Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "elementary schools" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-9 z 9
    Tytuł:
    Teachers’ Difficulties in Implementing Thematic Teaching and Learning in Elementary Schools
    Autorzy:
    Retnawati, Heri
    Munadi, Sudji
    Arlinwibowo, Janu
    Wulandari, Nidya F.
    Sulistyaningsih, Eny
    Powiązania:
    https://bibliotekanauki.pl/articles/1998079.pdf
    Data publikacji:
    2017-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teachers’ difficulties
    thematic learning
    elementary schools
    Opis:
    The objective of this study was to identify teachers’ diffi culties in implementing thematic learning in elementary schools. The study was phenomenology-type qualitative research. Data were collected through interviews followed by focus group discussion; the focus group discussion involved 15 elementary school teachers from eight provinces that had implemented Curriculum 2013. The data were analyzed by means of Cresswell’s steps. The results of the study showed that teachers encountered obstacles in selecting appropriate problems and themes within thematic, scientific and problem-based learning and in managing time for project-based learning. The availability of learning facilities was still limited. The problems found at the assessment stage was the teachers’ capacity in selecting appropriate techniques, in creating good instruments and in formulating clear assessment criteria.
    Źródło:
    The New Educational Review; 2017, 48; 201-212
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pupils’ Aggressive Behaviour towards Teachers in Elementary Schools in Slovakia
    Autorzy:
    Niklová, Miriam
    Šajgalová, Michaela
    Powiązania:
    https://bibliotekanauki.pl/articles/2004882.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    aggressive behaviour
    pupils
    elementary schools
    teacher authority
    aggression
    prevention
    Opis:
    Pupils’ aggressive behaviour towards teachers is a serious educational problem prompting social need for its solution in the school environment. The present research study aims to monitor the current state of pupils’ aggressive behaviour towards teachers. The study is of a theoretical-empirical nature. At the theoretical level, the issue is relatively little treated in the Slovak professional literature. It is paid more attention by foreign authors. The empirical section of the study presents results of our research conducted in Slovakia in 2016 among teachers of the elementary school second level in the Banská Bystrica and Žilina regions, as well as among professional staff at centres for pedagogical counselling and prevention. The research paid special attention to forms of aggressive behaviour, gender differences and causes of these serious behavioural disorders in pupils. Pupils’ aggressive behaviour towards teachers may have a variety of forms of which the verbal form such as back-talking and vulgarisms towards teachers is the most frequent. Gender differences recorded in pupils’ aggressive behaviour towards teachers showed the prevalence of boys. From the aspect of causes of pupils’ aggressive behaviour towards teachers, those were mainly improper parenting and a lack of teacher authority.
    Źródło:
    The New Educational Review; 2016, 46; 104-115
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teacher Perceptions of School Climate in Elementary Schools
    Autorzy:
    Aypay, Ahmet
    Taş, Ali
    Boyaci, Adnan
    Powiązania:
    https://bibliotekanauki.pl/articles/45630589.pdf
    Data publikacji:
    2012-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    organizational climate
    elementary schools
    school climate
    principals
    leaders
    teachers
    Opis:
    The purpose of this paper was to investigate the school climate in elementary schools. The sample included 231 teachers in 17 public elementary schools in Burdur, Turkey. An exploratory factor analysis on the OCDQ revealed eight factors and reliability analysis indicated that the instrument was reliable. The subscales emerged were hindrance, disengagement, esprit, intimacy, aloofness, trust, consideration, production emphasis. A cluster analysis was performed and two main clusters formed. In addition to descriptive statistics, t-tests, ANOVA, and correlation coefficients, and regression analyses were used. A negative relationship between production emphasis and disengagement was found while aloofness and trust positively related to hindrance.
    Źródło:
    The New Educational Review; 2012, 29; 227-238
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Popularity and Common Issues of Teaching Sports Games at Elementary Schools in Slovakia
    Autorzy:
    Nemec, Miroslav
    Adamčák, Štefan
    Marko, Michal
    Powiązania:
    https://bibliotekanauki.pl/articles/2026891.pdf
    Data publikacji:
    2022-03-31
    Wydawca:
    Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
    Tematy:
    elementary schools
    material and technical support
    physical and sport education
    selected regions of Slovakia
    sports games
    Opis:
    Within the article, we analyze and evaluate the popularity and common issues of teaching sports games in physical and sport education at elementary schools in Slovakia. A survey was the research instrument for collecting the primary data, aimed at male (620) and female (506) teachers of physical and sport education at the second elementary education stage of three regions of Slovakia. Detecting of teachers' perception was surveyed in period of three years (2017 – 2020). Each answer of male and female teachers was compared and evaluated by using the chi-square test (X2), while the significance level (α) was .01 and .05. In general, the sports games were the most popular activities among the male and female teachers of physical and sport education (58.02 %; n = 653). More than 41 % of male and female teachers' answers about the most significant factors influencing the quality of teaching sports games were spatial and material conditions. The reason for that was partly due to the low time allowance of teaching sports games (28.86 %; n = 152). The traditional sports games (football, volleyball, basketball) were the best secured, in terms of material conditions, in contrast to floorball (34,70 %; n = 390).
