Cookies help us deliver our services. By using our services, you agree to our use of cookies. Learn more.
  • Log In
  • Register
CEEOL Logo
Advanced Search
  • Home
  • SUBJECT AREAS
  • PUBLISHERS
  • JOURNALS
  • eBooks
  • GREY LITERATURE
  • CEEOL-DIGITS
  • INDIVIDUAL ACCOUNT
  • Help
  • Contact
  • for LIBRARIANS
  • for PUBLISHERS

Filters

Content Type

Keywords (160)

  • education (2)
  • education (2)
  • 20th century (1)
  • Barbara Skarga (1)
  • Diagnosis of autonomy (1)
  • Hayden Whitel (1)
  • Poles (1)
  • Polish as foreign (1)
  • Polish cinema (1)
  • Polish culture (1)
  • Polish education system (1)
  • Polish literature (1)
  • Questionnaire difficulty of autonomous learning (1)
  • Reading model (1)
  • Russian language (1)
  • Support for teacher autonomy (1)
  • The Time of Reading (1)
  • Zaolší area (1)
  • activities and actions (1)
  • aesthetic education (1)
  • aging (1)
  • analysis of needs (1)
  • animation (1)
  • art therapy/ music therapy (1)
  • artistic creativity (1)
  • badania diagnostyczno-opisowe (1)
  • certification (1)
  • changes (1)
  • children (1)
  • communication acts (1)
  • communicative competence (1)
  • competition (1)
  • compulsory school age (1)
  • constants (1)
  • control (1)
  • conveying facts (1)
  • cooperation and support (1)
  • court (1)
  • creativity (1)
  • criteria for the selection of materials (1)
  • cultural education (1)
  • cultural mediation (1)
  • culture (1)
  • defining terms (1)
  • development of theoretical thought (1)
  • dialogicality (1)
  • didactic materials (1)
  • education and therapy of children with symptoms of attention deficit hyperactivity disorder (1)
  • educational methods (1)
  • educational work (1)
  • embodiment (1)
  • emotions (1)
  • entrepreneurship (1)
  • festivity (1)
  • film (1)
  • foreign language (1)
  • gamification (1)
  • gerontological education (1)
  • gerontology (1)
  • heritage language (1)
  • history of upbringing (1)
  • humanity (1)
  • information and communication technologies (ICT) (1)
  • intellectual disability (1)
  • interpretation of heritage (1)
  • jealousy (1)
  • language competencies (1)
  • language teaching (1)
  • learning strategies (1)
  • linguistic statistics (1)
  • media (1)
  • metahistory (1)
  • model pracy (1)
  • morality (1)
  • mother tongue (1)
  • motivation to learn (1)
  • movement awareness (1)
  • museum (1)
  • museum education (1)
  • narratology (1)
  • More...

Subjects (42)

  • Social Sciences (33)
  • Education (32)
  • Language and Literature Studies (8)
  • School education (6)
  • Foreign languages learning (5)
  • Sociology of Education (5)
  • Anthropology (3)
  • Language studies (3)
  • Fine Arts / Performing Arts (3)
  • Applied Linguistics (3)
  • Studies of Literature (3)
  • Educational Psychology (3)
  • Theoretical Linguistics (2)
  • Communication studies (2)
  • Sociology (2)
  • Culture and social structure (2)
  • History (1)
  • Philosophy (1)
  • Literary Texts (1)
  • Cultural history (1)
  • Psychology (1)
  • Music (1)
  • Library and Information Science (1)
  • Education and training (1)
  • Social Philosophy (1)
  • Comparative history (1)
  • History of ideas (1)
  • Social history (1)
  • Polish Literature (1)
  • Western Slavic Languages (1)
  • Eastern Slavic Languages (1)
  • Cultural Anthropology / Ethnology (1)
  • Preschool education (1)
  • Higher Education (1)
  • History of Education (1)
  • State/Government and Education (1)
  • Gerontology (1)
  • Film / Cinema / Cinematography (1)
  • Philology (1)
  • Theory of Literature (1)
  • Inclusive Education / Inclusion (1)
  • Sociology of Art (1)
  • More...

