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    Wyświetlanie 1-12 z 12
    Tytuł:
    Educational Space of a Learner with Disability in the Context of Infrahumanization of “Outgroups”
    Autorzy:
    Bełza-Gajdzica, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/1985791.pdf
    Data publikacji:
    2018-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    educational space
    disabled learner
    infrahumanization
    relations
    group domination
    Opis:
    The study is aimed at presenting the educational space of a disabled learner within the category of infrahumanization – social categorizing into “ingroups” and “outgroups”. The presented issues comprise educational space, three functioning forms of education, the phenomenon of infrahumanization and the common group identity. Disabled learners’ functioning within a class is presented in: mainstream school (where the dominating group consists of learners without disabilities), integrated school (where categorization of learners is shaped in the way offering more chances to the disabled), and special school (a segregation-based form). Two dimensions of the discussed phenomenon of infrahumanization are indicated – heterogeneousness, which enhances attitudes of acceptance and understanding within a class group (micro-dimension) and its more serious social consequences (macro-dimension).
    Źródło:
    Kultura i Edukacja; 2018, 4(122); 164-174
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Two Cultures of Inclusive Education of Learners with Disabilities as Two Borderland Cultures
    Autorzy:
    Gajdzica, Zenon
    Powiązania:
    https://bibliotekanauki.pl/articles/1985848.pdf
    Data publikacji:
    2018-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    culture of inclusive education
    learner with disability
    borderland
    Opis:
    Two currents of educational inclusion have been discussed in this study. The first one is built on the transformations of special education and constitutes the evolution of its basic assumptions. The second is viewed as the deconstruction of special education, it cuts off its traditions and its elaborated concepts. The thesis is put forward here that both currents can be described and explained with the use of the concept of cultural borderlands. The assumption is made that the space of inclusive school constitutes a certain borderland territory, where cultures get in touch. In the discussed case, this pertains to the dominating culture of full ability and the dominated culture of disability, as well as to the traditions of special education and mainstream (open access) education. Depending on the applied and fulfilled assumptions, these cultures differentiate the foundations of the discussed currents in inclusion. The hidden or explicit dimensions of the clashing, coexistence and integration of these cultures can be noticed, interpreted and understood by placing them in basic (due to the limited framework of this study – here: simplified) concepts of borderlands, elaborated within sociology and multicultural education. What is also assumed here is that no awareness of differences in understanding the cultures of inclusion leads to incommensurable methodological assumptions, which substantially undermines the organization of inclusive education in practice. The study is aimed not only at describing the assumptions of two currents of educational inclusion of learners with disability, but also at generating the awareness of the consequences of their theoretical assumptions in the daily routine at school. In the first part of the text, the basic assumptions of school culture are characterized, with special regard to the culture of inclusive school. Then, the two currents of educational inclusion are described and confronted with the basic premises of borderland cultures. The whole is completed with the final conclusion concerning educational practice.
    Źródło:
    Kultura i Edukacja; 2018, 4(122); 63-76
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    I PromessI Sposi in 10 minuti. Materiale autentico per attività didattica
    The Betrothed in 10 minutes. Authentic materials in language teaching
    Autorzy:
    Santoliquido, Serafina
    Powiązania:
    https://bibliotekanauki.pl/articles/446528.pdf
    Data publikacji:
    2013-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    lexicon
    vocabulary
    language teaching
    learner’s motivation
    lexical approach
    Opis:
    The teaching of grammar cannot be separated from the teaching of vocabulary, but it is often the case that teachers fail to treat vocabulary with due importance and prefer to focus on explaining grammar instead. Very often the same attitude is reflected in textbooks, which do not teach lexicon in a systematic and organized manner, offering merely sporadic exercises presenting new words and neglecting those aimed at retention and re-use of newly acquired vocabulary. Recently, many scholars in the field of Italian as SL/L2 have undertaken regular studies on the “living language” and its application in teaching. In fact, authentic materials present various examples of language, registers, dialects, regional variations, diversity of styles and multiple thematic situations. What is more, contextualisation of the language increases the level of comprehension and, in consequence, learner’s motivation. The aim of the article is to present a proposal of using a video material available on youtube, which summarizes the historical novel par excellence of Italian literature, for didactic purposes.
