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Search results for: 0239-6858 in Content

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Ucieczka od matematyki. Rekonstrukcja procesu w kontekście społecznego wizerunku przedmiotu

Ucieczka od matematyki. Rekonstrukcja procesu w kontekście społecznego wizerunku przedmiotu

Author(s): Anna Baczko-Dombi / Language(s): Polish / Issue: 1/2017

Mathematics, as no other school subject, evokes conflicting emotions and contradictory attitudes – from “the gate to a career” and “the queen of sciences” 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 are abandoning mathematics at quite early levels of education and beginning 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’ perception of this subject, using the results of two studies – qualitative and quantitative.

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Umiejętności gimnazjalistów w zakresie odbioru tekstów

Umiejętności gimnazjalistów w zakresie odbioru tekstów

Author(s): Agnieszka Rypel / Language(s): Polish / Issue: 2/2016

The aim of the article is to point out deficiencies in teaching reading in lower secondary schools inferred from results of the achievement test administered in 60 random schools from six voivodships. The analysis of the results rests on the assumption that reading is composed of several linguistic, psychological and cultural operations. The article is focused on the acquisition of vocabulary and the impact of linguistic and genetic awareness on the perception of written texts. The development of these components is particularly important in the era of orality and visuality domination.

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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

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

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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Using various representations in the process of solving mathematical problems

Using various representations in the process of solving mathematical problems

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

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

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Ustrojowe modele gimnazjum

Ustrojowe modele gimnazjum

Author(s): Jan Herczyński,Aneta Sobotka / Language(s): Polish / Issue: 4/2015

In 1999, as a result of education system reform, a new type of lower secondary school, called “gymnasium”, was introduced in Poland. The main objective of introduction of gymnasium was to equalize education opportunities to rural youth, improve the level of education and extend general education by one year. The reformers foresaw gymnasiums as an independent school, located in new, well-equipped buildings, or as schools functioning alongside existing secondary schools. After 16 years of operation, four institutional models of gymnasium evolved: independent gymnasium, gymnasium together with a primary school with either the same or more narrow catchment area, and gymnasium together with upper secondary school. The article investigates differences in the organizational characteristics for each model of gymnasium, educational outcomes from different types of school, and their spatial distribution.

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Wartość prognostyczna wyników rekrutacyjnych dla powodzenia w studiowaniu

Wartość prognostyczna wyników rekrutacyjnych dla powodzenia w studiowaniu

Author(s): Tomasz Zając / Language(s): Polish / Issue: 1/2016

Since 2005, the results of the Matura exam have been the primary criterion for evaluation of applicants for admission to first cycle studies at university. However, as yet, the exam has not so far been assessed as an indicator for academic success. The main purpose of this paper was to evaluate the predictive validity of admission points, which are a function of the results of the Matura exam. The study is based on administrative data exported from administrative registers of the University of Warsaw. For the vast majority of degree courses, there was virtually no correlation between admission points and academic success. From this it can be inferred at least, that at the University of Warsaw, admission points based on the Matura exam are not a good indicator for future academic success.

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Wczesna edukacja medialna w rodzinie. Uwarunkowania rodzicielskich form mediacji korzystania z mediów

Wczesna edukacja medialna w rodzinie. Uwarunkowania rodzicielskich form mediacji korzystania z mediów

Author(s): Anna Kołodziejczyk / Language(s): Polish / Issue: 3/2013

Article discusses the problem of the parental informal educational role in the use of media by young children. The aim of the research was to identify the determinants for active and passive media mediation. Based on interviews with parents of 313 children aged from six months to six years and six months, it was found that during this period the frequency of active mediation increases. Active mediation depends on the size of the family in which a child is growing up. Parents’ belief about positive media effects promotes viewing together with children. The frequency of passive media mediation is lower, the more family screen-media are a regular part of the child’s environment. Active and passive media mediation are more frequently applied by parents that are more aware of potential negative media effects.

