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Wykorzystanie technologii informacyjno-komunikacyjnych w gimnazjach

Author(s): Malgorzata Klobuszewska,Magdalena Rokicka / Language(s): Polish / Issue: 2/2016

The school infrastructure in Poland, especially related to use of information and communication technologies (ICT) constantly improves, however the question remains whether this improved access translates into more frequent use of interactive whiteboards (IWB) at schools? The aim of this paper is to analyse the school and teachers’ characteristics related to the frequency of IWB use in school. The growing popularity of this device, as well as the large possibility of its application led us to reflect on whether there is a variation in the use of this equipment among lower secondary schools in nine studied counties and what the main drivers of the IWB usage are. The use of IWB is analysed from the students’ perspective, based on data collected in the project A study on the economic determinants for objectives and guidelines on allocation of private and public education spending in Poland (BECKER) with additional use of data from Education Information System and Local Data Bank. Results of our analysis indicate that frequency of interactive whiteboards usage is related to the size and quality of ICT infrastructure in school. We also find that teachers’ characteristics and the incentive system in school play an important role in explaining the use of ICT at classroom, additionally these characteristics explain part of the between school variation in use of ICT in studied counties.

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Wykorzystanie wskaźników złożonych i metod nieparametrycznych do oceny i poprawy efektywności funkcjonowania wyższych uczelni technicznych

Author(s): Andrzej Szuwarzynski,Bartosz Julkowski / Language(s): Polish / Issue: 3/2014

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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Wykształcenie zawodowe, elastyczne zatrudnienie a podnoszenie swoich kwalifikacji

Author(s): Iga Magda / Language(s): Polish / Issue: 1/2016

This paper investigates workers who obtained vocational education for the link between job flexibility and lifelong learning. Using data from the Determinants of Educational Decisions – Household Panel Survey carried out in Poland in 2013–2014, various non-standard contractual arrangements were analysed, including temporary and part time jobs, as well as various types of work contract. It was shown that for workers with vocational skills, the relationship between flexibility of job arrangements and training was complex. It varied depending not only on the type of job contract, but also on a worker’s age and gender. Types of workers who benefitted the most from flexible job arrangements with regard to educational activities were identified.

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Wymiary postaw wobec historii

Author(s): Ludmila Rycielska,Piotr Rycielski / Language(s): Polish / Issue: 4/2016

The attitudes towards history scale (Malicki et al., 2016) was developed according to Szpociński’s (2006) „memory of the past” typology and based on three dimensions of historical experience. The nine theoretically predicted types of attitude towards history could not be confirmed empirically. Exploratory factor analysis (EFA) yielded four dimensions, which were confirmed in their definition using other, well described tools for measuring different dimensions of collective memory. In place of a nine dimensional scale, a four dimensional „social memory” scale was proposed for attitudes on: family history; local history; and history as a school subject or history classes; together with collective shame (collective attitude to own group members transgressing national cohesion norms). In the next step, the relationships were investigated between students (N = 3744) and gender, NUTS population size, school grades in history, type of school, parental education and attitudes towards faith and religious practices. The results of the analysis and their discussion form the basis for recommendations in the application of the proposed scale in future empirical studies.

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Wyniki egzaminu gimnazjalnego 2002–2010 na wspólnej skali

Author(s): Hanryk Szaleniec,Magdalena Grudniewska,Bartosz Kondratek,Filip Kulon,Artur Pokropek / Language(s): Polish / Issue: 3/2012

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

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Zaangażowanie rodziców a osiągnięcia szkolne uczniów

Author(s): Waldemar Kozlowski / Language(s): Polish / Issue: 2/2013

school education; school achievement; parents; studentsActivity of parents as a determinant of educational achievement of students is considered in two ways: as an engagement in the learning process of the child and as a contact with the school. This paper is intended to signal the selected issues related to re-search of this problems. It is based mainly on American works in which these issues are widely and thoroughly analyzed. Article consists of two parts; the first shows the issues related to defining and identifying the components of engagement, the second discusses research on the relationships between parents involvement and pupils’ achievements.

