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Doświadczenia edukacyjne uczniów u progu II etapu edukacji

Author(s): Renata Michalak / Language(s): Polish / Issue: 1/2015

The article highlights the importance of children’s primary school experience in their transition to secondary school. Research regarding aspects of their experience is presented, mainly relevant to organization of the teaching process. Secondary education poses new challenges for children. These are described using empirical data collected in a survey of the opinions of teachers and children. An image emerges of school as an environment not conducive to adaptation to the demands of individual subject learning from the perspective of personal development.

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Doświadczenie lektury

Author(s): Anna Burzyńska / Language(s): Polish / Issue: 2/2012

The article discusses reading from the perspective of human inquiry into the nature of experience. The author pinpoints a dual problem. The first relates to difficulties with definition of experience in the philosophical tradition. The second is an influence of 20th century theories which replace the concept of interpretation with the concept of reading. The main thesis of the article argues for the necessity to enter a new reflection on the experience of reading away from its essentialistic tendency, to be more based on pragmatics and performatics. This could be followed by questions about how literature works, the kind of experience that is created in the process of reading and how people should be inspired to embrace literature. In view of the reading crisis and the crisis of classics these questions seem crucially important.

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Dwucyfrowe kodowanie zadań z matematyki

Author(s): Agnieszka Sułowska,Marcin Karpiński / Language(s): Polish / Issue: 3/2012

Various methods are used worldwide to evaluate student solutions to examination tasks. Usually the results simply provide information about student competency and after aggregation, are also used as a tool of making comparisons between schools. In particular, the standard evaluation methods do not allow conclusions to be drawn about possible improvements of teaching methods. There are however, task assessment methods which not only allow description of student achievement, but also possible causes of failure. One such method, which can be applied to extended response tasks, is double-digit coding which has been used in some international educational research. This paper presents the first Polish experiences of applying this method to examination tasks in mathematics, using a special coding key to carry out the evaluation. Lessons learned during the coding key construction and its application in the assessment process are described.

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Dynamika poczucia integracji z rówieśnikami w klasach 3–6 szkoły podstawowej. Model latentnych krzywych rozwojowych

Author(s): Paweł Grygiel / Language(s): Polish / Issue: 3/2016

The article discusses the specific character of changes in the evaluation of the sense of social integration in the classroom between third and sixth graders in primary school, and their social, demographic and cognitive determinants, with special consideration given to the position in the sociometric network. The analysis of latent growth curves – based on a scalar longitudinal measurement invariance, a bifactor model of the Perceived Peer Integration Questionnaire (PPI) and three rounds of the nationwide study School conditions of education effectiveness (N = 4349) – indicate that the second stage of learning in primary school is characterised by more negative perceptions of social integration in classroom settings, which cannot be explained either by socio-demographic variables or the relationships taking place within peer networks. This indicates that it might be linked to developmental changes rather than the actual worsening of peer relations.

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Dzieci, które nie mówią, ale się komunikują. Komunikacja alternatywna w terapii logopedycznej

Author(s): Agnieszka Franieczek-Madalińska,Natalia Wojciechowska / Language(s): Polish / Issue: 2/2020

The article focuses on the use of alternative communication by speech therapists and the presentation of its concepts. The theory of the act of speaking and the basic concepts of communication are reconstructed. The perspective of an intellectually disabled child and the basic criteria for classifying the phenomena accompanying alternative communication are discussed. The latter part of the article contains the differentiation between alternative and augmentative communication systems. The aim of the article is to systematize the knowledge about alternative and augmentative communication (AAC).

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Dziecięca agresja a umiejętność mentalizowania

Author(s): Joanna Kossewska / Language(s): Polish / Issue: 2/2014

Aggressive behaviour in children and adolescents can be connected with their social and cognitive competence. This article is an attempt to analyse the relationship between aggression and the development of the mentalization process as the fundamental aspect of social cognition which is closely related to the phenomenon of ‘theory of mind’. The development of ‘theory of mind’, in addition to mentalization, appears manifest in the relationship of aggressive behaviour with its primary teleological function. Recent reform of the Polish education system included the lowering of the age for compulsory education. The question of whether this may increase aggression levels in children during the first stage of education is discussed in the light of the study findings.

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Dziecko słyszące rodziców niesłyszących. Kontekst rozwojowy, możliwości wspierania

Author(s): Dominika Wiśniewska / Language(s): Polish / Issue: 4/2019

This article is an attempt to understand the psychological situation of hearing children raised by deaf parents and their functioning in the emotional and social sphere. Kids of deaf adults (KODA) have unique access to the culture of deaf people. They can naturally acquire competence in Polish sign language (PJM). Such a situation may simultaneously be a chance to enrich development as well as pose a threat to its proper course.

