research problem investigated change in the level of relevant student skills, specifically associated with the package. IRT modeling and multilevel regression were employed in the analysis. Results demonstrated significant improvement in the use of symbolic language derived from the package.

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Screen-based reading practices – results of the Study on children’s and adolescents’ reading habits and attitudes

Screen-based reading practices – results of the Study on children’s and adolescents’ reading habits and attitudes

Author(s): Zofia Zasacka / Language(s): English / Issue: 5/2017

Keywords: readership; sociology of education; sociology of culture; primary school; lower secondary school; media literacy; media education

This article focuses on how digital technologies are used in the reading practices of adolescents. The results presented here are drawn from a study of young people’s reading habits. One of its aims was to determine students’ online reading habits. Selected results are presented from the qualitative and quantitative stages of the study. The quantitative stage was conducted in November 2013 with 1721 students completing primary school and 1816 students from lower secondary school. The paper reviews its key findings about how students read books: offline or online, printed or on-screen, whether they look for information about books on the internet and whether they use the internet as a source of reading material.

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The dynamics of perception of social integration in primary school. The latent growth curve model

The dynamics of perception of social integration in primary school. The latent growth curve model

Author(s): Paweł Grygiel / Language(s): English / Issue: 5/2017

Keywords: sociology of education; latent growth curve; longitudinal bifactor model; relationships with classroom peers; a feeling of social integration; sociometric network; developmental changes

The article discusses the specific character of changes in the assessment of the sense of social integration in the classroom between primary school third- and sixth-graders, and their social, demographic and cognitive determinants, with special consideration given to a pupil’s position in the sociometric network. The analysis of latent growth curves – based on a scalar longitudinal measurement invariance, the bifactor model of the Perceived Peer Integration Questionnaire (PPI) and three rounds of the nationwide study School determinants of educational effectiveness (N = 4349) – indicates that the second stage of learning in primary school is characterised by a more negative perception of peer integration in classroom settings, which cannot be explained by socio-demographic variables nor the relationships taking place within peer networks. This indicates that it may be linked to developmental changes rather than to the actual deterioration of peer relations.

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Returns to schooling in Poland by fields of study

Stopa zwrotu z wykształcenia wyższego w Polsce według grup kierunków studiów

Author(s): Leszek Wincenciak / Language(s): Polish / Issue: 4/2017

Keywords: returns to education; education; fields of study; labour market; LFS; PIAAC

The aim of the study was to estimate the rate of return of an additional year of schooling in Poland by fields of study. Two datasets were used for the comparison of results: the Labour Force Survey (LFS) and the Programme for the International Asses

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The impact of non-formal education on the wages of people with higher education

Wpływ kształcenia pozaformalnego na płace osób z wykształceniem wyższym

Author(s): Jacek Liwiński / Language(s): Polish / Issue: 4/2017

Keywords: training; employees; earnings; DID-PSM method

The purpose of this paper was to identify the wage premium from participation in the vocational training of employees with tertiary education. Individual data from the Polish Labour Force Survey were used for the period of 2001–2013. In order to reduce the bias of the wage premium estimator, two methods were used for comparative purposes: DID and DID-PSM. It was found that training, on average, has no impact on the earnings of individuals with tertiary education. However, a modest positive wage premium was obtained by the participants of extended training (over 20 hours) and workshops. In fact, these are the types of training that are expected to improve skills to the largest extent.

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Between building the self-knowledge of academia and the world of studies in higher education. Examples of the institutional research conducted at the University of Warsaw

Potencjał i wyzwania instytucjonalnych badań szkolnictwa wyższego. Przykład Uniwersytetu Warszawskiego

Author(s): Anna Baczko-Dombi / Language(s): Polish / Issue: 4/2017

Keywords: higher education research; evaluation of the quality of education; recruitment research; examination of graduates’ fate; University of Warsaw

Research studies conducted at higher education institutions are diverse and full of contradictions. On the one hand, an interdisciplinary approach and cross-country comparisons are highly valued, on the other hand, studies are accused of being too local. The state of the discipline in different countries largely depends on institutional and historical circumstances. A certain discrepancy exists between rigorous scientific research and applied research, typical for the field of evaluation and prepared for the purpose of building academic self-knowledge or creating public policies. This paper takes a closer look at the functioning of such studies in practice and, on the basis of the literature, discusses their scientific potential and several challenges and barriers in achieving such goals. They are presented using the example of selected studies conducted at the University of Warsaw.