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Zaangażowanie w czytanie a osiągnięcia szkolne gimnazjalistów

Author(s): Zofia Zasacka,Krzysztof Bulkowski / Language(s): Polish / Issue: 4/2015

The article focuses on the value of reading and the enjoyment of this activity by pupils of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of pupils’ families. The aim of the analysis is to find out if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of national surveys on reading among pupils of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009.

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Zagrożenie stereotypem, bezradność intelektualna a oceny szkolne dziewcząt z matematyki

Author(s): Sylwia Bedynska,Piotr Rycielski / Language(s): Polish / Issue: 1/2016

Stereotype threat is a situational phenomenon that arises during ability testing, when a negative stereotype about in-group ability is activated. This leads to stereotypical content assimilation and impairs task performance. The present study investigated the relation of stereotype threat experienced during mathematics lessons and mathematics achievement, as measured by school grades. Further, review of the literature about similarities between discrimination and learned helplessness indicated that learned helplessness acted as an important mediator between stereotype threat and school achievement. The results confirmed that learned helplessness mediated the relation between stereotype threat experience and mathematical achievement.

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Zajęcia edukacyjne towarzyszące wystawie a odbiór sztuki współczesnej przez dzieci przedszkolne i wczesnoszkolne

Author(s): Magdalena Szubielska,Marzena Wójtowicz,Anna Szymanska,Marta Ratomska,Agata Sztorc / Language(s): Polish / Issue: 2/2018

Praca dotyczy wpływu udziału w zajęciach edukacyjnych prowadzonych w galerii sztuki na ocenę estetyczną sztuki współczesnej przez dzieci 4–9-letnie. Celem badania było sprawdzenie, czy udział w zajęciach wpływa na podobanie się dzieciom figuratywnej sztuki współczesnej oraz powoduje wzrost pozytywnych emocji doświadczanych w konfrontacji z dziełami. Sprawdzano też, czy różne rodzaje zajęć (oprowadzanie kuratorskie, oprowadzanie uzupełnione o zajęcia plastyczne) oraz zmienne demograficzne wpływają na ocenę estetyczną. Zaobserwowano pozytywny wpływ udziału w oprowadzaniu kuratorskim na preferencję estetyczną sztuki. Zajęcia edukacyjne natomiast nie wpływały na odczuwane emocje. Prace podobały się bardziej dzieciom szkolnym niż przedszkolnym, za co były odpowiedzialne różnice uzyskane w grupach, które nie uczestniczyły w zajęciach edukacyjnych. Preferencje estetyczne dziewczynek i chłopców różniły się.

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Zapobieganie wykluczeniu rówieśniczemu w gimnazjum

Author(s): Malgorzata Wójcik,Anna Helka,Beata Kozak,Marta Blonska,Anna Garbarciuk,Malgorzata Malczak / Language(s): Polish / Issue: 3/2015

The article presents three stages of a social innovation project aiming to create and implement intervention suitable to mitigate peer group exclusion during lower-secondary school transition. Reports and research conducted in schools emphasise the significance and adverse consequences of peer exclusion which rapidly arises during middle school. The first stage of the project consisted of qualitative research conducted in groups of lower-secondary school pupils and teachers. The results highlight the influence of emotional climate in school on pupil wellbeing and the types of pupils most often subjected to exclusion and victimisation. They also indicated that although pupils were aware of the behavioural consequences of exclusion, they tended to underestimate the outcome of their own behaviour in this respect. Foundations for social innovation are presented along with the results of an initial evaluation determining effectiveness.

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Zaufanie społeczeństwa do edukacji w Polsce i w krajach europejskich

Author(s): Zbigniew Sawinski / Language(s): Polish / Issue: 2/2013

Social trust in education is at least partly rooted in the legitimacy of the principal institutions which organise the social order, such as the political system, democracy and economy. Easton formulated the theoretical justification for this hypothesis in the 1960s, while empirical confirmation was delayed until the first decade of this century, when the data was collected in the European Social Survey. The results of ESS confirmed the hypothesis that trust in education is influenced by the legitimacy of the more fundamental state institutions but the mechanisms of this effect vary across Europe. In countries where schools are autonomous and control over them is located at community level, trust in education becomes independent from social support for the state. However, in countries where education is considered to be a government agency, strongly shaped by political goals, people tend to evaluate education together with other state institutions. The ESS data also provide insight into factors determining trust in education at the level of the individual. Surprisingly, the lowest degree of trust was shown by the upper classes, including the educated, whom the education system had benefited most. This is not conducive to the involvement of such people in countries that are building their educational resources.