    Źródło:
    Central European Journal of Sport Sciences and Medicine; 2022, 37; 89-100
    2300-9705
    2353-2807
    Pojawia się w:
    Central European Journal of Sport Sciences and Medicine
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Seminaria nauczycielskie na terenie Królestwa Polskiego w rosyjskiej polityce oświatowej po powstaniu styczniowym
    Teacher Training Colleges on the Territory of the Kingdom of Poland in the Russian Educational Policy after the January Uprising
    Autorzy:
    Szewczuk, Dariusz
    Powiązania:
    https://bibliotekanauki.pl/articles/33915227.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    Kingdom of Poland
    teacher training colleges
    elementary schools
    russification
    Królestwo Polskie
    seminaria nauczycielskie
    szkoły elementarne
    rusyfikacja
    Opis:
    Działalność rządowych seminariów nauczycielskich na terenie Królestwa Polskiego w latach 1866–1915 służyła przygotowaniu kandydatów do pracy pedagogicznej w szkołach elementarnych. Przyjęty w seminariach model kształcenia i wychowania przyszłych nauczycieli miał zagwarantować realizację polityki rusyfikacyjnej w oświacie elementarnej. Wychowankowie seminarium zdobywali w nich nie tylko przydatną wiedzę pedagogiczną, ale również zostali poddani intensywnym zabiegom o charakterze wychowawczym, mającym z nich uczynić nauczycieli wiernie wykonujących polecenia zwierzchników. Postawione przez władze rosyjskie zadania przekładały się na sposób organizacji pracy dydaktyczno-wychowawczej prowadzonej w seminariach nauczycielskich i wymagały odpowiedniego doboru kadry pedagogicznej odpowiedzialnej za kształcenie wychowanków.
    The activities of government teachers’ training colleges in the Kingdom of Poland in the years 1866–1915 served to prepare candidates for teaching work in elementary schools. The model of education and upbringing of future teachers adopted in the seminars was to guarantee the implementation of the Russification policy in elementary education. The graduates of the seminary not only gained useful pedagogical knowledge there but also were subjected to intensive educational efforts aimed at turning them into teachers faithfully carrying out the orders of their superiors. The tasks set by the Russian authorities translated into the way of organizing didactic and educational work carried out in teachers’ training colleges and required the appropriate selection of teaching staff responsible for educating pupils.
    Źródło:
    Res Historica; 2023, 56; 301-325
    2082-6060
    Pojawia się w:
    Res Historica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Działalność władz szkolnych oraz kierowników szkół w powiecie tarnowskim w zakresie szkolnictwa powszechnego w latach 1918-1939
    Work of the School Authorities and School Headmasters in the Tarnów District in the Sphere of Elementary Education in the Years 1918-1939
    Autorzy:
    Juśko, Edmund
    Powiązania:
    https://bibliotekanauki.pl/articles/1953737.pdf
    Data publikacji:
    2005
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    edukacja publiczna
    szkoły powszechne
    władza szkolna
    Tarnów
    powiat tarnowski
    public education
    elementary schools
    school authorities
    Tarnów District
    Opis:
    The District School Council in Tarnów began its work on 1 July 1921. School Inspectors Jan Szumski, Jan Lubowiecki, Leon Grabowiecki, Stefan Mucha and Franciszek Tomaszkiewicz were its subsequent chairmen. The duties of subinspectors were carried out by Leon Staranka and Henryk Zahaczewski. School inspectors were the first instance authority in the school district. Their duties included supervising the elementary education and managing it by forming the school network, watching over the children to make them carry out their school duties, and appointing temporary teachers. They were not only responsible for the standard of teaching but for the level of education as well. They also supervised private elementary schools. As part of their supervising activities the inspectors visited schools; they also controlled and discussed a variety of questions connected with didactic and educational work of the schools. The aim of the visits was to check the standard of work and of functioning of elementary schools. During the visits the inspectors were supposed to pay attention to: carrying out the school's statute tasks, the proper way of teaching the curricula and educating the pupils, and observance of the law regulations. Apart from the questions connected with didactics and education, also problems connected with organization of work, a proper order in the schools, school documents and the pupils' attendance were subject to the inspectors' attention. These were the questions that the inspectors assessed when their visits to schools had a different form. In order to examine a particular problem, eg. that of attendance, inspectors carried out the so-called inspections. School inspectors also very often undertook activities aimed at perfecting the teachers' skills. They organized meetings, conferences and courses. They participated in the qualifying exams for teachers. School inspectors were responsible for organization, state and efficiency of additional training for public schools headmasters and teachers. School inspectors' work in the district