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Tytuł:
A Polish-German Comparative Study of Support Information for First-Year University Students Faced with the COVID-19 Pandemic at Selected Universities
Autorzy:
Hetmańczyk, Hewilia
Dobosz, Dagmara
Gierczyk, Marcin
Rychlik, Jarosław
Rempel, David
Powiązania:
https://bibliotekanauki.pl/articles/2034182.pdf
Data publikacji:
2022-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
first-year experience (FYE)
first-year students
COVID-19
university
experience
Opis:
The COVID-19 pandemic has leftits mark on higher education, including first-year university students. The transition to online education has been particularly challenging for the University of Silesia and, to a far lesser extent, the International University of Applied Sciences. This study examines the academic experiences of first-year students entering university in the academic year 2020/2021. This article presents the results of a comparative study conducted on a sample of N=185 students from the University of Silesia (Poland) and N=120 students from the University of Applied Sciences (Germany) using an online questionnaire. The research showed that German students ranked the investigated issues higher; this does not mean that the University of Silesia provides a lower level of support, but that the information strategy and support elements are different.
Źródło:
The New Educational Review; 2022, 67; 30-42
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Implicit Knowledge – a New Phenomenon in Teacher Education
Autorzy:
Švec, Vlastimil
Powiązania:
https://bibliotekanauki.pl/articles/29520340.pdf
Data publikacji:
2006-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
implicit pedagogical knowledge
student teachers
experiential learning
authentic experience
self-reflection
sharing of experience
pedagogical condition
Opis:
This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff. Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.
Źródło:
The New Educational Review; 2006, 10; 183-194
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effect of educational experiences on student learning outcomes in general education
Autorzy:
Kim, Eunkyung
Seo, Eun Hee
Powiązania:
https://bibliotekanauki.pl/articles/2012226.pdf
Data publikacji:
2015-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
general education
educational experience
learning outcome
college student
Opis:
The objective of this study was to examine which educational experiences in general education impact on the student’s learning outcomes. The survey included 1,201 students in South Korea. Hierarchical multiple regressions were used. The result showed that educational experiences in general education demonstrated greater predictive power for the student’s learning outcomes than individual and institutional characteristics. However, not all educational experiences positively predicted learning outcomes. Educators are advised to improve general education towards better educational experiences in a way that encourages teaching higherorder thinking, evaluation and feedback, and active class participation.
Źródło:
The New Educational Review; 2015, 39; 167-176
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Experiencing Migration: A Child in a New Socio-Cultural Environment
Autorzy:
Młynarczuk-Sokołowska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1932053.pdf
Data publikacji:
2020-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
experience of migration
child
acculturation
cultural differences
education
Opis:
The paper is devoted to chosen aspects of the situation of a child with migration experience in a new socio-cultural reality. The analyses undertaken in the article show the dilemmas and difficulties which accompany an individual functioning in the conditions of cultural differences. The text consists of two complementary parts. The first one presents specificity of enculturation and acculturation processes (learning of own and new culture). The second part describes the threads related to experiencing cultural differences and their psychological and social consequences. The consideration included in the paper enrich the narratives of people who experienced/are experiencing migration (mainly in the childhood) which are the results of empirical research (Polish context). The article may be useful to everyone who is interested in the issues of socio-cultural adaptation of children with migration experience.
Źródło:
Kultura i Edukacja; 2020, 4(130); 138-158
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Indeks schematów rówieśników szkolnych uczniów z lekką niepełnosprawnością intelektualną (IE-PP-R) – eksperymentalna wersja kwestionariusza
Autorzy:
Kurtek, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/2010514.pdf
Data publikacji:
2016-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
social experience
social scheme
intellectual disability
factor analysis
Opis:
The goal of the paper is presentation the indexmeasure concerning the classmatesschemes of adolescents’ with mild intellectual disabilities (mid). Psychosocial paradigm in rehabilitation inclines to get acquainted with subjective perspective which encourages to compiling instruments matched to cognitive abilities and social experience of the population. The theoretical approach of the tool is: the Theory of Social Schemes by B. Wojciszke (1986). The essence of these schemes is to see others as acting intentionally. As a key of partnerships (with classmates) there were distinguished two dimensions: help bullying and inclusion isolation which are very common presented in objective research perspective on mid. Due to the limited cognitive abilities of this population the research tool are based on Likerttype scale reduced to 4 options of choice. Moreover the items are formulated in easylanguage based on real episodes. The psychometric procedure included such steps as: preparing a set of items focusing on these experiences, estimation of the content adequacy (by 6 Competent Judges). Then a group of 103 students (55 female and 48 male) with Special Educational Centre (SOSW) aged 18 to 22 years under the equinumerosity representation of both male and female, and rural and urban milieu were selected. Obtained data (with the Statistica 10 and XL STAT programs) made it possible to prove the theoretical accuracy (by factors analysis) and the internal reliability (by Cronbach Alpha) of the tool. Therefore the index have sufficient psychometric properties and may be used to explore the subjective schemes of classmates with mid.