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The importance of attitudes toward research in the academic education of psychologists. Review of the literature

Znaczenie postaw wobec badań naukowych i statystyki w procesie kształcenia akademickiego psychologów. Przegląd literatury

Author(s): Maria Flakus / Language(s): Polish / Issue: 4/2017

Keywords: methodology of research; psychology; academic achievement; attitudes toward research and statistics

This article presents an analysis of the importance of attitudes toward research and statistics (ATR/S) in relation to the education of future psychologists in the field of research methods. ATR/S are considered to be one of the key factors relating to the effectiveness of the education of research methods and statistics. ATR/S encompasses a number of cognitive, affective and behavioural reactions, which are commonly verbalized by students as anxiety or aversion to conducting research. The sources of these attitudes seem to consist of three elements: previous educational experiences, parental and peer influences, and the individual characteristics of students. Furthermore, positive attitudes towards research and statistics seem to be crucial for developing an appropriate level of methodological awareness.

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Parenting attitudes of migrants and the transgenerational transmission of the native language. The case of the Polish language in Regensburg

Nastawienia wychowawcze rodziców wobec przekazywania języka rodzimego na emigracji na przykładzie języka polskiego w Ratyzbonie

Author(s): Hanna Pułaczewska / Language(s): Polish / Issue: 4/2017

Keywords: parenting; bilingualism; Polish language; immigration; family language policy

The study is rooted in the recognition that while multilingual children are frequently the object of sociolinguistic studies, the parenting of multilinguals has not yet received the attention it deserves in its own right. We obtained an account of multilingual parenting under conditions of dispersed migration using inductive methodology to analyse interviews conducted with 20 mothers of teenagers with a Polish family background living in Regensburg, Germany since birth or infancy. The article presents a typology of the parents’ axiological attitudes to parenting, involving the relative primacy of values, such as child autonomy, child security, parent-child relations, the nation, and extended family that affect the decision of whether and to what extent the Polish language is being passed on to their children. This is followed by a related typology of conative attitudes to its intergenerational transmission. The latter does not stop at the behavioural aspects, i.e. the extent to which Polish is cultivated in interactions with the child, but also indicates the dichotomous motivations for suppressing or marginalizing Polish – submission to social pressure or communicative advantages. The key aspect of the study pertains to the relationships between the axiological attitudes to parenting and the conative attitudes towards the intergenerational transmission of Polish. Finally, it is indicated that the decision to stop using the minority language in parent–child communication, while controversial and much criticised, may be a rational response to the social risks as perceived by the parents.

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Migration and education: does transnational parenthood influence the educational achievements of resident children?

Migracja i edukacja: czy transnarodowe rodzicielstwo wpływa na osiągnięcia szkolne niemobilnych dzieci?

Author(s): Bartłomiej Walczak / Language(s): Polish / Issue: 4/2017

Keywords: sociology of education; sociology of migration; transnational family; parental migration; educational achievements

This paper examines influence of the transnational mobility of parents and caregivers on the educational achievements of their non-mobile children. The research results described in the international literature are not unequivocal, which is due to the varied indicators of educational success, the specificity of national education systems, and the structure of the independent and intervening variables used in the analyses. Studies conducted in Poland are mainly based on non-random samples of teachers and principals, and there are only a few regional studies of students. This paper is based on data gathered in a 2014 survey on a nationwide, random sample of 4169 students aged 10–19. The outcomes indicate an adverse influence of the migration of single parents (particularly mothers) on the achievements of students from primary schools. In this age bracket, the influence is similar to the effect of inherited educational status, but it practically disappears among older students.