was, on the whole, favorably viewed by teachers. Knowing the school realities they were able to offer help suitable for the needs and the real conditions obtaining in schools. When analyzing the reports of the teaching staff conferences it can be noticed that the inspectors were able to point to both the good sides of the work of schools and teachers, and to their mistakes. Putting forward recommendations they accurately pointed to the origin of the committed mistakes and the ways they could be mended. Local school councils played an important role in the school circles. Most councils carried out their duties in the way that was favorable for the school. Apart from matters that were important for the functioning of the schools, local school councils often made decisions about seemingly trivial problems. The headmasters played an important role in theirs schools. They headed the elementary schools and represented them. The headmaster's fundamental task was contributing, as far as he could, to general education. In that period, which was so difficult for education, a decided majority of headmasters in the district showed managing skills, knowledge of both their work and methods to do it, and the ability to establish contacts with the parents and the local circles. It was owing to them that schools could work normally to a certain degree, even though they were teaching and educating children often in extremely bad material conditions. The headmasters had to show especially much patience when fixing problems connected with the material basis. The difficult economic situation of the parents and of the local authorities caused that schools were often considered to be unnecessary. The managing staff of most schools in the district showed organizing skills, a profound knowledge, both methodic and factual as well as knowledge of the law regulations and a lot of pedagogical tact.
    Źródło:
    Roczniki Humanistyczne; 2005, 53, 2; 117-136
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Environment’s Impact on the Emergence of Drug Addictions of Children and Youth; Possibilities of Their Prevention
    Autorzy:
    Maľová, Miriam
    Powiązania:
    https://bibliotekanauki.pl/articles/29520383.pdf
    Data publikacji:
    2007-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    drug addiction
    environment
    prevention
    toxic addiction of children and youth
    reasons for emergence of drug addictions
    elementary schools
    Opis:
    The contribution refers to the participation of environment for the emergence of drug addiction of children and youth. It expounds the origins of drug addiction emergence with special respect to environment’s impact. It also presents selected results of the research implemented at elementary schools of the Banska Bystrica district in the Slovak Republic. A part of the research was directed to determine personal experiences with drugs of pupils at the 2nd stage of elementary schools.
    Źródło:
    The New Educational Review; 2007, 12; 63-71
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Szkoły elementarne na Lubelszczyźnie w okresie okupacji austriackiej (1915–1917)
    Elementary schools in the Lublin region during the Austrian occupation (1915–1917)
    Autorzy:
    Partyka, Wiesław
    Powiązania:
    https://bibliotekanauki.pl/articles/23050738.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    elementary schools
    Lublin region
    19th–20th century
    partitions
    Austrian occupation
    szkoły elementarne
    Lubelszczyzna
    XIX-XX wiek
    zabory
    okupacja austriacka
    Opis:
    Głównym celem artykułu jest opisanie stanu polskiego szkolnictwa elementarnego na Lubelszczyźnie w czasie I wojny światowej, przed odzyskaniem przez Polskę niepodległości. Szkolnictwo elementarne opisywanego okresu opierało się przede wszystkim na małych szkołach jednoklasowych z jednym nauczycielem, jedynie w większych ośrodkach miejskich funkcjonowały szkoły wieloklasowe. Dzięki wielkiemu zaangażowaniu wielu społeczników (np. właścicieli ziemskich, duchowieństwa), ale i zwykłych obywateli, początek XX w. charakteryzował się nienotowanym wcześniej wzrostem liczby szkół, które umożliwiały dostęp do edukacji tysiącom dzieci i młodzieży. Mimo zniszczeń wojennych, braku infrastruktury szkolnej, niedoboru kadry dydaktycznej, mobilizacja społeczeństwa oraz przychylna w tej materii postawa władz austriackich, doprowadziła w latach 1915–1917 do wzrostu liczby szkół elementarnych z 426 do 1345. Dzięki temu liczba uczniów objętych edukacją wzrosła z około 30 tys. w 1915 r. do ponad 100 tys. w 1917 r. Ważnym osiągnięciem było również przekazanie przez władze austriackie jurysdykcji nad szkolnictwem administracji polskiej już na rok przed odzyskaniem niepodległości. Mimo wzmożonych działań, w ciągu kilku lat nie udało się nadrobić zaległości wynikających z polityki edukacyjnej władz rosyjskich realizowanej przez cały wiek XIX, jednak był to niezwykle istotny asumpt do odrodzenia i organizacji polskiego szkolnictwa w kolejnych latach. Artykuł bazuje na źródłach archiwalnych i opracowaniach z początku XX w., ukazując stan szkolnictwa nie tylko w ośrodkach miejskich, ale również na wsiach. Dzięki zachowanym sprawozdaniom, daje możliwość poznania szczegółowej sieci szkół, co może być przyczynkiem do podejmowania kolejnych badań w tej materii.
