Wszystkie pola: school practice, - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Mathematical Resilience as a Conceptual Framework for School Practice
Autorzy:: Oszwa, Urszula
Powiązania:: https://bibliotekanauki.pl/articles/2120396.pdf
Data publikacji:: 2022-06-29
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: mathematical resilience
math education
growth mindset
self-determination
self-efficacy
Opis:: The aim of the study is to analyze mathematical resilience from theoretical and practical perspectives. The paper is based on a review of the literature. Research on mathematics education has revealed a large proportion of students with math anxiety whose achievements in math are worsening. Such results encourage a discussion on preventing math anxiety. Research on the resilience of children and adolescents has accelerated in recent decades, resulting in the formulation of the concepts of school and mathematical resilience. The article presents the ecological model of mathematical resilience. The role of parents and teachers in promoting mathematical resilience is also described. The paper presents areas where students can self-foster mathematical resilience. The conclusions are related to the importance of strengthening mathematical resilience in education.
Źródło:: Multidisciplinary Journal of School Education; 2022, 11, 1 (21); 99-114
2543-7585
Pojawia się w:: Multidisciplinary Journal of School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Sprawozdanie z Seminarium naukowo-dydaktycznego dla nauczycieli edukacji wczesnoszkolnej na temat: „Edukacja zintegrowana w praktyce szkolnej – szanse i zagrożenia”
Report of the Scientific-Didactic Seminary on Early Childhood Education „Integrated Education in School Practice – Opportunities and Threats” for Teachers
Autorzy:: Pulak, Irena
Staniek, Jolanta
Szczotka, Martyna
Powiązania:: https://bibliotekanauki.pl/articles/479149.pdf
Data publikacji:: 2016
Wydawca:: Akademia Ignatianum w Krakowie
Źródło:: Edukacja Elementarna w Teorii i Praktyce; 2016, 11, 1(39); 127-132
1896-2327
Pojawia się w:: Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Evaluation of the Educational and Preventive Programme for Students of the Fourth Year of Primary School and Recommendations for Practice
Autorzy:: Kusztal, Justyna
Piasecka, Małgorzata
Szwejka, Łukasz
Powiązania:: https://bibliotekanauki.pl/articles/44454242.pdf
Data publikacji:: 2024
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: process enaluation
outcome evaluation
primary school
preventive programms
students
Opis:: Research objectives (aims) and problem(s): The aim of the article is to present the results of an evaluation study of an educational and preventive programme implemented in eight year 4 groups in six Krakow primary schools. The programme, entitled KOTWICA, ran from December 2021 to June 2022. The evaluation was external and comprehensive. During the programme, the evaluation of the process and of the outcome were carried out in the pre-test–post-test format. The research question is “what are the results of the evaluation of the KOTWICA educational and preventive programme for students of the fourth year of primary school?” Research methods: Eight proprietary tools were used to evaluate the process, and two standardised tools were used to evaluate the result. The collected material was subjected to statistical processing, whilst the qualitative data was encoded, categorised and analysed using tools for qualitative data analysis. Structure of the article: At the beginning, the authors justify the undertaking of the research and introduce the subject of the study on the basis of theoretical findings and the state of research in the field of school prevention. Then the research objectives are described and the research problem is defined. In turn, the research method, the selection criteria for the study group and the principles of data collection and processing are described. The results of the research and the limitations of the research process were also described. Finally, the conclusions of the research and recommendations for the theory and policy of school prevention are described. Research findings and their impact on the development of educational sciences: The results of the evaluation allow us to conclude that the objective of the educational and preventive programme conducted in year 4 was achieved and that it met the needs of the participants. However, they do not allow us to draw clear conclusions as to the effectiveness of the educational activities, due to the limitations of the collected research material. Conclusions and/or recommendations: In the light of the results, the authors drew conclusions regarding the methodology of evaluation studies and recommendations for preventive and educational practice.