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Wczesnodziecięce style przywiązania do opiekuna a osiągnięcia szkolne i funkcjonowanie społeczne uczniów

Wczesnodziecięce style przywiązania do opiekuna a osiągnięcia szkolne i funkcjonowanie społeczne uczniów

Author(s): Anna Nowotnik / Language(s): Polish / Issue: 2/2014

The paper presents attachment theory as applied to the psychology of education. It is aimed to show the potential of attachment theory to anticipate and explain phenomena associated with social functioning and achievement at school. The author puts forward a thesis for two paths by which attachment quality would impact on school achievement. The indirect path is in the relationship between quality of attachment and the development of cognitive processes, while the direct path follows the impact of attachment style on the quality of a child’s relationships with teachers and peers. This in turn influences level of educational attainment.

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

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

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

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

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Who wants to go to school? Lessons from reforming (back and forth) the school entry age in Poland

Who wants to go to school? Lessons from reforming (back and forth) the school entry age in Poland

Author(s): Mikołaj Herbst / Language(s): English / Issue: 2/2017

The goal of this paper – set in the context of the reform to lower the school starting age in Poland – is to investigate the determinants of parental decisions to enrol their six-year-old children in the 1st grade versus leaving them in preschool or preparatory class. It was found that starting school before the compulsory term occurs primarily in response to objective symptoms of a child’s readiness for school, but there is also some evidence for a deliberate investment in education by parents with a higher socio-economic status. Finally, early enrolment may also be driven by a cost-reducing strategy. The discussion highlights the possible reasons for the political failure of school age reform, which was recently cancelled after having been gradually introduced for six years.

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Wiek rozpoczęcia nauki w szkole podstawowej a poziom rozwoju mowy pisanej u uczniów klas 1–3: analiza porównawcza

Wiek rozpoczęcia nauki w szkole podstawowej a poziom rozwoju mowy pisanej u uczniów klas 1–3: analiza porównawcza

Author(s): Sławomir Jabłoński,Paweł Kleka / Language(s): Polish / Issue: 1/2015

The paper describes school readiness in grades 1–3, according to initial entry age to school. Authors approach contemporary understanding of literacy development from the angle of Vygotsky’s view on cultural-historical psychology. From this perspective reading and writing are seen as two manifestations of a single higher mental function – written speech. During the initial stages of school these skills can be regarded as main indicators for the interactional aspect of school readiness. 314 pupils from grades 1–3 were tested to identify differences between those starting school aged 6- and as 7-year-olds. The Literacy Assessment Battery and Coloured Raven’s Progressive Matrices were the instruments chosen. Results showed no differences in level of written speech between any of these groups. A plausible explanation for this similarity may be found in higher levels of fluid intelligence and from parents’ education. This suggests that Polish children starting school at 6 years of age before 2015 were recruited from an elite group.

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Wiek startu szkolnego a osiągnięcia w nauce w okresie wczesnoszkolnym

Wiek startu szkolnego a osiągnięcia w nauce w okresie wczesnoszkolnym

Author(s): Krzysztof Konarzewski / Language(s): Polish / Issue: 4/2013

The study investigated the relationships between school achievement and pupil age at entry into first grade and age relative to the class. Data from 101 519 grade 4 pupils were selected from TIMSS 2011 achievement data in mathematics and science, collected from national samples of 25 European countries. Hierarchical regression analysis showed that the effect of class relative age was greater than the effect of grade relative age and it was significantly higher in younger than older classes. Average achievement (especially in science) was better in older classes.