Authors (55)

  • Urszula Szuścik (6)
  • Danuta Gabryś-Barker (3)
  • Renata Raszka (3)
  • Katarzyna Krasoń (2)
  • Irena Przybylska (2)
  • Ryszard Kalamarz (2)
  • Anna Trzcionka‑Wieczorek (2)
  • Łukasz M. Michalski (1)
  • Magdalena Bełza (1)
  • Anna Seretny (1)
  • Małgorzata Wójcik-Dudek (1)
  • Adam Pawłowski (1)
  • Aleksandra Achtelik (1)
  • Beata Ecler-Nocoń (1)
  • Agnieszka Tambor (1)
  • Krystyna Koziołek (1)
  • Jolanta Tambor (1)
  • Tadeusz Zgółka (1)
  • Katarzyna Olbrycht (1)
  • Ewa Bogdanowicz (1)
  • Bernadeta Niesporek-Szamburska (1)
  • Kazimierz Ożóg (1)
  • Jadwiga Uchyła-Zroski (1)
  • Izabela Nowak (1)
  • Władysław Miodunka (1)
  • Beata Oelszlaeger-Kosturek (1)
  • Ewa Jaskółowa (1)
  • Małgorzata Łączyk (1)
  • Piotr Wróblewski (1)
  • Agata Rzymełka-Frąckiewicz (1)
  • Andrzej Murzynowski (1)
  • Alicja Żywczok (1)
  • Alina Budniak (1)
  • Roman Szul (1)
  • Romuald Cudak (1)
  • Anna Łobos (1)
  • Danuta Krzyżyk (1)
  • Małgorzata Mnich (1)
  • Danuta Kocurek (1)
  • Anna Studenska (1)
  • Aleksandra Pyrzyk-Kuta (1)
  • Bogumiła Bobik (1)
  • Eugenia Smyrnova-Trybulska (1)
  • Iwona Tomas (1)
  • Karolina Graboń (1)
  • Maria Stec (1)
  • Małgorzata Zalewska-Bujak (1)
  • Beata Gałan (1)
  • Małgorzata Smereczniak (1)
  • Jan Mazur (1)
  • Dorota Praszałowicz (1)
  • Jolanta Skutnik (1)
  • Joanna Gwóźdź (1)
  • Marcin Gierczyk (1)
  • Lucie Zormanová (1)
  • More...

Languages

Legend

  • Journal
  • Article
  • Book
  • Chapter
  • Open Access

Series:Pedagogika, Dydaktyka

Result 1-20 of 40
  • 1
  • 2
  • Next
Bazgrota w twórczości plastycznej dziecka
17.00 €

Bazgrota w twórczości plastycznej dziecka

Author(s): Urszula Szuścik / Language(s): Polish

The book presents the assumptions and results of the pedagogical experiment on the genesis of scribble and its transformation by stimulation of visual perception. The study involved children aged 2 and 3 years. As we know, the scribble period is one of the most difficult periods to study in the development of child’s drawing creativity. During this time, the areas of cognitive, enactive and communicational development of the child are formed and integrated. It is a discovery for the child to have left the first graphic trace. I asked myself a question concerning the extent to which the child’s visual stimulation determines his/her original drawing – a scribble. To what extent does his/her visual stimulation change as a result of this impact in terms of the diversity of linear quality, colour patches and shapes – figures? What, therefore, new formal features does the scribble acquire? These are some of the questions I tried to answer in the present work. My approach to the analysis of children’s scribbles rests upon my assumption that this is a kind of specific endeavor able to rebuild the child’s visual and motor experience by means of stimulation of his/her visual perception. The research hypothesis involved the stimulation of children’s artistic creativity depending on the shaping of their visual perception by strictly defined visual stimuli within colours, lines and figures. Visual stimuli formed perceptual patterns determined by individual research tasks. The experiment covered 15 exercises, including five exercises on colors, five on lines and five on figures. The book consists of three main chapters and extensive appendices. I discussed the issue of a scribble in the development of the child’s artistic expression in the first chapter of the work, referring to the concept of the development of artistic creativity and visual perception of selected researchers. I described the development of visual and artistic values in a child’s scribble, namely a line, a color patch, a circle and a figure. I attribute a special role to the development of the child’s visual perception. Moreover, I think that the formation of the semantic aspect of the scribble is one of the elements of the child’s cognitive development that leads to thought-drawing transformations. This issue is presented in the theoretical analysis of the work. Child’s scribbling was an inspiration for many artists; that’s why I have resolved to discuss this topic in this chapter. Seeking answers to this problem, I have contrasted selected examples of children’s scribbles and works of art. In my opinion, what combines them in the beauty of the simplicity of artistic solutions is creative intuition. In the second chapter of the work, I have presented the assumptions of my research, research problems, adopted hypotheses, research procedure, variables and indicators. The whole research was of complementary character. The third chapter of the book presents the analysis of the research results and their interpretation. This is where I provide evidence to support my thesis about the importance of stimulating the children’s scribble by means of visual perception. It can be concluded that the child’s scribbles illustrate and create a chain of transformation of his/her experience. An integral part of the book is a CD, which contains the quantitative and qualitative analyses of the research results, selected examples of children’s artworks from the research that show the diversity and originality of solutions in children’s scribbles. The experiment, conducted and presented in the monograph entitled Scribble in the child’s artistic creation (2019), proved that the formation of visual thinking in children takes place by means of visual perception. Such a process leads to the enrichment of their perceptual experience and the ultimate result: artistic activity.