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Education reform and inequality: fifteen years of new lower secondary schools in Poland

Author(s): Zbigniew Sawiński / Language(s): English / Issue: 2/2017

Inequalities in education are so deeply embedded in social stratification that even far-reaching school reforms are not able to weaken the influence of social origin on school achievements. The aim of this article is to verify whether the education reform, which in Poland established a new type of 3-year lower secondary school (gimnazjum), simultaneously equalised the chances of students from different social backgrounds at the transition from lower to upper secondary school. All hypotheses were tested using PISA data from the years 2000–2012, which covered the period before and after school reform in Poland. In case of the first hypothesis, which concerned changes in the impact of social origin on student’s performance in the last year of the new schools, i.e. a year before transition to upper secondary school, PISA data clearly demonstrated that after the reform, there was no significant decrease in correlations between socio-economic status of students and their results in three PISA domains: mathematics, reading and science. In case of the second hypothesis, which was directly focused on social selections to upper secondary schools, PISA data did not confirm that anything changed in this respect after the reform. The third hypotheses addresses the problem of the growing differences among schools in terms of their performance. During the fifteen years since the reform, new schools started to diversify more and more, especially in large cities. PISA demonstrates, however, that this diversification did not perpetuate social inequalities, but rather resulted from competition among schools in the quality of instruction. The latter result was supported by PISA data from eight European countries where students, as in Poland, attend schools which are not divided into tracks. Between 2003 and 2012, growing differences among schools was observed in most of these countries, but in none of them was it accompanied by growing inequalities in education.

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Educational and occupational progression – following graduates from the University of Warsaw

Author(s): Marek Bożykowski,Albert Izdebski,Mikołaj Jasiński,Joanna Konieczna-Sałamatin,Marek Styczeń,Tomasz Zając / Language(s): English / Issue: 6/2014

The paper presents a methodology for the study of outcomes following graduation. The methodology allows a comprehensive evaluation of graduate educational and career progression by analysis of multiple sources: administrative data, panel surveys and qualitative research. These sources are integral to the research framework created for the study Monitoring the fate of university graduates outcomes using administrative data from Social Insurance Institution records. The system offers low cost employment monitoring of graduates. The application of information from administrative records to social research is of particular interest. The approach, commonly used in Scandinavian countries, is new to Poland. The methodology is demonstrated by following the employment and further study of University of Warsaw graduates.

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Edukacja dorosłych w ofercie szkół wyższych. Strategie uczelni w świetle teorii zależności od zasobów

Author(s): Agnieszka Anielska / Language(s): Polish / Issue: 3/2017

For several decades now, there has been growing interest in lifelong learning, resulting in the increasing significance of adult education. This is creating major new challenges for higher education institutions – the growing importance of non-traditional students is forcing them to redefine their current strategies. The aim of this article, besides presenting the determinants of the processes that are occurring, is to indicate the usefulness of resource dependence theory in analysing the institutional activities (strategies) of higher education institutions in response to the growing importance of adult education. This theory explains organisational behaviour in the context of the dynamics of the external environment. It assumes that behaviour is shaped by the availability of external resources and defines the strengthening of relationships with external stakeholders as one of the strategies of gaining resources. Managing alumni relations will be discussed in the text, as this is a group of potential consumers of different forms of adult education.

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Edukacja jądrowa w szkole - problemy uczniów i nauczycieli z perspektywy Działu Edukacji i Szkoleń Narodowego Centrum Badań Jądrowych

Author(s): Ludwik Dobrzyński,Martyna Gąsowska,Marek Kirejczyk,Ewa Droste,Artur Skwarek / Language(s): Polish / Issue: 4/2019

This paper addresses the issues connected with teaching about nuclear physics in Polish schools. The remarks stem from more than 20 years of observations and interactions with pupils and teachers visiting the National Centre of Nuclear Research in Świerk. There is a great need to conduct such education in an especially committed way and in various contexts. This, however, means not only overcoming organisational challenges, but also the need for a certain holistic perspective in teaching this discipline of physics.

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Edukacja matematyczna z perspektywy aksjologiczno-teleologicznej

Author(s): Barbara Pieronkiewicz / Language(s): Polish / Issue: 1/2017

While contemporary scientific discourse and educational debates are suffused with, not always effective, questions on both the content and methods of teaching mathematics, questions about the aim, meaning and value of mathematics education, fundamental from the perspective of the learner, seem to remain in the background. This article addresses the humanistic aspects of mathematics. It proposes the adoption of a multidimensional perspective in the study of issues related to mathematics education, encompassing ontological, epistemological and axiological dimensions, with an emphasis on the latter. Zofia Krygowska’s objectives of mathematics education are recalled together with definitions and classifications of the values playing an important role in mathematics related activities of students and teachers. The article concludes with a reflection on the urgent need of looking at mathematics education from the axiological and teleological perspectives, and the importance of conducting research on mathematics education in Poland that would take these dimensions into account.