Źródło:: Multidisciplinary Journal of School Education; 2024, 13, 1 (25); 191-211
2543-7585
Pojawia się w:: Multidisciplinary Journal of School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Reflection as a Basic Category of a Teacher’s Thinking and Action
Autorzy:: Głowala, Agnieszka
Kołodziejski, Maciej
Butvilas, Tomas
Powiązania:: https://bibliotekanauki.pl/articles/44440255.pdf
Data publikacji:: 2023
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: reflection
teacher
educational theory and practice
self-evaluation
examination of the value of a teacher’s work
Opis:: Reflection in the work of a teacher is an important issue from the perspectives of linking educational theory and practice, a teacher’s personal and professional development and solving educational problems in multiple contexts. The world besets the modern teacher with new challenges, and (self-)reflection becomes a necessity as well as a difficult intellectual task. This paper focusses on the issue of a teacher’s reflection from the standpoint of linking educational theory and practice and examining the value of their work. Using numerous foreign and Polish publications on the subject, while also referring to classic authors such as Dewey and Schön, the authors analyse the essence of a teacher’s reflection in order to highlight the significance of reflective thinking as a key competence for teachers and educators. In the deliberations in this paper, reflection is the foundation of a teacher’s reflexivity in modern education, and a priority in preparing individuals for the profession. The method of a systematic and critical selected literature review was used. Special attention was paid to reflective thinking as well as the flexibility of educational processes and communicative interaction with educational entities.
Źródło:: Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 229-250
2543-7585
Pojawia się w:: Multidisciplinary Journal of School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Budowanie dobrostanu dziecka poprzez rozwijanie uważności: mindful eating – doświadczanie uważnego jedzenia
Building Child’s Well-being through Developing Mindfulness. Mindful Eating
Autorzy:: Kosz-Szumska, Justyna
Powiązania:: https://bibliotekanauki.pl/articles/1294099.pdf
Data publikacji:: 2020-11-21
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: mindfulness
uważne jedzenie (mindful eating)
badania w działaniu (action research)
praktyka uważności
edukacja
świadomość
edukacja wczesnoszkolna
action research
education
awareness
early school education
mindful eating
mindfulness practice
Opis:: Artykuł przybliża problematykę rozwijania uważności (mindfulness) u dzieci w młodszym wieku szkolnym, ze szczególnym zwróceniem uwagi na kategorię uważnego jedzenia (mindful eating). Ujęto rozważania teoretyczne – definiowanie i rozumienie pojęć kluczowych, skuteczność praktykowania uważności w świetle przeglądu dotychczasowych wyników badań, podjęto namysł wokół zasadności włączania elementów mindfulness do praktyki edukacyjnej oraz zarysowano badania empiryczne podjęte w paradygmacie badawczym action research. Przyjmując procedurę gromadzenia danych z różnych źródeł i kojarzenia ich w całości (tzw. myślenie sieciowe), stosując różne metody i techniki badawcze (m.in. obserwacja, samoobserwacja, analiza wytworów, dokumentacji, swobodne rozmowy), podjęto próbę osiągnięcia celu badań, jakim było dokonanie oceny efektów wprowadzonego do systemu edukacji innowacyjnego działania, opartego na wdrażaniu elementów treningu uważności. Autorka przedkładanego artykułu występowała w roli zarówno badacza współpracującego z nauczycielami, realizującymi projekt, jak i nauczyciela-innowatora. Analiza zebranego materiału badawczego wskazuje na aspekty, mogące stanowić podstawę do podjęcia szerszej dyskusji i wyłonienia wątków do dalszych badań oraz doskonalenia rozwijania uważności w praktyce edukacyjnej. W konkluzji próba odpowiedzi na pytanie, czy praktyka mindfulness ma szansę na systemowe lub mniej sformalizowane włączenie do polskiego systemu oświaty.
The paper addresses the issue of mindfulness in children of younger school age, with particular attention to the category of mindful eating. It includes theoretical deliberations – defining and understanding key concepts, effectiveness of practicing mindfulness in the light of a review of the research results obtained so far, it also considers the validity of including elements of mindfulness in educational practice and outlines empirical research conducted in the action research paradigm. By adopting the procedure of collecting data from various sources and associating them in their entirety (so-called network thinking), using various research methods and techniques (e.g. observation, self-observation, analysis of products, documentation, free conversation), an attempt was made to achieve the research objective, which was to assess the effects of innovative action introduced into the education system, based on the implementation of mindfulness training elements. The author of this paper was both a researcher cooperating with the teachers implementing the project and a teacher-innovator. The analysis of collected research material indicates the aspects that may constitute a basis for wider discussion and identify issues for further research as well as for improvement of the mindfulness development in educational practice. In conclusion, the question was raised whether the mindfulness practice has a chance for systemic or less formal inclusion in the Polish educational system.
Źródło:: Edukacja Elementarna w Teorii i Praktyce; 2020, 15, 4(58); 65-84
1896-2327
Pojawia się w:: Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:: Biblioteka Nauki

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