More...
Cechy indywidualne i czynniki środowiskowe a autonomia uczenia się
6.00 €

Cechy indywidualne i czynniki środowiskowe a autonomia uczenia się

Author(s): Anna Studenska / Language(s): Polish

The work concerns learning autonomy. The text consist of theoretical part and empirical part. Theoretical considerations are devoted to various approaches to autonomy, ways of measuring autonomy and independent learning as well as to present the knowledge on the relationship between individual variables, environmental variables and autonomy. The empirical part presents the assumptions of the empirical research on learning autonomy. The theoretical inspiration to undertake the research was the theory of multidimensional learning, assuming among others leading students gradually to independence in gaining knowledge, experiencing values and acting.Taking into consideration insufficiency of instruments measuring perceptions of autonomouslearning difficulty and scarcity of the data concerning the interplay of individual and environmental variables in shaping learning autonomy, two main research aims were formulated. The first aim was the construction of Autonomous Learning Difficulty Questionnaire. The items of the instrument were formulated on the basis of self‑education process as developed in Polish didactics and self‑regulation stages postulated by Barry Zimmerman. The second aim was to verify the model explaining variance in the perceptions of autonomous learning difficulty. The model was based on self‑determination theory assuming the role of individual and environmental traits in shaping person`s autonomy. In the model student` s autonomy support by parents and teachers as well as student`s temperamental traits were regarded as independent variables. The role of mediating variables was assigned to such variables as: student`s preferences towards teachers behaviours fostering autonomy, student`s learning motivation, sense of self‑efficacy and general autonomy.The participants of the main research were 454 students of middle school and secondary school. In the research EAS Questionnaire by Arnold Buss and Robert Plomin was used to measure tempermental traits of emotionality, activity and sociability. Data concerning general Autonomy was gathered by Adolescent Autonomy Questionnaire constructed by Marc Noom and coworkers. Instruments measuring other variables were constructed for the purpose of the research. Autonomous Learning Difficulty Questionnaire which has been constructed allows for the diagnosis of students` perceptions of difficulty of behaviours connected with independent learning such as: reflective evaluation of outcomes, motivational control and planning. Three results which emerged from the verification of the model of relationships between research variables are considered as most important. Among the factors which were taken into consideration in the research the low level of student`s self‑efficacy and low autonomy proved to be the ones strongest related with the perception of high difficulty in autonomous learning. It was also found that low level of self‑efficacy and autonomy is connected with high emotionality, which is the tendency to react with distress, fear and anger. The third result is that the connection between the perception of high difficulty in autonomous learning by a student and the low level of autonomy support received from parents.

More...
Challenges of Foreign Language Instruction in the University Context
6.00 €

Challenges of Foreign Language Instruction in the University Context

Author(s): / Language(s): English

More...
Czas lektury
7.00 €

Czas lektury

Author(s): Krystyna Koziołek / Language(s): Polish

The book is devoted to the theory and practice of reading. Reading is a singular event – it is a contingent, individual and intimate activity; due to that, its history, theory and systematics are particularly hard to construct. Endeavours to analyse reading soon make one realise that such investigations belong to the field of experimental studies: studies on the nature of the experience of reading. The aim of the author is to reflect as fully as possible the richness and wonderful inconsistency of the activity of reading, as it corresponds to the intricate matter of life. In the chapters of the book, one can find the descriptions of various experiences of reading, transformed and arranged by the author into certain sequences or models. They make it possible to grasp the complex universe of the phenomena of reading as the forms of articulation of reading: the transmittable statement describing what happens with the readers and the text while reading.We do not know everything, and yet we have to speak and write about it, since we are anxious about our future. In order to do so – precisely, to think about ourselves and the world without sufficient knowledge about both – we have inventions concerning the past and the future at our disposal. Inventions and fictions are necessary for all of us. Literature and philosophy, which we learn to read at school and university, belong to the kind of “inventions” that prepare us for the times when different types of knowledge turn out to be inadequate or even useless. Proposed by the author, phenomenological reduction in the didactics of literature is to result in the establishment of a constant point of support for imagination and conversation. If school-level Polish literature and language teaching aspires to be engaged in the pursuit of preparing young people to put in an effort to understand the world they live in, an excellenttool is still at our disposal; this tool is literature, along with the act of reading it and the conversation by means of it. The time of reading is not a different kind of time – taken from life or complementing it. It is simply the time of life – as there is no other – spent in the company of books.

