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    Wyświetlanie 1-14 z 14
    Tytuł:
    The Violent Behaviors among the Students in Rural and Urban Areas of Turkey
    Autorzy:
    Yörük, Sinan
    Powiązania:
    https://bibliotekanauki.pl/articles/45631111.pdf
    Data publikacji:
    2012-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    student
    violence
    primary schools
    Opis:
    Violent behaviors among students are becoming an important matter for studies in educational research. Especially, this kind of behaviors has been observed in elementary schools. In this study we investigated violent behaviors among the elementary school students in rural and urban areas. The purpose of this study was to investigate the violent behaviors regarding some variables such as gender, classroom and location of the school. We focused on five dimensions of violence (physical, verbal, sexual, emotional and institutional). Survey method was used in the study. 2811 students, being educated in 7 rural and 7 urban areas, participated in this research in Turkey. As a result of this study, we found that there was a significant difference between the students educated in rural and urban areas in terms of the institutional violence dimension.
    Źródło:
    The New Educational Review; 2012, 29; 56-67
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Turkish Primary School Teachers’ Perceptions of Organizational Trust
    Autorzy:
    Taşdan, Murat
    Powiązania:
    https://bibliotekanauki.pl/articles/45873648.pdf
    Data publikacji:
    2012-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    organizational trust
    Turkish
    primary schools
    Opis:
    The purpose of the presented study is to determine Turkish primary school teachers’ perceptions of organizational trust. The participants in the study were 469 primary school teachers from seven regions of Turkey. The data were collected via an Organizational Trust Scale. Data analysis was performed with the use of descriptive statistics, t test, one way-ANOVA, Kruskal Wallis H Test and Pearson Products-Momentus Correlation. The results of the study revealed that Turkish primary school teachers’ overall trust perceptions about their schools are high, but that they have a “moderate” level of trust perceptions about their shareholders—students and parents.
    Źródło:
    The New Educational Review; 2012, 30; 176-190
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Comparative analysis of health problems in students from elementary school and middle school in Lublin, 2010–2015
    Autorzy:
    Kocka, Katarzyna
    ŚLUSARSKA, Barbara
    Bartoszek, Agnieszka
    Rząca, Marcin
    Zdybel-Fałdyga, Urszula
    Nowicki, Grzegorz
    Naylor, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/552358.pdf
    Data publikacji:
    2018
    Wydawca:
    Stowarzyszenie Przyjaciół Medycyny Rodzinnej i Lekarzy Rodzinnych
    Tematy:
    students
    primary schools
    middle schools
    public health.
    Źródło:
    Family Medicine & Primary Care Review; 2018, 1; 7-12
    1734-3402
    Pojawia się w:
    Family Medicine & Primary Care Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Socio-economic conditions in Warsaw districts and the availability of extracurricular activities in primary schools
    Autorzy:
    Awramiuk, Alina
    Fuhrmann, Magdalena
    Janicki, Maciej
    Powiązania:
    https://bibliotekanauki.pl/articles/2034519.pdf
    Data publikacji:
    2010-06-01
    Wydawca:
    Uniwersytet Warszawski. Wydział Geografii i Studiów Regionalnych
    Tematy:
    Warsaw districts
    primary schools
    extracurricular activities
    Opis:
    Polish schools achieve their educational aims, as set out in the curriculum, within the framework of obligatory class periods. Extracurricular activities may be organised when schools receive additional funding from local government budgets. The aim of this article is to demonstrate the relationship between the socio-economic conditions of individual Warsaw districts and the availability of extracurricular activities in those districts' primary schools. The analysis carried out during this study disproved the initial assumption that more affluent districts with higher per capita incomes and a higher proportion of expenditures directed towards educational aims would be characterised by a larger offer of extracurricular activities. Rather, what distinguishes districts with the highest availability of extracurricular activities is their peripheral location within the territory of Warsaw. There, schools ensure longer hours of supervision for children and organised the time after class, which offers support to the parents. It is likely that it is the parents who, due to their relatively longer commute between home and work, support the organisation of such activities, not least financially.