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Efektywność zatrudnieniowa szkolenia osób bezrobotnych w Polsce

Author(s): Jacek Liwiński / Language(s): Polish / Issue: 4/2015

Although lifelong learning seems expected within the contemporary labour market, only 1,3% of unemployed Poles participate in non-formal vocational training. Approximately half take part in training programmes organised by local labour offices, whereas the remainder initiate training on their own, which incurs expenses, but otherwise allows a free choice of training. In this paper, employment effectiveness for these two groups is compared on the basis of data from the Polish LFS of 2001–2013. For this purpose a logit model of outflows from unemployment to employment was estimated. The outcomes indicated that results of the two approaches to training differed – those initiated by the local labour office increased the probability of short term employment, whereas action initiated by the unemployed themselves led to similar effects, but mainly in the medium term. Effectiveness of training varied according to the characteristics of the unemployed.

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Estimating teacher effect using hierarchical linear modelling

Author(s): Maciej Koniewski / Language(s): English / Issue: 5/2014

This paper reports a study addressing how teacher effectiveness influences student outcomes in Polish Lower Secondary schools. Data from a Polish nationwide lower secondary school study were analysed. Data included 3883 pupils in 246 classes, in 137 schools with 202 maths teachers and 4119 pupils in 260 classes, in 143 schools with 215 language teachers. Variance of exam scores explained by teacher effect was 12% (maths) and 8% (language skills). Controlling for prior achievement, intelligence and student family background, teacher effects were 5% (maths) and 4% (language skills). Until now there has been no consensus about which teacher characteristics could explain variance in their effectiveness. The scale of “teacher authority/classroom management” explains 91% of exam scores in maths and 81% in language skills, when controlling for prior student achievement, intelligence, student family background and school location.

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Estimating the effect of class size on academic achievement by ex post facto experiment

Author(s): Maciej Koniewski / Language(s): English / Issue: 5/2013

The analyses of influence of class size on academic achievement used data from study conducted in 2006 by the Regional Examination Board in Cracow (Poland). The variables explaining the achievements of lower secondary school pupils were identified using regression analysis. The model explains 71% of variance of exam results. These variables were used to identify statistical twins. Their assignment to the experimental and control group was performed in three ways: by stratification using Mahalanobis distance, matching one-to-many and one-to-one using k-means method. The last method proved the most successful. The effect of class size on student outcomes proved statistically insignificant. However, pupils from classes with below 23 pupils achieved higher mean scores than their peers from larger classes by 0.039 standard deviation.

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External return to education in Europe

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

In the literature, social return to education is defined as the sum of human capital return and external return. The novelty of this study is that it provides an international comparison of external return to education. Many authors claim that the social return rate exceeds the pure technical rate of return by a considerable margin. However, measurement of social return is challenged methodologically and by data problems. The approach employed in this study is based on comparative advantage theory which allows control for potential endogeneity and self-selection into different streams of education. External return was found to be positive in all European countries although magnitudes varied. The external return was greater in smaller economies where there was a smaller proportion of highly educated people.

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Fałszywe przekonania na temat działania mózgu i zjawisk psychicznych, czyli neuromity i psychomity w edukacji

Author(s): Krzysztof Cipora,Monika Szczygieł / Language(s): Polish / Issue: 2/2014

Progress in neuroscience and cognitive psychology has raised parent and teacher expectations about possible applications in education. Teaching methods claiming to be based on understanding of the brain are perceived as more efficient. Unfortunately, application of neuroscience to teaching methods and its strictly controlled evaluation is very difficult. Therefore, there is scope for oversimplification and misinterpretation of data leading to the introduction of teaching methods without proper scientific support. „Innovative” methods are especially popular in teacher training and books on the subject. Here we present the evaluation criteria for teaching methods which need to be met for their acceptance. Myths about brain function relevant to education are reviewed and analysed.

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Family socio-economic profile and private spending on educational goods and services in Poland

Author(s): Magdalena Rokicka,Urszula Sztanderska / Language(s): English / Issue: 5/2014

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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Funkcje wykonawcze a funkcjonowanie dziecka w środowisku przedszkolnym i szkolnym

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

Executive function as a complex and multidimensional construct plays an important role in self-regulation. Ability to manage thoughts and behaviour in a conscious, purposeful and planned way is a critical factor in terms of school readiness. There are data indicating that level of executive functions is a stronger predictor of school achievement than level of intelligence. The development of executive function is conditioned both biologically and environmentally. It is, therefore, particularly important to consider educational requirements regarding the development of these processes. This is timely considering the present debate about lowering school entry age in Poland. Issues concerning development of executive function and their importance in preschool and school environment are presented, accounting for both the cognitive and socio-emotional context.

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Funkcje wykonawcze a osiągnięcia dzieci w wieku wczesnoszkolnym

Author(s): Paweł Jankowski / Language(s): Polish / Issue: 1/2012

Executive function and academic success were studied in children aged 7 and 8, in the first year of primary school. Two measurements of executive functions were made: cognitive flexibility and capacity for abstract thinking. Two tools were used for their measurement, one based on the WCST test and the other on DCCS. School attainment was measured from three perspectives. Parent perspective was measured by a questionnaire, students were interviewed and school grades were used as the third measure. Cognitive flexibility correlated with school success from each perspective, p < .05. However, capacity for abstract thinking correlated with school success only in the student perspective.

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