More...
Czuła pedagogia. Edukacyjny walor dzieł i działań księżnej Izabeli z Flemmingów Czartoryskiej
25.00 €

Czuła pedagogia. Edukacyjny walor dzieł i działań księżnej Izabeli z Flemmingów Czartoryskiej

Author(s): Jolanta Skutnik / Language(s): Polish

In the present study, which aims at the interpretation of works and activities of Princess Izabela Czartoryska née Flemming (1746–1835) from pedagogical perspective, various analytical tropes converge that encompass the scope of her political, social, aid and educational activities, but also her social, artistic, and even ecological work. Following these tropes, it was not difficult to recognize in princess’s activities early forms of animation in its social and cultural dimension; proposals of educating in museum and through museum that anticipate American ideas of the interpretation of heritage; and even precursory forms of social and educational work. In an obvious way, these activities of the princess did not originate in social or cultural vacuum. On the contrary, they were inspired by ideas and actions of people who accompanied her at different stages of her life, supported philosophical trends and intellectual movements at the turn of the Enlightenment and Romanticism, enriched the works and conceptions that constituted the foundation of her self-educational practice. The effects of her works were validated by the positions of her pupils and significant achievements of the members of the society that were gathered around Czartoryska. A specific symptom of these actions were the works promoting humanism that took the form typical of Puławy district referred to as “fellow feeling”. The scope of influences and inspirations instigating the analyses undertaken in the present work is very broad, covering non-obvious but intentional reference to contemporary ideas of social participation, cultural mediation, and interpretation of heritage, which combined historical experience with present-day discourse devoted to cultural education. The extent of these references and the amount of analysed facts that shed light on the activities of Princess Czartoryska may at times seem to overweigh the main trope of the analyses. It is, however, structured by the explicit orientation of the research. All of the research goals, regardless of how detached they may be from the main topic, invariably focus on the person whose meaning of life consisted in the activities undertaken out of love to mankind. And this is the conclusion which is still valid today.

More...
Dyskursy o emocjach – pedagogika i codzienność szkolna
9.00 €

Dyskursy o emocjach – pedagogika i codzienność szkolna

Author(s): Irena Przybylska / Language(s): Polish

The theme of the present work constitutes, in the broadest sense, the emotions and their importance in everyday school reality. In the book, I attempt a reading of academic discourses which concern emotions and an indication of their importance for pedagogical thinking and action. The educational discourse is constructed by, above all, the concept of emotions as an important factor for growth and education and the concept of assistance in the development of emotional competence of students. Assuming cultural definitions of emotions, I argue that in school as a social space and institution, emotions are not only a result of interpersonal processes, obligations and expectations but are also ontologically grafted into the process of upbringing and should be a studied discipline of educational influences in its own right. The framework for theoretical discussion is constituted by the category of emotional culture, defined as a collection of rules which direct behaviours and the expression of emotions, as well as the meanings given to emotions in a particular socio-cultural context. The semantic field outlined by this category turned out to be sufficiently generative to limit the object of empirical research to the emotional climate of a classroom and the emotional work of the teacher, where according to the theoretical assumptions, the emotional culture becomes apparent. The emotional climate has been conceptualized as a permanent or transitory availability of certain categories of emotions, which is socially established in emotional conventions. The emotional work of the teacher means undertaking actions as a response to the rules of emotional culture and with the purpose of maintaining self-presentation and emotional climate conductive to the performance of tasks expected of the teacher’s role. In such an understanding, emotional work has not only a psychological meaning, but also a pedagogical one. On the basis of heuristic models of emotional climate and work, the research tools have been constructed: The Questionnaire Emotional Climate – Student, and the Questionnaire Emotional Work – Teacher. The accuracy and the cohesion of both have been confirmed statistically. Due to the nature of the researched facts and pedagogical phenomena and the purpose of research, which, apart from a description also involve an attempt at an understanding and interpretation of the importance of emotions in a classroom environment, the empirical procedure employed triangulation. On the basis of the research results, among others, a relation between the teacher’s emotional work and the emotional climate of the classroom was verified. The description of the studied variables was “condensed” with a layer of subjective impressions, teachers’ and students’ convictions and observations gathered in the researched classrooms. Emotional experience of students in classrooms was described, and, on the basis of interviews with teachers, areas where they undertake emotional work were characterized. The book’s narrative remains open, as the undertaken concepts revealed many research fields which inspire further study and discussion. Moreover, the acquired results indicate the key areas for the redefinition of professional training of teachers, where the discourses on emotions are almost entirely absent.