    Źródło:
    Miscellanea Geographica. Regional Studies on Development; 2010, 14; 283-294
    0867-6046
    2084-6118
    Pojawia się w:
    Miscellanea Geographica. Regional Studies on Development
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA
    Autorzy:
    HOPTOVÁ, LUCIÁNA
    Powiązania:
    https://bibliotekanauki.pl/articles/628722.pdf
    Data publikacji:
    2020
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    holocaust
    history
    primary schools
    grammar schools
    Slovak Republic
    Opis:
    Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools. Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history. Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.
    Źródło:
    Journal of Education Culture and Society; 2020, 11, 2; 429-443
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa
    Autorzy:
    Zindoga, Lilian
    JO Aloka, Peter
    Powiązania:
    https://bibliotekanauki.pl/articles/23592833.pdf
    Data publikacji:
    2024-01-02
    Wydawca:
    Academicus. International Scientific Journal publishing house
    Tematy:
    mnemonic instruction
    reading ability
    learners
    dyslexia
    primary schools
    Opis:
    This study examined the effectiveness of the mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia in two public primary schools in Mpumalanga, South Africa. The Skinner’s reinforcement and the Information Processing theories were employed. A quasi-experimental design with one control group and one experimental group was used. Two schools, one was an intervention and was control one. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The tools used were the Bangor Dyslexia Test, pre- and post- tests, and a reading comprehension test. The results revealed that there was a statically significant difference between pre-test and post-test scores for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school learners with dyslexia. The study recommends that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.
    Źródło:
    Academicus International Scientific Journal; 2024, 15, 29; 157-173
    2079-3715
    2309-1088
    Pojawia się w:
    Academicus International Scientific Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem
    Autorzy:
    Chomczyńska-Rubacha, Mariola
    Powiązania:
    https://bibliotekanauki.pl/articles/2031715.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic achievement
    self-esteem
    sex
    middle schools
    primary schools
    high schools
    Opis:
    The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.
    Źródło:
    The New Educational Review; 2014, 37; 150-160
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Long-term effect of one-time nutritional education in school on nutritional knowledge of early school-aged children
    Autorzy:
    Chojnacka, A.
    Gornicka, M.
    Szewczyk, K.
    Powiązania:
    https://bibliotekanauki.pl/articles/2086574.pdf
    Data publikacji:
    2021
    Wydawca:
    Narodowy Instytut Zdrowia Publicznego. Państwowy Zakład Higieny
    Tematy:
    nutritional education
    nutritional knowledge
    school-based programs
    children
    primary schools
    Opis:
    Background. In the group of school-aged children nutritional education (NE) enables an early development of healthy eating habits, which can be transferred to the adult life. Objective. The aim of the study was to assess the long-term effect of a one-time nutritional education, including also culinary workshops, on the level of nutritional knowledge (NK) of early school-aged children as well as to analyse the nutritional content of the children’s books. Material and methods. The study was conducted among second- and third-grade pupils from a primary school in Warsaw (n=76). The level of NK was determined using the same, self-administrated questionnaire at each of the three stages of the study. Results. The level of NK was assumed as very good in 47% of respondents before the education, in 91% immediately after the education, and in 74% six months after it. Out of all 23.0 points (max.) on average 18.1 points were obtained at the first stage, 21.1 points at the second stage and 19.7 points at the third stage (p<0.001). Immediately after the NE and six months after it the level of NK increased significantly (comparing to the first stage) especially on these topics: the daily water requirements and the recommendations on physical activity (p<0.001 for both questions). Conclusions. The results of the study confirmed the effectiveness of a one-time nutritional education on the level of nutritional knowledge. Moreover, results show that in the research group nutritional knowledge about importance of physical activity, adequate nutrition, eating varicoloured vegetables and fruits, screen time limits and distinguishing between healthy and unhealthy products was satisfactory, even at the baseline, but in the main source of fats in a diet, the role of milk products, the effect of having too little water in a diet and the sugar content in food children’s knowledge was not enough
    Źródło:
    Roczniki Państwowego Zakładu Higieny; 2021, 72, 2; 155-164
    0035-7715
    Pojawia się w:
    Roczniki Państwowego Zakładu Higieny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kompetencje nauczycieli do realizacji zadań kształcenia środowiskowego na poziomie nauczania wczesnoszkolnego
    Competences of teachers to perform environmental education tasks in the early grade classes of primary schools
    Autorzy:
    Mielczarek, A. W.