Źródło:
Kultura i Edukacja; 2016, 1(111); 217-229
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Upbringing and Education in the Context of Migration Change: the Perspective of Russian and Ukrainian Parents with Tertiary Education Living in the Czech Republic
Autorzy:
Janečková, Tereza
Powiązania:
https://bibliotekanauki.pl/articles/1964293.pdf
Data publikacji:
2021-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Foreign pupils
parenting style
parenting practices
migration experience
Opis:
There is no doubt that migration, especially when involving whole family units, posits a range of challenges, dilemmas and problems. Thus, raising a child while adapting to a new sociocultural environment can turn out to be a particularly demanding task. Drawing on the findings of longitudinal, qualitative research among 10 families of Russian and Ukrainian origin living in the Czech Republic, the paper discusses the concept of parenting with a special emphasis on the issue of education. An important circumstance is the fact that the research sample consists of parents with tertiary education. The paper aims to describe and analyse the way in which parents understand upbringing and education, and what their beliefs and subsequent behaviours in this area are based on. Much attention is focused on uncovering how the ideological and practical dimensions of parental concern interact with the post-migration experience and processes associated with it. The empirical part, based on qualitative analysis inspired by grounded theory research design, depicts the issue as a very complex area of diverse and sometimes contradictory tendencies that dynamically combines deeply- rooted parenting patterns with pragmatic responses to current conditions.
Źródło:
The New Educational Review; 2021, 65; 251-261
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Does School Experience Kill Confidence? Chosen Aspects of Students’ Feelings and Beliefs about Themselves over a Number of Years of Education
Autorzy:
Glinka, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/1963505.pdf
Data publikacji:
2020-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
education
school experience
stress
anxiety
self-confidence
self-efficacy
Opis:
Stress and anxiety experienced at school is negatively correlated with school achievements and mental health. Experiencing stress and anxiety is common for young people of school age from all over the world. Previous experiences have significant influence on children’s self-efficacy and their self-confidence. Students’ school experiences are the main subject of this text. This article presents results of longitudinal studies among children from primary school. In 2016 a questionnaire was distributed among children in 2ⁿd and 3rd grade (N=82). In 2019 the same survey was conducted among the same children in 4th and 5th grade (N=82). Aft er several years of education students declare higher levels of stress and anxiety and lower levels of self-confidence and beliefs in their abilities in situations when they are evaluated at the board. Results of the research disclose a disquieting tendency in school experience.
Źródło:
The New Educational Review; 2020, 59; 138-146
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Narracja w pedagogice – znaczenie, badania, interpretacje
Narration in Pedagogy – Meaning, Research, Interpretations
Autorzy:
Nowak-Dziemianowicz, Mirosława
Powiązania:
https://bibliotekanauki.pl/articles/2170105.pdf
Data publikacji:
2014-04-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Narratives
education
autobiography
identity
experience
educational studies
knowledge
research
Opis:
The author addresses the position of narratives in the field of educational studies, the meaning of narratives, methodological conditions for research into narratives as well as the possibilities and limits of interpretation related to narrative research. The author argues for the importance of narratives for educational studies, because as a field of knowledge and academic discipline it relies on access to particular forms of individual experience. Educational studies need access to experience related to the subjectivities of those involved in educational processes – educators and pupils. Narratives as a departure point for learning about and understanding another person, her relations with others, intentions and course of her educational actions – as an educator or a pupil – is an important area for educational studies, which promises to open new perspectives of knowledge.