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Wiele zawodów – jedna waga? O zróżnicowaniu kosztów kształcenia zawodowego

Wiele zawodów – jedna waga? O zróżnicowaniu kosztów kształcenia zawodowego

Author(s): Jędrzej Stasiowski,Małgorzata Kłobuszewska / Language(s): Polish / Issue: 1/2016

W artykule podjęto problematykę publicznego finansowania edukacji zawodowej w Polsce. Na podstawie danych pochodzących z Systemu Informacji Oświatowej z 2012 r. przeanalizowano wydatki bieżące na ucznia w zasadniczych szkołach zawodowych i technikach. Wyniki analiz stawiają pod znakiem zapytania efektywność algorytmu finansowania szkół kształcących zawodowo w Polsce, który nie różnicuje wysokości subwencji w zależności od oferty nauczanych zawodów oraz sposobu organizacji praktycznej nauki zawodu. Może to mieć niebagatelne znaczenie w przypadku mniej zamożnych organów prowadzących szkoły. Jak wynika z analiz, wydatki bieżące na ucznia są zróżnicowane w zależności od obszaru kształcenia zawodowego. Istnieją istotne różnice w poziomie wydatków szkół kształcących w obszarze rolniczo-leśnym z ochroną środowiska w stosunku do szkół kształcących w mniej kosztownych zawodach z obszaru ekonomiczno-administracyjnego. Ponadto szkoły, które kształcą młodych pracowników oraz organizują praktyczną naukę zawodu poza placówką, np. w centrach kształcenia praktycznego, ponoszą istotnie niższe wydatki na ucznia niż pozostałe. Analizy ukazały również odmienne realia finansowania kształcenia zawodowego przez miasta na prawach powiatu i uboższe powiaty ziemskie. Zróżnicowanie wydatków jest wyraźniejsze w przypadku miast, które posiadają zasoby finansowe pozwalające na swobodniejsze kształtowanie wydatków w zależności od specyficznych potrzeb szkół kształcących w różnych zawodach. Oznacza to, że wydatki na kształcenie zawodowe bogatszych samorządów mogą stanowić lepsze przybliżenie realnych kosztów kształcenia w zależności od zawodu. *** Public finance for vocational education in Poland (using an algorithm for the educational subsidy and its „vocational weight”) does not differentiate between costs of training for different types of occupation. The authors, using data from the Educational Information System (2012), analysed current expenditure per student attending vocational education – at technical upper secondary and basic vocational schools. This analysis questions the effectiveness of the finance formula for vocational schools in Poland, which does not differentiate allocation of subsidy between types of vocational training and organization of practical training at school. Findings indicated that current expenditure per student differed between types of training. For example, there were considerable differences in specialized school spending on training, leading to agricultural, forestry and environmental protection related professions, compared to schools training for economic or administrative occupations. Moreover, schools that educate adolescent workers and organize practical training outside school – e.g., the CKP (center for practical training) – have significantly lower expenditure per student. Analysis highlighted differences in the finance of vocational education between different types of local government – urban districts (town-poviats) and poorer districts (poviats). Variation was more pronounced in cities, which are generally richer and more flexible in their budgeting for schools according to specific needs. It can be inferred that expenditure of richer authorities on vocational training should describe a better approximation of the real costs of this type of education, depending on target occupation.

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Wpływ kształcenia pozaformalnego na płace osób z wykształceniem wyższym

Wpływ kształcenia pozaformalnego na płace osób z wykształceniem wyższym

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

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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Wpływ zróżnicowania wieku uczniów na szacowanie gimnazjalnych wskaźników edukacyjnej wartości dodanej

Wpływ zróżnicowania wieku uczniów na szacowanie gimnazjalnych wskaźników edukacyjnej wartości dodanej

Author(s): Aleksandra Jasińska-Maciążek / Language(s): Polish / Issue: 2/2015

Research shows that there are at least four age related factors correlated with the level of school achievement and improvement: month of birth, early or delayed school entry and grade retention. Educational value added (EVA) measures are used in the evaluation of school effectiveness. They are estimated from relative increases in achievement. However, Polish EVA models do not include pupil age, which may bias the indicators calculated. The article presents findings from a study estimating the magnitude of this bias for Polish lower secondary schools over the four years (2010–2013). The results demonstrated that inclusion of pupil age only slightly changed EVA estimates. Bias caused by omission of age over recent years seemed, therefore, rather minor.