    Powiązania:
    https://bibliotekanauki.pl/articles/272052.pdf
    Data publikacji:
    2007
    Wydawca:
    Górnośląska Wyższa Szkoła Pedagogiczna im. Kardynała Augusta Hlonda
    Tematy:
    edukacja ekologiczna
    nauczanie wczesnoszkolne
    ochrona środowiska
    environmental education
    environment protection
    primary schools
    Opis:
    Wyniki uzyskane z sondażu przeprowadzonego wśród nauczycieli wynika, że edukacja środowiskowa zarówno do roku 1999, jak i obecnie jest realizowana w nauczaniu zintegrowanym, zajęć terenowych i różnych form pozalekcyjnych. Różnorodność form zajęć o charakterze środowiskowym oraz częstotliwość odbywania zajęć pozalekcyjnych jest związana z lokalizacją szkoły. Prawie co trzeci nauczyciel podkreśla duże znaczenie zajęć z edukacji środowiskowej dla poznawania przykładów degradacji środowiska i jej negatywnych dla człowieka skutków zdrowotnych.
    A questionnaire carried out among teachers has showed that environmental education both since 1990 as well as presently is carried out in the framework of the integrated education programme, outdoor activities as well as other form of extramural activities. A diversity of training forms on environmental issues and the frequency of extramural activities is related to the location of the school. Nearly every third teacher stresses the importance of environmental education classes for presenting the examples f environmental degradation and its negative impact for human health.
    Źródło:
    Problemy Ekologii; 2007, R. 11, nr 5, 5; 252-262
    1427-3381
    Pojawia się w:
    Problemy Ekologii
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    RELATIONS BETWEEN SOCIAL INEQUALITIES AND EFFECTS OF INCREASED AVAILABILITY OF PHYSICAL EDUCATION ON CHILDREN´S HEALTH – A LONGITUDINAL STUDY OF ELEMENTARY SCHOOLS
    Autorzy:
    Seyda, Miriam
    Meier, Henk Erik
    Powiązania:
    https://bibliotekanauki.pl/articles/449168.pdf
    Data publikacji:
    2015
    Wydawca:
    Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
    Tematy:
    school-based interventions
    obesity
    health
    SES
    primary schools
    physical education
    evaluation study
    childhood
    Opis:
    The obesity crisis and health inequalities among children have directed the attention of policymakers to school-based interventions. Accordingly, the state government of North Rhine-Westphalia commissioned a pilot project amongst daily PE classes in primary schools. An evaluation study was conducted testing 520 children from seven project schools and 142 children from non-project schools over a four-year period. Body mass index (BMI) served as an indicator of the children’s health status. Further health-related aspects were measured in terms of motoric capacities. Moreover, sports club participation was measured. The results suggest that the daily PE class does not represent a universal remedy for specific health deficits. However, disadvantaged children - in particular girls - might benefit from school-based interventions.