    Źródło:
    Italica Wratislaviensia; 2013, 4; 99-115
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    MOOC model: dimensions and model design to develop learning
    Autorzy:
    Xiao, Fifilia
    Pardamean, Bens
    Powiązania:
    https://bibliotekanauki.pl/articles/2005071.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    MOOC dimension
    MOOC Model
    learner oriented
    e-learning
    online courses
    Opis:
    Massive Open Online Course (MOOC) is a revolution in education. As learner, teacher presence and teaching method no longer depend upon time and distance, class enrolment also becomes open for more of the populace regardless of educational background. The goal of the research is to design a learning model that is in accordance with dimensions that are compatible with the MOOC rules. Literature review, a questionnaire, and interviews were used to define dimensions based on the MOOC rules. The research resulted in a model that is in accordance with MOOC categories and dimensions based on input from both users and developers.
    Źródło:
    The New Educational Review; 2016, 43; 28-40
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The study of EFL teachers’ instruction formalization in LMS
    Autorzy:
    Kostareva, Elena V.
    Permyakova, Tatyana M.
    Powiązania:
    https://bibliotekanauki.pl/articles/2005018.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teachers’ instruction
    EFL
    formalization
    educational environment
    information- and learner-centered approaches
    Opis:
    The paper focuses on the formalization of English as foreign language teachers’ instruction in LMS eFront. Instruction is considered as a minimum teaching method unit with (in)variable parameters in relation to the knowledge object, students’ activity, and control. The two approaches, i.e., information-centered and student-centered, are studied in its formalization. The paper provides the results of a two-stage analysis: 1) semi-structured interviews with EFL teachers at the tertiary level, and 2) teachers’ and students’ survey evaluating EFL instruction. Important findings include advantages of instruction formalization in technological simplification and quality control in course development, and also serve to enhance further research agenda.
    Źródło:
    The New Educational Review; 2016, 43; 212-221
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia
    Autorzy:
    Demetrashvili, Ani
    Khachidze, Teona
    Krajka, Jarosław
    Powiązania:
    https://bibliotekanauki.pl/articles/29520506.pdf
    Data publikacji:
    2024-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learner autonomy
    teacher autonomy
    educational culture
    English as a foreign language
    Opis:
    With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.
    Źródło:
    The New Educational Review; 2024, 75; 51-66
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Students’ Perceptions on Learner-Centered Teaching Approach
    Autorzy:
    Treesuwan, Rissaphop
    Tanitteerapan, Tanes
    Powiązania:
    https://bibliotekanauki.pl/articles/2004932.pdf
    Data publikacji:
    2016-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learner-centered teaching approach
    students’ perceptions
    learning outcomes
    independent thinkers
    quality education
    Opis:
    There is growing evidence that the traditional “instruction-centered approach” to learning is not producing the desired learning outcomes in students. Many institutions of higher education in Thailand make it their main thrust to enable their students to become critical, independent thinkers and have the sense of ownership in the learning process. Most schools have shifted the focus in the classroom from conventional teaching to facilitating effective learning. This study centered on the impact of adopting the “learner-centered approach.” Fifty students studying Industrial and Logistics Management at North Bangkok University took part in the assessment. The case study method was utilized and quantitative as well as qualitative data were generated with the use of a questionnaire and semi-structured interviews. Findings revealed that the implementation of “Learner-Centered Education” enhanced the learning outcomes and contributed to the attainment of quality education for the university.
    Źródło:
    The New Educational Review; 2016, 45; 151-159
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ Preparation for Work in the Environment of Multiculturalism – a Research Report
    Autorzy:
    Szczurek-Boruta, Alina
    Powiązania:
    https://bibliotekanauki.pl/articles/48526280.pdf
    Data publikacji:
    2012-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teacher
    concepts of teacher education
    perception of the Other/ different learner in class
    Opis:
    The world is constantly becoming more multicultural in the sense of positive coexistence of dissimilarities. Contemporary teachers live and work in multicultural communities – are they properly prepared for new work conditions? In this study the examined issues will be limited to those which seem most likely to provide chances for successful preparation of teachers for proper implementation of the assumptions of intercultural education. To a certain extent, they are significant issues and problems in teacher training in general, partially they concern training which enhances intercultural education. What becomes an important issue in this context is the search for a model/models of teacher education as well as indicating the competences the acquisition of which will enable teachers to successfully participate in the life of their own and many other communities.