More...
Edukacja do starości młodzieży szkolnej
8.00 €

Edukacja do starości młodzieży szkolnej

Author(s): Anna Trzcionka‑Wieczorek / Language(s): Polish

Demographic research shows that modern societies are aging, and Poland is also among the countries referred to as demographically old. Therefore, new tasks appear before the young generation to achieve a good quality of life in old age and care for seniors from the closest environment. Bearing in mind the preparation for changes related to the retirement period, shaping friendly attitudes towards seniors and the ability to integrate between generations, the author emphasizes the essence of education towards old age in general education. She describes the most important issues related to old age, aging and demographic changes in Poland, analyzes content related to preparation for old age implemented at school, also emphasizes the role of the teacher in shaping the attitudes of the youth toward the elderly, old age and the inclusion with seniors. Relying on the empirical research, the author presents the place of education towards old age in general education and its effects, i.e. the attitudes of the surveyed students towards old age and seniors.

More...
Edukacja kulturalna jako edukacja do wzrastania w człowieczeństwie
0.00 €

Edukacja kulturalna jako edukacja do wzrastania w człowieczeństwie

Author(s): Katarzyna Olbrycht / Language(s): Polish

We present to our readers volume one of the hitherto dispersed articles by Katarzyna Olbrycht, a scholar renowned within and beyond pedagogical circles, who is the author of such works as Prawda, dobro i piękno w wychowaniu człowieka jako osoby [Truth, good, and beauty in upbringing a human being as a person] (2000) and O roli przykładu, wzoru, autorytetu i mistrza w wychowaniu osobowym [On the role of example, pattern, role model, and master in personal upbringing] (2007), which have become both an inspiration and a point of reference for theoreticians and practicioners of upbringing alike. The presented publication was initiated by Professor Olbrycht’s fomer students and present-day co-workers at the University of Silesia’s Institute of Cultural Education, which she founded and has lead for years. The present volume featuring articles previously printed in conference proceedings and academic journals may be organised along a continuum that stretches from the opening text “O roli zachwytu w rozwoju człowieka” (On the role of amazement in the development of a human being) to the closing one entitled “Współczesne pytania wokół relacji ‘mistrz-uczeń’” (The present dilemmas regarding the “master-apprentice” relationship), both delivered as inauguration lectures, the former in 1998, and the latter in 2008. Therefore, by collating this monograph, which is a testimony to the scholarly path of Katarzyna Olbrycht – we wish to emphasize the fact of bringing to the readers not only a book by a professional humanities scholar, but most of all, by a scholar who publicly spoke on and has been a witness to truth, good, and beauty.

More...
Ekspresja ruchu – ciało – kreacja – komunikat
6.00 €

Ekspresja ruchu – ciało – kreacja – komunikat

Author(s): / Language(s): Polish

The study ‘The expression of movement - body - creation - message’ is an interdisciplinary theoretical-empirical study focused on the presence and significance of the body and corporealness in culture, education and therapy. It includes considerations pioneered by the issue of the body understood as a medium that enables self-discovery, self-creation, renewing of potentials and creative forces. The carried out analyses and reflections on the body indicate that it can be affected by experiences, emotions and sensory experiences induced by music and sound. It is a tool of expression of movement and an object that gives life to new artistic forms. The body is a space of emotional messages, which reflects the attitude towards oneself and also encodes information about the surrounding world.The publication may be interesting and a source of inspiration to people from the circles of humanistic and social sciences, in particular, culture experts, psychologists, educators and teachers aspiring to unlock the creative potential of the body and non-verbal message.

More...
Ewaluacja w edukacji – teoria i praktyka
8.00 €

Ewaluacja w edukacji – teoria i praktyka

Author(s): / Language(s): English,Polish

More...
Innowacyjność w praktyce pedagogicznej. T. 2: Refleksje pedagogiczne w teorii i praktyce
10.00 €

Innowacyjność w praktyce pedagogicznej. T. 2: Refleksje pedagogiczne w teorii i praktyce

Author(s): / Language(s): Polish

More...
Innowacyjność w praktyce pedagogicznej. Tom I: Teoria i praktyka
7.00 €

Innowacyjność w praktyce pedagogicznej. Tom I: Teoria i praktyka

Author(s): / Language(s): Polish

A monograph which is presented in two volumes, entitled “Innovativeness in pedagogical practice. Theory and practice”. Vol. 1 and “Innovativeness in pedagogical practice. Pedagogical reflections in theory and in practice”, Vol. 2, constitutes an original treatment in terms of broadly conceived innovativeness in pedagogical theory and practice. The publication contains considerations devoted to the role of a teacher-innovator in the creation of the didactic-educational process, of the care-related and organisational functioning of the kindergarten and the school, and hence to the necessity of the education of future teachers toward innovative thinking in the process of education. The publication also contains examples of innovation drawn from pedagogical practice in kindergarten, in 1-11 classes (of the elementary school), as well as of the education of future teachers of pre-school children and the teachers of early school education. The publication is intended for a broad group of teachers and researchers who are sensitive to the changing social and cultural environment, in which theoreticians and practitioners engaged in the creation of the process of education of children constantly find themselves. It constitutes a compendium of theoretical and practical knowledge in the field of innovative activities in the work with a child. The monograph may constitute a source of inspiration for appealing didactic solutions associated with children for students, teachers and parents.

More...
Innowacyjność w praktyce pedagogicznej. Tom. 3: Współdziałanie rodziców – dziecka – nauczyciela
10.00 €

Innowacyjność w praktyce pedagogicznej. Tom. 3: Współdziałanie rodziców – dziecka – nauczyciela

Author(s): / Language(s): English,Polish,German

More...
Instytucjonalne, środowiskowe i indywidualne uwarunkowania funkcjonowania pedagoga szkol-nego
18.00 €

Instytucjonalne, środowiskowe i indywidualne uwarunkowania funkcjonowania pedagoga szkol-nego

Author(s): Bogumiła Bobik / Language(s): Polish

The work consists of eight chapters. The first three are theoretical and they discuss the institutional and legal dimensions of school counsellor’s work, environmental determinants of the work and personal resources. The fourth chapter covers the concept of the research. It describes the general methodological assumptions of the work and the diagnostic and descriptive tests procedure used. A diagnostic survey and estimation method were used for this study. Next chapters (The chapters V-VII] contain the analysis of test results. The chapters provide a description of research samples and analysis of data on the planning and organization of the work of counsellor. Further, the Author discusses the opinions of counsellors about the educational environment in which students operate and which defines the directions of pedagogical support. Further analysis included selected personality resources of pedagogues: pedagogical competences, assessment of own professional preferences, interpersonal skills, self-efficacy, stress coping strategies. The last chapter is an attempt to show the work model of school counsellor. coping strategies. The last chapter is an attempt to show the work model of a school counsellor.

More...
Jakość w kształceniu językowym. Rozważania teoretyczne i praktyczne rozwiązania
15.00 €

Jakość w kształceniu językowym. Rozważania teoretyczne i praktyczne rozwiązania

Author(s): / Language(s): English,Polish

More...
Język – lektura – interpretacja w dydaktyce szkolnej
7.00 €

Język – lektura – interpretacja w dydaktyce szkolnej

Author(s): / Language(s): Polish

We invite you to read a collection of texts by scholars whose investigations into the role of school education is akin to the reflection of Rabindranath Tagore embedded in such values as: freedom, one’s own thoughts, mutual understanding. One might even venture to say that freedom warrants the process of including a person ’s thoughts into a broader corpus of ideas making up the human heritage, and confronting one’s thoughts with Others in order to better understand oneself and Another. In this very dialogue transcending time and space, a non-trivial role is played by education, for which one of the major tasks, if not the paramount one, is preparing one to being able to intepret, which means not so much to comprehend but to carry on on the road to mutual understanding. (A fragment from the Introduction)

More...
Kultura emocjonalna szkoły – czasoprzestrzenie doświadczania emocji
8.00 €

Kultura emocjonalna szkoły – czasoprzestrzenie doświadczania emocji

Author(s): / Language(s): Polish

More...
Kultura wizualna szkoły. Szkice o wizerunku nauczyciela i ucznia oraz o potrzebie estetyki przestrzeni nauczania-uczenia się
20.00 €

Kultura wizualna szkoły. Szkice o wizerunku nauczyciela i ucznia oraz o potrzebie estetyki przestrzeni nauczania-uczenia się

Author(s): Katarzyna Krasoń ,Iwona Tomas / Language(s): Polish

The main aim of the book is to present the distinctive semiotics of the contemporary Polish school, with particular emphasis on its visual aspects. This concerns various forms of visual self-presentation of students and teachers as a means of expressing their independence or, sometimes, as a means of self-concealment. Another theme addressed is the iconosphere of the school environment, including the school’s own products in this area (such as school decorations, current event boards, school newspapers, memorial boards, and the aesthetics of the hall, the classroom, and the school surroundings). Central to this approach to school culture in terms of aesthetic categories is the concept of culture “embodied in symbols” (referred to by Clifford Geertz as a symbolic concept). The book situates this notion in teachers’ and students’ experience of reality, referring to Luigi Pareyson’s view – another idea which provides the theoretical foundation for this project – that aesthetics should be a reflection on experiences which need to be interpreted in order to define their meanings and investigate their sense. Thus, the volume implements both theoretical frameworks to discuss school semiotics in aesthetic terms in an attempt to fill the gap in systematic reflection on the aesthetic aspects of school culture.The approach taken in this book is close to semiotics, hermeneutics, and phenomenology, which provide the roots for interpretive anthropology, focused on the researcher’s interpretation of culture. In this case, each respondent becomes a researcher who interprets culture (aesthetics), which is then interpreted by the scholar (the organiser of the investigations). Thanks to this procedure, it is possible to juxtapose the knowledge of the scholar with so-called local knowledge.The first part of the book addresses the problems of culture, including visual culture, aesthetics (including everyday aesthetics), antiaesthetics, and kitsch; it also refers to self-presentation and ubiquitous sight-centrism, which are central issues in this research project. It discusses the everyday semiotic culture of the school, thus providing an analysis of whatever functions as a sign of the student’s and teacher’s self-presentation in a social situation, that is, a way of communicating their identity. The focus is on the visual aspects of self-presentation, namely, the dress code, which is subject to fashion.The second part is concerned with selected issues in interpretive anthropology, since it is this kind of anthropology that provides the methodological foundations for the project. It presents the main problems addressed and formulates the following research questions:- What is the present condition of the aestheticisation of the school with regard toiconicity, proxemics and the teacher’s and student’s self-presentation?- In what way does the school determine the emergence or absence of aesthetic taste?- What are the results of the marginalisation of culture and aesthetics in school andwhat can be done to reverse this process?The final part presents the results of the anthropological-pedagogical investigations, taking into consideration Geertz’s appeal for a detailed thick description. The analysis and interpretation of the collected material take into account the visual aspects and the iconosphere.Special attention is given to some worrying phenomena, not limited to the school environment, which involve relegating arts and aesthetics to areas ignored or considered as marginal from the perspective of education, including underestimating the role of participation in culture as a key factor in both aesthetic and creative development of students.It is hoped that the results of the research will raise awareness of the need for greater care for the aesthetic characteristics of space and material surroundings in which the process of education takes place, point out the dangers related to the tolerance for kitsch and symbolic violence, and draw attention to the importance of a better understanding of the ways of self-expression – related to individual dress codes – by the participants in the teaching and learning process. These data may prove especially useful for those responsible for the visual organisation of school environment and for designing learning-friendly space.

More...
La méthode d’enseignement à distance dans le développement de la compétence rédactionnelle en langue étrangère
7.00 €

La méthode d’enseignement à distance dans le développement de la compétence rédactionnelle en langue étrangère

Author(s): Beata Gałan / Language(s): French

The subject of this work is a reflection on the effectiveness of the distance learning method in the glottodidactic process. The author concentrates upon: an analysis of properties of the remote method basing on various forms of distance learning, an overview of information and communication technologies (ICT) used in education, a reflection on the editing process in a foreign language, and a discussion about didactic and social aspects of an educational virtual space (a virtual classroom). On the grounds of theoretical considerations, empirical studies were conducted; their main purpose was an observation of properties and an evaluation of the efficiency of the distance learning method in developing competencies in foreign language writing. In the studies, the hybrid approach – combining quantitative and qualitative analyses –was utilised. In order to verify the effectiveness of the distance learning method, a didactic experiment was carried out, which made it possible to compare the results achieved in the traditional system and in the virtual space. The quantitative analysis was supplemented with a number of reflections on the specificity of the distance learning method and the virtual classroom.Consisting of the pilot study and the main study, the experiment was conducted within the framework of higher education, in a composition course included in the “Practical knowledge of French” module. One group of students starting to learn French as an at least second foreign language participated in the experiment. The aim of the study was to examine the influence of the distance learning method on the development of writing skills in a foreign language. In order to compare the educational effects, a half of the classes in the course were conducted in a classic form, and another half – in the remote learning system by means of the Moodle learning platform. Non-final grades (ones received in the course during the term) became the research material necessary to compare the results, and the obtained data were subject to statistical processing. The pilot study brought comparable results of average grades, but it also provided valuable guidelines concerning the untypical dispersion of the results. In the main study, conducted on 47 people, an ordinary comparison of average grades also suggested a similar efficiency of both methods. However, the study of significance of the differences by means of the t test revealed that the online method proves to be more effectivein a statistically relevant manner, but it brings measurable benefits only to a specific target group, using adequate learning strategies.Additional information was provided by the qualitative analysis. It demonstrated that – despite rather frequent and regular Internet usage, also for educational purposes — students’ attitude to distance learning is relatively varied. Student point to both advantages and opportunities offered by the distance learning method (development of autonomy and learning strategies, access to various didactic materials), and its limitations (lack of direct contact with the teacher, lowered motivation). The interviewees’ responses clearly emphasise not only the differences between the classic method and the distance learning method, but also the specificity of working in a remote system, which requires a huge amount of self-discipline, regularity, and involvement. The key to success in the distance learning process is a set of competencies and skills related to learning strategies (high level of autonomy, self-discipline, autonomy in problem solving, conscious time management, regularity). Such a set is defined in the work as the habitus of the virtual classroom.An evaluation of the effectiveness of the distance learning method is an obvious priority of academic teachers in the light of virtualisation of higher education. The conducted research provided significant information concerning the efficiency and specificity of the distance learning method, which will make it possible to use this method in a more conscious manner in the practice of academic teaching. However, the classic method still remains the privileged one, and the teacher–student relation — a relevant feature of this kind of teaching practice. Nevertheless, the potential of the distance learning method turns out to be significant. The optimal solution is, certainly, the hybrid method, combining direct contact with distance learning elements. To sum up, the main conclusion emerging from the conducted study is that the distance learning method proves to be effective only to a certain target group, members of which use learning strategies that are appropriate to this type of work.

More...
Materiały i media we współczesnej glottodydaktyce. Wybrane zagadnienia
11.00 €

Materiały i media we współczesnej glottodydaktyce. Wybrane zagadnienia

Author(s): / Language(s): English,Polish

The present volume is devoted to the broadly understood issue of authentic and didactic materials along with auxiliary technologies utilised in foreign language teaching in various didactic contexts. The book includes both theoretical considerations and those concerning practice regarding the use of materials and media during foreign language lessons in relation to the analysis of pupil/student needs, the proper selection of the said materials, and the matter of putting them into practice. The publication is addressed to teachers-glottodidacticians, in particular those employed at higher education institutions as foreing language instructors.

More...
Result 1-20 of 40
  • 1
  • 2
  • Next

About

CEEOL is a leading provider of academic e-journals and e-books in the Humanities and Social Sciences from and about Central and Eastern Europe. In the rapidly changing digital sphere CEEOL is a reliable source of adjusting expertise trusted by scholars, publishers and librarians. Currently, over 1000 publishers entrust CEEOL with their high-quality journals and e-books. CEEOL provides scholars, researchers and students with access to a wide range of academic content in a constantly growing, dynamic repository. Currently, CEEOL covers more than 2000 journals and 690.000 articles, over 4500 ebooks and 6000 grey literature document. CEEOL offers various services to subscribing institutions and their patrons to make access to its content as easy as possible. Furthermore, CEEOL allows publishers to reach new audiences and promote the scientific achievements of the Eastern European scientific community to a broader readership. Un-affiliated scholars have the possibility to access the repository by creating their personal user account

Contact Us

Central and Eastern European Online Library GmbH
Basaltstrasse 9
60487 Frankfurt am Main
Germany
Amtsgericht Frankfurt am Main HRB 53679
VAT number: DE300273105
Phone: +49 (0)69-20026820
Fax: +49 (0)69-20026819
Email: info@ceeol.com

Connect with CEEOL

  • Join our Facebook page
  • Follow us on Twitter
CEEOL Logo Footer
2022 © CEEOL. ALL Rights Reserved. Privacy Policy | Terms & Conditions of use
ICB - InterConsult Bulgaria core ver.2.0.0809

Login CEEOL

{{forgottenPasswordMessage.Message}}

Enter your Username (Email) below.

Shibbolet Login

Shibboleth authentication is only available to registered institutions.

Please note that there is a planned full infrastructure maintenance and database upgrade of the CEEOL repository.
The Shibboleth login functionality is temporarily unavailable.
We apologize in advance for the inconvenience and thank you for your kind understanding.