Źródło:
Kultura i Edukacja; 2014, 2(102); 7-44
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polskie doświadczenie wielokulturowości w interpretacji Jana Pawła II jako inspiracja dla edukacji międzykulturowej
Polish experience of multiculturalism in the interpretation of John Paul II as an inspiration for intercultural education
Autorzy:
Rembierz, Marek
Powiązania:
https://bibliotekanauki.pl/articles/1968076.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
education
intercultural education
comparative pedagogy of religion
John Paul II
Polish experience of multiculturalism
educational sense of Polish experience of multiculturalism
pluralism
Opis:
The inquiry aims at indicating that the interpretation of Polish experience of multiculturalism performed by John Paul II may become an inspiration for intercultural education and comparative pedagogy of religion. This can occur mainly because the issue of particularity and universality, which is considered significant for research into intercultural education, is present in the interpretation of Polish experience of multiculturalism carried out by John Paul II. He combined Polish experience of multiculturalism with his own personal experience which shaped his identity as well as with moral experience and experiencing the Christian faith. For those who share axiological convictions promoted by John Paul II, his interpretation of Polish experience of multiculturalism has become crucial. They can see significant merits of the papal interpretation of the Polish ethos. If this interpretation is granted rightness, it acquires the qualities of an intellectually and morally important point of reference for the axiological and educational sense of Polish experience of multiculturalism. The issues of intercultural education and comparative pedagogy of religion were frequently undertaken by John Paul II. In his book Pamięć i tożsamość. Rozmowy na przełomie tysiącleci /Memory and Identity: Conversations at the Dawn of a Millennium/, in which John Paul II recapitulates his philosophical and theological considerations on culture, his convictions concerning Polish experience of multiculturalisms are also expressed: ‘Polishness is in fact multitude and pluralism, not narrowness and confinement. It seems, however, that this »Jagiellonian« dimension of Polishness [...] ceased to be, unfortunately, something obvious in our times’74. What is essential for intercultural education is the recognition that Polishness is marked by ‘multitude and pluralism, not narrowness and confinement’, because in this way axiological principles of shaping beliefs and attitudes in interpersonal relations are created in the complex situation of multiculturalism.
Źródło:
Edukacja Międzykulturowa; 2013, 2; 57-94
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lalki-motanki jako metoda pracy nad zrozumieniem doświadczenia migracyjnego
Autorzy:
Świdzińska, Agata
Powiązania:
https://bibliotekanauki.pl/articles/1932716.pdf
Data publikacji:
2020-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
lalka
lalkamotanka
doświadczenie migracyjne
doll
motanka doll
migrate experience
Opis:
The doll as a symbol of person is recognizable all over the world. Due to its communicative function, it is a tool worth using in intercultural education. A motanka doll is a ragged, hand-made doll, the symbolism of which is conducive to telling stories about its own culture. The use of this artifact in the context of work on the migration experience is based on the theoretical assumptions of ethno-pedagogy and the methods of work of intercultural education. The discussion of working with a motanka doll was presented on the basis of classes with students of preschool and early school education as part of the “Cultural anthropology” course.
Lalka jako symbol człowieka jest rozpoznawalna na całym świecie. Przez swoją funkcję komunikacyjną jest narzędziem, które warto wykorzystać w edukacji międzykulturowej. Lalka-motanka to gałgankowa, ręcznie robiona lalka, której symbolika sprzyja opowiadaniu historii o własnej kulturze. Użycie tego artefaktu w kontekście pracy nad doświadczeniem migracyjnym jest oparte o teoretyczne założenia etnopedagogiki i metody pracy edukacji międzykulturowej. Omówienie pracy z lalką-motanką zaprezentowano na podstawie zajęć ze studentkami kierunku pedagogika przedszkolna i wczesnoszkolna w ramach zajęć z przedmiotu „Antropologia kulturowa”.
Źródło:
Kultura i Edukacja; 2020, 3(129); 184-201
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Competence Development in Business Undergraduates: The Role of Formative Assessment and Humour
Autorzy:
Guptan, Vinitha
Rasiah, Ratneswary
Powiązania:
https://bibliotekanauki.pl/articles/2004929.pdf
Data publikacji:
2016-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
formative assessment
humour
student development
learning experience
differentiated classrooms
Opis:
This study examined the perceived impact of formative assessment and humour on the learning experience and the development of graduate attributes of business undergraduate students. Data from 236 valid respondents of a questionnaire was analyzed using Partial Least Squares-Structural Equation Modeling method. The conceptual framework for this study is based on Dewey’s theory of reflective thought and action and Ziv’s theory of the attention-gaining and holding power of humour. Findings indicate positive and significant roles played by formative assessment and humour in enhancing learning experience and student development. It was found that applied academic writing and poster presentations were student-centered learning methods that had a positive impact on learning experience and successfully supported differentiated learners. Humour was found to add value to students’ overall learning experience. The findings of this study will provide higher education institutions with a set of considerations for devising formative assessment strategies and practices that will successfully enhance students’ learning and the development of their competences.