    Źródło:
    The New Educational Review; 2012, 28; 167-176
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Embedded Lifelong Learning: Demands on the Integration of Learning into the Daily Routine
    Autorzy:
    Glahn, Christian
    Gassler, Gerhard
    Hug, Theo
    Powiązania:
    https://bibliotekanauki.pl/articles/28409151.pdf
    Data publikacji:
    2005-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Lifelong learning
    learner’s motivation
    flexibility of learning
    information and communication technologies
    micro activities
    Opis:
    The Research Studio eLearning Environments has developed the “Learning Pulse”. The “Learning Pulse” makes use of a PUSH technology and supports repetitive learning activities by utilizing ICT. The PUSH technology is based on external initiation of a learning activity. This terminology is derived from webapplication programming. This article reflects on the background and the relationship between the “Learning Pulse” and lifelong learning, focusing on aspects of motivation, flexibility, and learner dropouts. In the second part the idea behind the “Learning Pulse” is compared with the settings in which “conventional” self directed learning takes place. Based on these assumptions it is described how the PUSH approach can be used for embedding learning activities into the daily routine of a learner.
    Źródło:
    The New Educational Review; 2005, 5; 243-254
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reading Preferences of Younger Learners in Slovak-Czech-Polish Comparison
    Autorzy:
    Babiaková, Simoneta
    Kasáčová, Bronislava
    Powiązania:
    https://bibliotekanauki.pl/articles/1963639.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    younger learners
    learner reading preferences
    international comparison of results
    learners’ reading in Slovakia
    Czech Republic and Poland
    Opis:
    The aim of the study was a comparative analysis of reading preferences of elementary school younger learners in Slovakia, Czech Republic and Poland. A questionnaire of own design was used, based on an initial exploration by means of focus interviews. Respondents were divided by their reading levels. The research sample consisted of 693 Slovak, 254 Czech and 248 Polish learners. Findings indicated similarities, but also considerable differences offering a possibility to draw knowledge on international research of learners’ reading preferences. The most important finding was the difference of the Polish sample correlating with the best results of Polish learners in international measurements.
    Źródło:
    The New Educational Review; 2020, 61; 38-50
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The value of education as a factor in the modellingof a successful career of Roma university graduates
    Autorzy:
    Staňková, Iva
    Powiązania:
    https://bibliotekanauki.pl/articles/1877235.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    wartość
    Romowie
    student
    sukcesy w szkole
    droga do wykształcenia
    uczeń
    historia życia
    value
    Roma
    academic success
    educational career
    learner
    life story
    Opis:
    We współczesnym społeczeństwie sukces i jakość życia jednostki uzależnione są od zdobytego przez nią wykształcenia. Z licznych badań wynika, że właśnie deficyt niezbędnego poziomu wykształcenia należy do kluczowych czynników odpowiedzialnych za społeczne, a przede wszystkim ekonomiczne wykluczenie Romów. W ten sposób w dłuższej perspektywie system kształcenia jest niezwykle istotnym narzędziem służącym do ograniczenia skutków marginalizacji Romów i umożliwiającym wzrost ich szans na zaangażowanie społeczne. Systematyczne kroki wspierające kształcenie romskich dzieci oraz ich sukcesy w szkole budzą duże nadzieje, są również przedmiotem wielu wysiłków i pochłaniają znaczące środki finansowe. Artykuł powstał na podstawie projektu grantowego IGA SV60171706020 / 2110 Koncepcja wartości edukacyjnych z perspektywy uczniów z różnych środowisk kulturowych (Uniwersytet Tomasa Baty w Zlínie, Wydział Humanistyczny, Wydział Nauk Pedagogicznych, Republika Czeska). Autorka wykorzystuje częściowo wyniki realizowanego projektu, skupia się nie tylko na przyczynach szkolnych niepowodzeń romskich uczniów i studentów, ale głównie na czynnikach warunkujących pozytywną ścieżkę edukacyjną wyróżnionych grup. Przy wykorzystaniu metody rozmów narracyjnych z Romami z wyższym wykształceniem poszukuje ważnych momentów i specyficznych sytuacji, które przyczyniły się do uzyskania przez nich sukcesów edukacyjnych, ukoronowanych uzyskaniem absolutorium wyższej uczelni. Wyniki przeprowadzonych badań wskazują, iż aspiracje edukacyjne, jasno określone cele, wysoka pozycja edukacji w systemie wartości jednostki oraz własne możliwości i wysiłek są czynnikami determinującymi sukcesy szkolne romskich uczniów. Istotne są też rola wzorca grupy społecznej, jaką jest inteligencja romska, oraz postawa nauczyciela i jego kompetencje.