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Wskaźniki względne w badaniach losów absolwentów uczelni

Wskaźniki względne w badaniach losów absolwentów uczelni

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

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

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Wsparcie edukacyjne i specjalistyczne dla dzieci/uczniów z mutyzmem wybiórczym z perspektywy ich rodziców (na podstawie badań własnych)

Wsparcie edukacyjne i specjalistyczne dla dzieci/uczniów z mutyzmem wybiórczym z perspektywy ich rodziców (na podstawie badań własnych)

Author(s): Patrycja Janowska / Language(s): Polish / Issue: 4/2018

Selective mutism (SM) is a disorder consisting of the lack or limitation of verbal communication while maintaining speech understanding and the ability of the child to communicate with selected persons. It is usually manifested as a child’s fluent contact with people whom they trust and the lack of verbal communication in a situation or place that is uncertain for a child. This is the reason why SM most often affects students of pre-schools and primary schools. The aim of the article is to discuss the specificity of the disorder and the educational and specialised support offered to children/pupils with selective mutism. As the part of the work, tests were conducted to verify the intensity/extent to which the symptoms characteristic of SM occur. The conducted research allowed us to confirm the occurrence of symptoms representative of selective mutism.

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Wspomaganie rozwoju dzieci w wieku od 5 do 7 lat a ich gotowość do radzenia sobie z wyzwaniami szkoły

Wspomaganie rozwoju dzieci w wieku od 5 do 7 lat a ich gotowość do radzenia sobie z wyzwaniami szkoły

Author(s): Anna Izabela Brzezińska,Joanna Matejczuk,Anna Nowotnik / Language(s): Polish / Issue: 1/2012

Public discussion about lowering of school entry age has stimulated debate about child readiness to start school and school readiness to take on the youngest pupils. Child readiness was defined using categories of modern health psychology focusing on the resources within the framework of the zone of actual and proximal development rather than on child deficits. The paper stresses high diversity of first-year children’s readiness for school resulting from the varied rate and dynamics of maturation, from different experiences and quality of training in key prerequisites for school education. The aim is to identify the nature of child development during the transition from preschool to school and to provide guidance to encourage child readiness for school.

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Wspomaganie uczniów z zaburzeniami mowy, języka i komunikacji w edukacji włączającej

Wspomaganie uczniów z zaburzeniami mowy, języka i komunikacji w edukacji włączającej

Author(s): Dorota Podgórska-Jachnik / Language(s): Polish / Issue: 4/2018

Students’ speech, language and communication disorders can occur as the main or only developmental problem or they can also be linked to other special educational needs. The educational law associates the former with the need for psychological and pedagogical services resulting from language competence deficits and disorders. The latter includes other difficulties, for example, most disabilities. Compensating for speech, language and communication problems is a major challenge for the education system, especially for pre-schools and public schools implementing inclusive education programmes. They can help children and pupils with these problems mainly through individual rehabilitation and speech therapy classes. However, it is difficult to identify the individuals requiring assistance, as well as to provide detailed diagnoses and design the support. This article aims to provide more information about these issues and to outline the broader educational context for the other articles in this issue of the journal.

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Wybrane uwarunkowania zadowolenia ze szkoły rodziców dzieci uczących się w szkołach podstawowych

Wybrane uwarunkowania zadowolenia ze szkoły rodziców dzieci uczących się w szkołach podstawowych

Author(s): Radosław Kaczan,Piotr Rycielski,Olga Wasilewska / Language(s): Polish / Issue: 4/2012

The article presents the results from a questionnaire survey on the opinion of parents about pre-school and early school education conducted in 2011. This analysis focuses on school assessment by parents who have at least one child attending school. In analyses, five factors describing parental satisfaction emerged, (1) child satisfaction with school, (2) learning load (3) attractiveness of classes, (4) contact with peers, (5) special classes. Regression analyses were used to examine relations between identified factors and a general assessment of satisfaction with the care and education of the child. The strongest predictors for satisfaction with care and the child’s education are child’s satisfaction with school (factor 1) and attractiveness of classes (factor 3).

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