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Zdolność uczenia się uczniów kończących I i II etap edukacji

Author(s): Ewa Maria Filipiak / Language(s): Polish / Issue: 1/2015

The aim of the study described was to diagnose learning abilities of children completing the first and second stages of education. The following research questions were refined: What are the characteristics of primary school pupil learning ability: (a) in the field of operations specified by J. P. Guilford: cognition, memory, evaluation, convergent and divergent production?; (b) in terms of special abilities determining effective learning: reading ability, mathematics ability, writing abilities, creativity?; and: Are individual differences in learning ability of children significantly associated with gender and age? The SOI-Learning Abilities Test invented by Mary and Robert Meeker was applied to 195 children, who had completed the first and second stages of education. The results showed individual differences in learning ability, which were significantly associated with gender and age. In each age group girls achieved significantly better results. Children finishing the second stage of education scored markedly lower than those finishing the first stage. Results from the 6 grade revealed that resource potential and capabilities, identified as learning abilities in third grade pupils had been lost. Further studies are needed to determine whether school offers learning conditions incompatible with developmental specificity and mechanisms for learning ability, or whether other sources should be investigated to confirm these findings.

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Zdrowie jako cel wychowania fizycznego – między teorią a praktyką szkolną

Author(s): Pawel F. Nowak,Cezary Kusnierz / Language(s): Polish / Issue: 4/2014

Assessment of physical education teachers’ approaches to health aspects of physical education lessons was the aim of the study in the context of objectives for new regulations in education – taking a leading role in health education. 1544 secondary school leavers and 444 teachers of physical education, were investigated. The method chosen for this research was diagnostic survey, a survey technique using questionnaires created by the European Association for Physical Education and the author. Examined teachers ranked the importance of the healthy aspects of physical education, a healthy life style and health in the hierarchy of the objectives of physical education. Approximately 40% of pupils reported that teachers were not a source of knowledge about health – as many as 15,4% of school-girls and 19,4% of school-boys claimed they had not encountered discussion of health during physical education. Teachers of this subject are not role models for healthy life styles according to 32% of school-girls and almost 40% of school-boys. It seems appropriate to revise universities’ training courses for future teachers of physical education. Competence in promoting health and health education should be prioritized for this group. Improving methods and organizing activities for the propagation of health information – increasing the weight of academic training as applied to physical education, seems to be especially important.

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Zewnętrzny egzamin gimnazjalny: co umożliwia, a co ogranicza

Author(s): Lidia Pawlusinska / Language(s): Polish / Issue: 3/2012

The article focuses on the role and importance of external examinations in our school system. The starting point for research presented in the paper are expected alterations which should have occurred after the introduction of external examinations and bringing the next stage of education secondary school into being. The main research problem was to determine the positive and negative influence of external examinations system on the educational process and assessment in secondary school. The most important was to determine the dimension of external examinations influences on school assessment system and question, how they would affect the cognitive realm and the personality of students. Inappropriate use of external examinations system may cause irreversible (not always beneficial) changes in students graduating from those schools.

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Zmiany w nierównościach edukacyjnych w Polsce. Uwagi polemiczne do tekstu Zbigniewa Sawińskiego „Gimnazja wobec nierówności społecznych"

Author(s): Michal Sitek / Language(s): Polish / Issue: 2/2016

In his text published in EDUKACJA ("Polish lower secondary schools in the face of social inequalities" Edukacja, 135(4), 2015), Zbigniew Sawiński argues that based on the analyses of data from the 2000 to 2012 editions of the OECD PISA study, lower secondary school reform has not reduced educational inequalities in Polish education. 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 di erentiation of lower secondary schools did not lead to an increase in educational inequalities. The article presents 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 in uence 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. e polemic also highlights the complexity of the so-called lower secondary school reform, which was not only limited to the introduction of such schools. The role of other factors is indicated, which makes it di cult to analyse the results of lower secondary school reform in terms of cause and effect – particularly the role of unobserved variables in the PISA study on changes in the learning environment of subsequent cohorts of study participants.