    The main aim of the article is to describe the state of Polish elementary education in the Lublin region during World War I, before Poland regained independence. Elementary education of the described period was based mainly on small one-class schools with one teacher, only in larger urban centers there were multiclass schools. Thanks to the great involvement of many social activists (landowners, clergy), and ordinary citizens, the beginning of the 20th century was characterized by an unprecedented increase in the number of schools that made education available to thousands of children and adolescents. Despite the war damage, the lack of school infrastructure, the shortage of teaching staff, the mobilization of the society and the favorable attitude of the Austrian authorities in this matter, in the years 1915–1917 led to an increase in the number of elementary schools from 426 to 1,345. As a result, the number of students covered by education increased from about 30,000 in 1915 to over 100,000 in 1917. An important achievement was also the transfer by the Austrian authorities of jurisdiction over education to the Polish administration a year before regaining independence. Despite intensified efforts, within a few years it was not possible to catch up with the educational policy of the Russian authorities implemented throughout the 19th century, but it was an extremely important beginning for the revival and organization of Polish education in the following years. The article is based on archival sources and studies from the beginning of the 20th century, showing the state of education not only in urban centers, but also in villages. Thanks to the preserved reports, it gives the opportunity to get to know the detailed network of schools, which may be a contribution to undertaking further research in this matter.
    Źródło:
    Przegląd Nauk Historycznych; 2022, 21, 2; 131-158
    1644-857X
    2450-7660
    Pojawia się w:
    Przegląd Nauk Historycznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Regionálna výchova a tradičná ľudová kultúra vo výučbe na základných školách
    Regional education and traditional folk culture in elementary school education
    Edukacja regionalna i tradycyjna kultura ludowa w edukacji na poziomie szkoły podstawowej
    Autorzy:
    Jágerová, Margita
    Powiązania:
    https://bibliotekanauki.pl/articles/2078843.pdf
    Data publikacji:
    2019-12
    Wydawca:
    Muzeum "Górnośląski Park Etnograficzny w Chorzowie"
    Tematy:
    regional education
    traditional folk culture
    elementary schools
    educational process
    transmission of traditional folk culture
    edukacja regionalna
    tradycyjna kultura ludowa
    szkoły podstawowe
    proces edukacyjny
    przekazywanie tradycyjnej kultury ludowej
    Opis:
    Since 2008 the elementary schools in Slovakia have been given the opportunity to educate children in the field of “Regional education and traditional folk culture“ focusing on local history, geography, natural environment and basic ethnographic knowledge related to the place in which each school functions. Therefore, these schools can be considered as one of the most important mediators in the process of imparting this knowledge amongst the youngest generation in today’s society. The paper is based on a research conducted at 5 elementary schools that declared the implementation of “Regional education” and some components of traditional culture and folklore in their teaching process. At the beginning of 1990s, these schools were leaders in this process and became an inspirational role model for other schools. The author describes the current situation in these schools, the possibilities, tools and mechanisms applied by individual schools (teachers) in the process of education in the above-mentioned field. Furthermore, the paper describes the forms, educational content and factors determining this area.
    Od 2008 roku szkoły podstawowe na Słowacji mają możliwość edukacji dzieci w zakresie „Edukacji regionalnej i tradycyjnej kultury ludowej”, koncentrując się na lokalnej historii, geografii, środowisku naturalnym i podstawowej wiedzy etnograficznej związanej z miejscem, w którym działa dana szkoła. Dlatego szkoły można uznać za jednego z najważniejszych mediatorów w procesie przekazywania tych informacji najmłodszemu pokoleniu dzisiejszego społeczeństwa. Artykuł oparty jest na badaniach przeprowadzonych w 5 szkołach podstawowych, w których zadeklarowano wdrożenie „edukacji regionalnej” oraz niektórych elementów tradycyjnej kultury i folkloru w procesie nauczania. Na początku lat 90. szkoły te były liderami w tym procesie i stały się inspirującym wzorem do naśladowania dla innych szkół. Autor pracy przygląda się obecnej sytuacji w tych szkołach, omawiając możliwości, narzędzia i mechanizmy stosowane przez poszczególne szkoły (nauczycieli) w procesie edukacji we wspomnianej dziedzinie. Ponadto artykuł opisuje formy i treści edukacyjne, a także czynniki determinujące ten obszar.
    Źródło:
    Rocznik Muzeum "Górnośląski Park Etnograficzny w Chorzowie"; 2019, 7, 7; 67-78
    2353-2734
    Pojawia się w:
    Rocznik Muzeum "Górnośląski Park Etnograficzny w Chorzowie"
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies