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A Month in the Life of a Teacher. Home and School as the Place of Everyday Experiences of Teachers in Midlife Transition Period

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A Month in the Life of a Teacher. Home and School as the Place of Everyday Experiences of Teachers in Midlife Transition Period

Author(s): Jiří Prokop,Joanna M. Łukasik / Language(s): English / Issue: 3/2015

In this paper we present in what way the teachers that are in the turn of mid-life exist in the space of your own home (here household responsibilities, relationships with children, with the husband, etc.) and as functioning it is being transferred to their career, the commitment to it and relationships with students and teachers.

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A world locked in simplistic oppositions. The interpretive statements of lower secondary school students

Author(s): Grażyna B. Tomaszewska / Language(s): English / Issue: 2/2017

This article considers the consequences of rejecting axiological ambiguity in the sphere of human experiences and reflection, as observed in statements made by lower secondary school children as part of a study Teaching language and literature in secondary school in light of the new core curriculum. The negative consequences are indicated of interpreting the world as one locked in the values of extreme opposition, based on an analysis of students’ interpretations of Balladyna by Juliusz Słowacki and Memoir of the Warsaw Uprising by Miron Białoszewski. The risks may include alienating the student from reality, as well as the reformulation of values into a set of anti-values, which excludes the possibility of reaching interpersonal agreement. Constructing a personal axiological system on this basis can occur only at the cost of discrediting the values of others, who are denied the right to have them from the outset. In such a world, there is no place for dialogue about values differing from those already held.

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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

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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Adaptacja dziecka trzyletniego do środowiska przedszkolnego

Author(s): Anna Izabela Brzezińska,Magdalena Czub,Natalia Ożadowicz / Language(s): Polish / Issue: 4/2012

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.

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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

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Alicja w krainie nierówności. Recenzja książki Alicji Zawistowskiej: Horyzontalne nierówności edukacyjne we współczesnej Polsce. Warszawa: Wydawnictwo Naukowe Scholar 2012, stron 229

Author(s): Zbigniew Sawiński / Language(s): Polish / Issue: 1/2013

The author starts with a review of theories of educational inequality formulated during the last half-century. This review is complete and up to date and is therefore a useful resource for researchers and educational policy makers. For the purpose of analysis of empirical data the author has chosen a horizontal approach which examines factors influencing choice between available educational paths. The analyses presented in the book include (a) the impact of social background on middle school choice decisions (whether public or private), (b) determining factors for secondary school choice after completing middle school and (c) choice of university and field of study at tertiary level. Although the findings presented are fragmentary and do not provide a picture of the whole system, the book convincingly supports the benefits of a horizontal approach to understanding and explaining educational inequality in Poland. These shortcomings result from the weakness of the available data which were collected in studies following different methodological perspectives in some cases restricted to local communities. Despite these limitations, the book is a valuable summary of current knowledge about horizontal inequalities in Poland and at the same time identifies areas which require further research.

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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

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.

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An existential-ontological approach to education with special attention paid to language education

Author(s): Agnieszka Rumianowska / Language(s): English / Issue: 1/2019

The article discusses the ontological foundations of language education with special attention paid to the essence of language in human existence. After briefly defining what existential philosophy means, the following issues are considered in detail: the concept of existence, being authentic or inauthentic, the problem of choice, ambiguity, curiosity and idle talk as opposed to critical, reflective thinking and finding one’s own voice. In the further part of the article, pedagogical implications arising from the ontological assumptions concerning human existence and language are presented. The guiding idea of the article is the assumption that ignoring fundamental ontological issues in the process of language education deepens the pervasive feeling of emptiness and meaningless of existence and reduces thinking about education to instrumental and pragmatic issues associated with obtaining qualifications and developing language skills.