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Theoretical bases of single-sex education

Teoretyczne uzasadnienia edukacji zróżnicowanej ze względu na płeć

Author(s): Maciej Koniewski,Robert Mazelanik / Language(s): Polish / Issue: 1/2018

Keywords: socjologia edukacji; badania edukacyjne; edukacja zróżnicowana ze względu na płeć; koedukacja; polityka oparta na dowodach

Dlaczego można się spodziewać, że edukacja zróżnicowana ze względu na płeć może przynosić lepsze efekty kształcenia niż koedukacja? W artykule przedstawiono uzasadnienia teoretyczne i nieliczne próby weryfikacji mechanizmów oddziaływania edukacji prowadzonej w grupach jednorodnych płciowo na wyniki uczniów. Tekst uzupełnia literaturę przedmiotu, która do tej pory ogniskowała się na próbach dostarczenia jednoznacznych rozstrzygnięć na korzyść jednorodnej lub mieszanej płciowo formy organizacji nauczania.

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Gender differences in family life education textbooks

Różnice międzypłciowe w podręcznikach do wychowania do życia w rodzinie

Author(s): Barbara Jamrozowicz / Language(s): Polish / Issue: 1/2018

Keywords: pedagogika seksualna; praktyki legitymizacyjne; podręczniki

Celem artykułu jest rekonstrukcja uprawomocnień różnic międzypłciowych eksponowanych w podręcznikach do zajęć wychowania do życia w rodzinie prowadzonych w gimnazjum w okresie 1999–2016. Za adekwatną badawczo uznano perspektywę dyskursywną, w której wiedza podręcznikowa jest postrzegana jako reprezentatywna w dominującym dyskursie. W tym ujęciu ukazano, jak za pomocą języka dochodzi do reprodukcji hegemonii różnic międzypłciowych. W badaniu uwzględniono strategie i kategorie legitymizacyjne w ujęciu Theo van Leeuwena oraz Luisy Martín-Rojo i Teuna van Dijka. Analiza pozwoliła podzielić podręczniki na trzy grupy. W pierwszej i drugiej polaryzacja płci porządkuje cechy mężczyzn i kobiet, nadaje sens i legitymizuje podejmowane w odniesieniu do nich regulacje. W podręcznikach z trzeciej grupy można uchwycić praktyki wspierania uczniów w uzyskiwaniu władzy nad sposobami określenia siebie „w swojej” płci.

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Out-of-school assistance in learning and school achievement during adolescence

Pozaszkolna pomoc w nauce a osiągnięcia szkolne w okresie adolescencji

Author(s): Anna Hawrot / Language(s): Polish / Issue: 1/2018

Keywords: psychologia edukacji; adolescencja; korepetycje; osiągnięcia szkolne; pozaszkolna pomoc w nauce

Celem badania było sprawdzenie znaczenia pozaszkolnej pomocy w nauce dla osiągnięć szkolnych młodzieży. W analizach uwzględniono dane 3617 uczniów gimnazjów zebrane w toku badania podłużnego EWD. Za pomocą analizy klas latentnych wyodrębniono cztery wzorce korzystania z pomocy: częsta pomoc bezpłatna, umiarkowana pomoc bezpłatna, selektywna pomoc bezpłatna, pomoc w matematyce. Ponadto jeden wzorzec reprezentował niekorzystanie z pomocy. Uczniowie korzystający z pomocy osiągali istotnie niższe wyniki egzaminu gimnazjalnego niż uczniowie z niej niekorzystający. Różnice zanikły po uwzględnieniu zmiennych powiązanych jednocześnie z selekcją do pomocy oraz osiągnięciami szkolnymi.

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School principals’ perceptions of their roles and responsibilities in the city of Rzeszów and Atlanta area

School principals’ perceptions of their roles and responsibilities in the city of Rzeszów and Atlanta area

Author(s): Binbin Jiang,Tak Cheung Chan,Sławomir Rębisz / Language(s): English / Issue: 1/2018

Keywords: comparative education; Polish education; principalship; school leadership; U.S. education

By comparing the roles and responsibilities of principals from the city of Rzeszow (Poland) and the Atlanta area (Georgia, U.S.A.), this study contributes to a better understanding of school leadership in the two countries. Participating principals included 148 from the United States of America, and 74 from Poland. A researcher designed a Likert-scale questionnaire on the roles and responsibilities of principals in seven leadership areas: character, professional knowledge, professional skills, administrative style, administrative duties, personnel management, and student affairs management. This was supplemented by a survey of three open-ended questions on the principals’ major responsibilities, challenges, and fulfillment. The multivariate analysis of covariance was used for data analyses with gender and age as control covariates. The results of the data analysis indicated significant differences between Poland and the United States in overall responses and three leadership areas: principals’ knowledge, styles, and duties.