    Good and successful life of each individual in contemporary society depends greatly on the level of completed education. Many research studies show that deficit of adequate education is one of the main factors of social and above all economic exclusion of the Roma population. Thus, in the long-term perspective, the educational system is the most important instrument that mitigates the negative impact of the marginalization of the Roma people and facilitates elevation of their social status. Systematic measures supporting the education of Roma children and their success in the school go hand in hand with the expectations arising from the great efforts and considerable financial means invested towards this objective. In this study, however, we do not concentrate on defining the causes of the Roma students’ academic failure. On the contrary, we view the issue from the opposite viewpoint, namely, from the perspective of the factors that have a positive influence on their educational trajectory. Using the method of narrative interviews with university-educated Roma students, we tried to identify the important moments and specifics that contributed to the formation of their successful educational careers leading to university graduation. Thus, the resulting findings help us understand the problem issues from a positive angle and emphasize the role of individual determinants for assurance of Roma students’ success, as well as for serving as an example to Roma intelligence in general.
    Źródło:
    Edukacja Międzykulturowa; 2020, 12, 1; 155-168
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Il progetto "Scrivere Come Risorsa Professionale nella Svizzera Italiana": aspetti linguistici quantitativi e qualitativi delle tesi di laurea nella Scuola Universitaria Professionale della Svizzera italiana
    "Writing as a Professional Resource in Southern Switzerland": Quantitative and Qualitative Aspects of Bachelor’s Theses at the University of Applied Sciences and Arts of Southern Switzerland
    Autorzy:
    Cignetti, Luca
    Demartini, Silvia
    Puccinelli, Daniele
    Powiązania:
    https://bibliotekanauki.pl/articles/446310.pdf
    Data publikacji:
    2018-06-20
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    scrittura accademica
    corpus di apprendenti
    analisi automatica del linguaggio
    italiano scritto
    insegnamento della lingua
    academic writing
    Italian learner corpus
    natural language processing
    written Italian language
    language teaching
    Opis:
    In questo contributo viene introdotto il progetto Scrivere Come Risorsa Professionale nella Svizzera italiana (SCRiPSIt), promosso dal Dipartimento formazione e apprendimento (DFA) della Scuola Universitaria Professionale della Svizzera Italiana (SUPSI). Il progetto si propone di identificare le difficoltà e gli errori più ricorrenti nella scrittura delle tesi di laurea in lingua italiana degli studenti di tre dipartimenti della SUPSI (Dipartimento Formazione e Apprendimento, Dipartimento Tecnologie Innovative, Dipartimento Economia Aziendale, Sanità e Sociale) e di una scuola affiliata (Accademia Teatro Dimitri), con l’obiettivo di migliorarne la qualità linguistica e formale. Dopo una descrizione degli obiettivi e dello stato attuale di realizzazione del corpus, ci si sofferma sull’illustrazione dei software impiegati per l’analisi automatica, sui primi esiti dell’analisi relativa al lessico e sulle potenzialità dell’impiego della pipeline Tint. I risultati del progetto consentiranno di attivare corsi specifici dedicati alla scrittura delle tesi di laurea e più in generale alla scrittura di tipo funzionale e professionale, con applicazione potenzialmente estesa a tutti i dipartimenti della SUPSI e alle scuole affiliate.
    This paper describes the highlights of Project SCRiPSIt (Writing as a Professional Resource in Southern Switzerland), led by the Department of Teaching and Learning of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI). Located in the largest Italian-speaking population centre outside of Italy, SUPSI is a heterogeneous higher-learning institution with a strong emphasis on professional development. Project SCRiPSIt investigates a relatively large corpus of SUPSI bachelor’s theses by bringing together a heterogeneous research team featuring a combination of qualitative and quantitative research expertise in linguistics as well as in automated text processing. After a description of the key project objectives, we present an overview of the current state of the corpus and of the text-processing pipeline, along with some preliminary results.
    Źródło:
    Italica Wratislaviensia; 2018, 9.1; 35-50
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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