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Analiza efektów zastosowania pakietu edukacyjnego „Gramy w piktogramy”

Author(s): Mirosław Dąbrowski,Bartosz Kondratek / Language(s): Polish / Issue: 3/2015

The article presents the analysis of data gathered to assess the package “We play 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-randomized 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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Analiza sekwencji aktywności edukacyjno-zawodowych na przykładzie danych pochodzących z wywiadów biograficznych

Author(s): Mateusz Pawłowski / Language(s): Polish / Issue: 1/2016

Most widely used information on changing trends in the supply and demand for labour is provided through cross-sectional research. However, in spite of the fact that cross-sectional data (e.g. the Labour Force Survey conducted by Eurostat) describes the working, unemployed and economically inactive population in great detail, it is still not sufficient to quantify the influence of individual choices on life cycle trajectories. The main purpose of this article is to elaborate on the concept of trajectories in social sciences using empirical evidence and utilise this theory in order to describe the life cycle of two age groups with reference to educational and professional activities. To the author’s best knowledge, this work is one of the first applications of sequence analysis using data collected in Poland from The determinants of educational decisions panel study. The paper focuses mainly on presenting the research method, and to a lesser extent on the results. Two age groups were selected for the analyses: 35- and 65-year-old respondents. In both age groups, a segment of respondents with long and stable periods of economic inactivity was identified. Using a logistic regression model, the probability rate of belonging to the segment of lengthy inactivity was calculated. For both age groups there was a strong (negative) effect of education, which reduced the chances of intensive inactivity. Gender, as a separate factor, was not statistically significant in either group. The 35-year olds who did not attend kindergarten and women in low and semi-skilled professions (belonging to the 6th and higher ISCO88 occupational groups) were characterised by a significantly higher risk of becoming inactive.

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Application of composite indicators and nonparametric methods to evaluate and improve the efficiency of the technical universities

Author(s): Andrzej Szuwarzyński,Bartosz Julkowski / Language(s): English / Issue: 6/2014

Publicly funded universities, like commercial organizations are obliged to ensure their efficiency This article presents a model to measure and assess the relative efficiency of technical universities. The analysis was performed using publically available data from 2011 for 18 universities using the Composite indicators method and the SBM Data Envelopment Analysis model. Fourteen indicators for efficiency were defined in the five areas of the university performance: research, teaching, scientific staff development, quality of teaching processes and public funding. inefficient units were identified, based on their calculated efficiency scores and the directions for change to allow them to reach greater efficiency were suggested. Methods used to assess efficiency allowed the combined effect of all relevant factors to be taken into account which described the basic operations of the university.

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Aspiracje edukacyjne rodziców w stosunku do własnych dzieci

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

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.

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Aspiracje zawodowe rodziców wobec synów i córek

Author(s): Waldemar Kozłowski,Ewa Matczak / Language(s): Polish / Issue: 3/2016

The article presents the career aspirations of parents of primary school students in relation to their children. In years 2011 and 2014 twice was examined the same sample (of approximately 5000 parents). Aspirations of parents are concen- trated mainly in professions requiring higher education and training, and they are very stable. There is a clear division in the professions of „female” and „male” types. Parental aspirations have not noted the impact of change manners, and situation in the labour market. The research results are discussed on the background of the results of similar studies conducted in recent years.

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Assessment of instrumental music performance: definitions, criteria, measurement

Author(s): Zofia Mazur,Mariola Łaguna / Language(s): English / Issue: 5/2017

The concept of music performance achievement or musical achievement is variably understood and operationalised in different ways in research. Assessing the level of instrumental music performance is a complex task, requiring the assessment of many aspects of music performance. The aim of this article is to analyse (a) the ways achievement in music performance is understood, (b) factors affecting the assessment of instrumental music performance, and (c) tools used to measure such achievements. We describe the distinctions made in terms of the level of music expertise attained and the quality of the performance. We also present factors considered when assessing performance achievement: types of musical performance tasks, choice of repertoire, assessment criteria, such as the overall impression of the performance, technical ability, expressive components, and the basic parameters of the quality of the performance. Finally, we discuss available assessment tools, indicating their limitations.

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Attitudes of Polish teachers: an attempt to typify

Author(s): Jan Herczyński,Paweł Strawiński / Language(s): English / Issue: 6/2014

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.