Źródło:
The New Educational Review; 2016, 45; 160-171
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sustaining and Growing Innovations in Democracy and Co-Creation
Autorzy:
Baines, Susan
Powiązania:
https://bibliotekanauki.pl/articles/21375653.pdf
Data publikacji:
2023-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
co-creation
public services
social innovation
lived experience
evaluation
Opis:
Co-creation of public services implies new roles and responsibilities that, at least potentially, change the balance of control. In this way, it aligns closely with democratic renewal. This paper draws on the outcomes of a collaborative innovation project Co-creation of Service Innovation in Europe (CoSIE) funded under Horizon 2020. CoSIE built upon the idea that public sector innovations can be best achieved by creating collaborative partnerships between service providers (public sector agencies, third sector organisations, private companies) and citizens who receive services directly or indirectly. CoSIE was implemented through ten real-life innovation pilots in different public services across Europe. Results showed how co-creative methods could promote democratic dimensions, increasing the civic participation of marginalised and often voiceless population groups (residents of depleted urban neighbourhoods, disabled people in remote rural areas, citizens adrift from the world of work, and non-EU migrants). Some CoSIE pilots were more successful than others in extending impact beyond their immediate localities and service contexts. The paper highlights common factors that helped share learning and evolve project innovations into the ‘modus operandi’ of institutions and societies.
Źródło:
Polish Political Science Yearbook; 2023, Specjalny; 13-25
0208-7375
Pojawia się w:
Polish Political Science Yearbook
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Flipped Learning Model: Tools and Experience of Its Implementation in Higher Education
Autorzy:
Smyrnova-Trybulska, Eugenia
Morze, Nataliia
Kuzminska, Olena
Powiązania:
https://bibliotekanauki.pl/articles/1997725.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
information and educational environment
experience
flipped learning model
electronic resources
Opis:
The introduction of information and communication technologies constitutes one of the conditions for higher education development as well as a catalyst for enhancing ICT competences of all those involved in the educational process in order to form their 21st century skills. The article presents experience in the implementation of flipped learning in Ukraine and Poland. It also describes scenarios and collaboration tools for students’ practical activity, provides examples of learning objects representing resources for independent study and research, and criteria for assessing the effectiveness of the proposed model.
Źródło:
The New Educational Review; 2017, 49; 189-200
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Mind Your Head!” – Experience of the Illness in Public Narrations of Psychiatric Patients
Autorzy:
Nieduziak, Edyta M.
Powiązania:
https://bibliotekanauki.pl/articles/20311756.pdf
Data publikacji:
2023-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
mental illness
mental disorder
mental health
narration
experience of illness
Opis:
The article explores the problem of reconstructing the experience of illness based on the narratives of people with mental disease. The research used the method of biographical interviews. The material consists of 16 biographical narratives of Dr J. Babiński Clinical Hospital patients. Their accounts form a coherent image of suffering caused by the illness included experiences preceding the disease, somatic symptoms, admission, and stay in the hospital. Thanks to the collected narratives, we have the opportunity to learn about the subjective experiences from the patient’s perspective, which is not present in the literature on psychopathology.
Źródło:
The New Educational Review; 2023, 73; 226-237
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Personal Narratives of School Educators on Supporting the Development of Gifted Students
Autorzy:
Dyrda, Beata
Powiązania:
https://bibliotekanauki.pl/articles/50386834.pdf
Data publikacji:
2012-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
development support
gift ed student
narrative experience of school educators
Opis:
The article presents results of research conducted with the participation of professionally active school educators, working in primary and lower secondary schools in the province of Silesia. The research model assumes that development support concerns the following question about relationships: “who provides support?”, “who is supported?”, “what is the purpose of the support?”, “when?”, “how?” and “what is the result?” A “collective case study” qualitative method was employed in the form of the narrative interview. The research focused on educational experience of school educators in the process of supporting gifted students.
Źródło:
The New Educational Review; 2012, 27; 97-109
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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