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Personality of teacher and burnout

Osobowość nauczyciela a wypalenie zawodowe

Author(s): Aleksandra Jędryszek-Geisler,Paweł Izdebski / Language(s): Polish / Issue: 1/2018

Keywords: psychologia organizacji i zarządzania; dobrostan; osobowość; selekcja i rekrutacja pracowników; wielka piątka; wypalenie zawodowe; zdrowie

Wypalenie zawodowe jest jednym z problemów współczesnego świata, a występowanie zjawiska nasila się w wielu krajach. Wypalenie niesie ze sobą wiele indywidualnych i społecznych konsekwencji. Celem przeprowadzonych badań była odpowiedź na pytanie, czy istnieje związek cech osobowości z wypaleniem zawodowym oraz które z cech osobowości są predyktorami wypalenia zawodowego. Próbę badawczą stanowiło 90 nauczycieli szkół podstawowych i gimnazjalnych z województwa warmińsko-mazurskiego, kujawsko-pomorskiego i pomorskiego. W badaniu zastosowano następujące narzędzia badawcze: Maslach burnout inventory MBI-ES i Inwentarz osobowości NEO-FFI. Analiza danych wykazała, że otwartość na doświadczenie ujemnie koreluje z wyczerpaniem; ekstrawersja i ugodowość pozostaje w ujemnej zależności z depersonalizacją, a ekstrawersja i sumienność jest w dodatniej relacji z poczuciem osiągnięć osobistych. Wykazano ponadto, że ekstrawersja i otwartość na doświadczenie są predyktorami dwóch składowych wypalenia (ekstrawersja – depersonalizacji i poczucia osiągnięć osobistych; otwartość na doświadczenie – wyczerpania i poczucia osiągnięć osobistych). Neurotyzm wchodzi do modelu z otwartością na doświadczenie i wyjaśnia wyczerpanie. Sumienność jest predyktorem poczucia osiągnięć osobistych. Ugodowość nie weszła do żadnego modelu regresji. Na podstawie cech osobowości można przewidzieć od 15 do 32% wariancji poszczególnych składowych wypalenia zawodowego.

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The ability to spell correctly in one’s native language (L1) mediates the relationship between the level of phonological processing skills in L1 and correct spelling in an acquired language (L2) among adolescents who read correctly, but not among ado

Umiejętności poprawnego zapisu wyrazów w L1 pośredniczą w związku pomiędzy poziomem przetwarzania fonologicznego w L1 a poprawnym zapisem wyrazów w L2 u młodzieży poprawnie czytającej, ale nie u młodzieży z dysleksją

Author(s): Marta Łockiewicz / Language(s): Polish / Issue: 2/2018

Keywords: psychologia; dysleksja; poprawny zapis pojedynczych wyrazów; przetwarzanie fonologiczne; angielski jako język obcy.

Celem badania przedstawionego w tym artykule była analiza relacji między umiejętnościami przetwarzania fonologicznego w języku ojczystym (L1): krótkotrwałą pamięcią słowną i fonologiczną, analizą i syntezą fonemową oraz szybkim zautomatyzowanym nazywaniem a umiejętnością poprawnego zapisu pojedynczych wyrazów w języku obcym (L2) przez polskich uczniów z dysleksją i bez niej. W badaniach wzięło udział 63 uczniów szkół średnich i gimnazjów z dysleksją oraz 78 bez dysleksji. Dysleksja, czas uczenia się L2 w szkole i prywatnie oraz przetwarzanie fonologiczne w L1 okazały się predyktorami umiejętności poprawnego zapisu pojedynczych wyrazów w L2. Wyniki pokazały również, że umiejętność poprawnego zapisu wyrazów w L1 mediowała pomiędzy umiejętnościami przetwarzania fonologicznego w L1: słowną pamięcią krótkotrwałą, syntezą fonemową, szybkim zautomatyzowanym nazywaniem (mediacja częściowa), fonologiczną pamięcią krótkotrwałą a umiejętnością poprawnego zapisu wyrazów w L2, jednak tylko w grupie uczniów bez dysleksji.

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