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Blisko tekstu – lektura krytyczna, dydaktyka uniwersytecka a teorie kulturowe

Author(s): Tomasz Cieślak-Sokołowski / Language(s): Polish / Issue: 2/2012

The article poses a question regarding the space for interpretation of poetry, especially facing the challenge of contemporary literature teaching. The author is highly influenced by Marjorie Perloff’s remarks and tries to reconstruct the principles which would make it possible to read a poem closely. In the final part of the article the author considers two methods for stimulation of close reading in the particular light of New Media developments.

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Budżet zadaniowy edukacji. Doświadczenia międzynarodowe

Author(s): Marta Rucińska,Mateusz Pawłowski / Language(s): Polish / Issue: 3/2013

There has been debate on progress away from the traditional, line-based budget to new means of budgeting for a few decades. Most ideas based around “performance-based budgeting” according to the literature are reviewed in this paper. Education, as well as public finance, comes under public and political scrutiny that has an impact on the structure of performance budgeting in Poland. We present a wide array of issues concerning performance-based budgeting in Poland and abroad. The set of indicators used in Polish performance budgeting suggests that they have a distinctive qualitative character. It seems that they are not the product of ideological thought from any particular social or political group. International evidence reveals that while performance budgets are aimed at tackling problems identified by particular interest groups, in Poland, indicators monitor quality of public services, using data presently available.

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Cechy społeczno-ekonomiczne rodziny a ponoszenie wydatków na prywatne dobra i usługi edukacyjne

Author(s): Magdalena Rokicka,Urszula Sztanderska / Language(s): Polish / Issue: 1/2013

According to theory, educational goods and services have an important impact on a child’s human capital. Although the majority of educational services in Poland are delivered within a public education system, various educational costs are borne by parents. This paper looks at the socio-economic determinants of private spending on education, including fees, private tutoring and courses, educational goods and materials, and the internet. The analysis was performed using the Polish Household Budget Survey for 2009 and 2010. Results from a logit regression suggest that disposable household income per capita and parental level of education, especially mother’s level of education have the greatest impact on spending on educational goods and services. This was true for all analysed categories of expenditure. Regional disparities and community size were an important factor especially with regards to spending on private tutoring and additional courses.

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Changes in educational inequalities in Poland. Comments on Zbigniew Sawiński’s article “Education reform and inequality: fifteen years of new lower secondary schools in Poland”

Author(s): Michał Sitek / Language(s): English / Issue: 2/2017

In his text published in Edukacja, 141(2), 2017 („Education reform and inequality: fifteen years of new lower secondary schools in Poland”), Zbigniew Sawiński analyses data from the 2000 to 2012 editions of the OECD PISA study and argues that lower secondary school reform has not reduced educational inequalities in Poland. The importance of students’ social origin remained at the same level as before the reform, the impact of social origin on the choice of type of secondary school remained the same, and an increasing differentiation of lower secondary schools did not lead to an increase in educational inequalities. I present methodological arguments and the results of a re-analysis of PISA data, indicating changes in wider educational inequalities. Between 2000 and 2012: (a) the strength of association in the performance of 15-year-olds with the socio-economic status of students’ families did not change, but (b) the variation of results decreased, which was mainly due to the improved performance of the lowest performing students; (c) the differences between students of high and low socio-economic status decreased; (d) the influence of social origin on the choice of the type of upper secondary school decreased. The effects of socio-economic status on upper secondary school choice is largely direct: it is not mediated by the educational achievements of students. The commentary also highlights the complexity of lower secondary school reform, which was not limited to the introduction of such schools. I indicate the role of factors that make it difficult to interpret the results of the reform in causal terms – particularly the role of unobserved variables related to the changes in the learning environments of subsequent cohorts of students.

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Cheating in Higher Education: Between Habit, Resourcefulness and Pressure to Help

Author(s): Beata Bielska,Mateusz Rutkowski / Language(s): English / Issue: 1/2020

The article analyses the phenomenon of cheating among Polish students. It is based on a research study using a survey conducted in 2019 at one of Poland’s universities. The study results confirm the findings of other researchers concerning the universality of cheating. The issues of interest include the learned breaking of the “do not cheat” norm that is reinforced at subsequent stages of education, the effectiveness of cheating as an educational strategy and the norm of friendship which could incline a person to help.

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