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Znaczenie kultury i klimatu szkoły dla wyników nauczania oraz spostrzeganego przez nauczycieli nasilenia zachowań problemowych wśród uczniów

Author(s): Krzysztof Bobrowski,Agnieszka Pisarska,Krzysztof Ostaszewski,Katarzyna Okulicz-Kozaryn / Language(s): Polish / Issue: 4/2012

The aim of this study was to reveal the relationships between the teachers’ perception of various school climate/culture aspects and school academic achievement and perceived intensification of problem behaviour among young people. The anonymous survey was conducted among teachers (n = 140) from four Warsaw lower secondary schools. The study included various aspects of school climate and culture: perceived social relationships at school, the characteristic of the educational process, educational ideologies among teachers, and sense of workload. Teachers’ perception of intensification of youth problem behaviour was directly related to three factors: results-oriented teaching, acceptance of the romantic educational ideology and the negative relations between students. The higher school academic achievement was related to the length of teachers’ career, perceived students’ commitment to learning and low teachers’ sense of workload. Moreover, it turned out that the male teachers, compared to female teachers, perceived school climate as a more favourable.

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

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

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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Znaczenie wstydu w procesie wychowania

Author(s): Tomasz Czub / Language(s): Polish / Issue: 1/2014

Paper presents an analysis of the mechanisms underlying the processes of education on the basis of current knowledge about the shame. Shame plays an important role in acquiring the ability to build social relationships based on acceptance and is a factor involved in formation of self-image. It is, therefore, one of the important factors influencing the effectiveness of education. Conceptualizing the education as a conscious and deliberate pedagogical activity aiming to achieve relatively stable effects in pupil’s personality, an analysis of this process through the lens of shame can be important for the everyday practice. The following article is a proposal to use the concept of shame for the planning of educational actions, for analyzing its effectiveness and for interpretation of children’s behavior in order to increase the effectiveness of actions taken. It is also a source of information for educators indicating practices supporting adequate socialization and creating positive self-esteem.

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Zrównanie ekwicentylowe na tle innych metod zrównywania na przykładzie sprawdzianu i egzaminu gimnazjalnego

Author(s): Tymoteusz Wolodzko,Bartosz Kondratek,Hanryk Szaleniec / Language(s): Polish / Issue: 3/2014

The results of equating three exams are presented: (a) primary school exam, (b) lower secondary school mathematics and science exam and (c) the lower secondary school humanities exam from 2002 to 2012 in a study conducted by the Educational Research Institute. During survey session conducted from 2011 to 2014 students from a representative sample of Polish schools took tests containing real items from primary and lower secondary school exams in conditions intended to mirror real exams. The data were used to estimate the equating functions used for real exam scores. Equipercentile equating, linear equating and item response theory based equating methods gave comparable results. The results were discussed in the context of planning for the equating of tests.

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Zrównywanie wyników testowania. Definicje i przykłady zastosowania

Author(s): Artur Pokropek,Bartosz Kondratek / Language(s): Polish / Issue: 4/2012

Long established testing systems as well as most modern testing systems employ mechanisms to allow equating of scores from different testing sessions in order to control for differences in test difficulty. This article introduces a detailed definition of the term test equating together with an overview of main equating designs. In order to illustrate the basic trends in applying the methodology of test equating, 11 testing systems from around the world that use equating are presented. Each test is briefly described with special attention paid to the mechanisms for equating that are employed. The testing systems overview is divided into three sections depending on the test system characteristics, high stakes examination systems (SAT, ACT, PET, SweSAT), international evaluation studies (TIMMS, PIRLS, PISA) and national evaluation studies (NAEP, EQAO, NAPLAN, NABC).

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