    Źródło:
    Journal of Physical Education & Health - Social Perspective; 2015, 4, 6; 5-14
    2084-7971
    Pojawia się w:
    Journal of Physical Education & Health - Social Perspective
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Miejskie szkoły powszechne dla ludności żydowskiej w wielokulturowej Częstochowie okresu międzywojennego
    Autorzy:
    Zalas, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/2031168.pdf
    Data publikacji:
    2021-12-21
    Wydawca:
    Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane
    Tematy:
    primary schools
    interwar period
    national minorities
    Częstochowa
    multiculturalism
    szkoły powszechne
    okres międzywojenny
    mniejszości narodowe
    wielokulturowość
    Opis:
    Częstochowa w latach 1918–1939, podobnie jak cała Rzeczpospolita, była miastem wielokulturowym. Na jej obszarze współistniały grupy ludności różniące się pod względem etnicznym, reprezentujące odmienności językowe, religijne oraz kulturowe, jednak dominującą spośród mniejszości grupę wyznaniową stanowili Żydzi. Rozwój gospodarczy, terytorialny a także demograficzny dokonujący się we wskazanych okresie, a przede wszystkim stale wzrastająca liczba ludności żydowskiej spowodowała konieczność organizowania instytucji społeczno-kulturalnych i oświatowych. Tworzyły je w szczególności organizacje i towarzystwa o charakterze dobroczynnym i filantropijnym. Struktura demograficzna lat 1918–1939 determinowała także potrzeby oświatowe w mieście. W celu upowszechniania obowiązkowej edukacji władze miasta przekazały trzy miejskie szkoły powszechne (nr 12, 13 i 15) wyłącznie na użytek ludności żydowskiej. Szkoły te stanowiły integralny element miejskiego szkolnictwa powszechnego, powielały tym samym trudności lokalowe, kadrowe i organizacyjne. Na uwagę zasługuje jednak fakt, iż dzięki oddolnym inicjatywom kadry pedagogicznej, organizowaniu działań wychowawczych szkoły kształciły w duchu poszanowania ludności wszystkich wyznań i narodowości, szacunku wobec państwa i społeczności lokalnej.
    In the years 1918–1939, Częstochowa was a multicultural city just like the entire Second Republic was a multicultural country. Groups of people different in the aspects of their ethnic origin, speaking different languages, belonging to different religions, and also representing different cultures co-existed in it; nevertheless, it was Jews that constituted the dominant minority as far as religion was concerned.Economic development, territorial growth, and also increase in the population, observed throughout the period referred to hereinabove, and, first and foremost, a constantly increasing headcount of Jewish minority, rendered it necessary to organise social-cultural and educational institutions, the lion’s share of which were charitable and philanthropic organisations. The demographic structure in the years 1918–1939 determined the educational needs of the city as well. So as to ensure that Jewish population could undergo a compulsory education and complete it, the authorities of the city handed over three municipal primary schools (bearing the following numbers: 12, 13 and 15) to be used only and solely by the members of this very minority.The schools in question constituted an integral element of primary education in the city, and, therefore, suffered from the same difficulties with finding suitable buildings, personnel and organisation. It is, however, worth indicating that, thanks to the grassroots initiatives of the faculty in the aspect of the organisation of upbringing activities, these schools instilled the spirit of respect for the people of all confessions and nationalities, as well as for the state and local community
    Źródło:
    Podstawy Edukacji; 2021, 14; 147-165
    2081-2264
    Pojawia się w:
    Podstawy Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Vplyvy dištančného vzdelávania z pohľadu žiakov základných a stredných škôl
    Impact of distance education from the point of view of primary and secondary school pupils
    Autorzy:
    Hibký, Martin
    Powiązania:
    https://bibliotekanauki.pl/articles/33306079.pdf
    Data publikacji:
    2022-12
    Wydawca:
    Comenius University Bratislava. Faculty of Roman Catholic Theology of Cyril and Methodius
    Tematy:
    dištančné vzdelávanie
    vplyvy na žiakov
    porovnanie rozdielov
    základné školy
    stredné školy
    distance education
    impacts on students
    comparison of differences
    primary schools
    secondary schools
    Opis:
    Cieľom predkladanej štúdie je na základe štatistickej analýzy zistiť reálny stav a identifikovať niektoré súvislosti a rozdiely v názoroch, správaní a prežívaní žiakov 2. stupňa základných škôl a stredných škôl vyplývajúce z vplyvov dištančného vzdelávania. Výskumný súbor tvorilo 1492 respondentov, z toho 698 žiakov 2. stupňa základných škôl a 794 žiakov stredných škôl. Zber údajov bol realizovaný prostredníctvom online dotazníkovej metódy. Verifikáciou hypotéz bolo potvrdené, že signifikantná väčšina študentov preferuje prezenčnú formu vzdelávania. Ďalším overením bolo preukázané, že žiaci napriek dištančnému vzdelávaniu trávia signifikantne viac voľného času za počítačom ako pri prezenčnej výučbe. Taktiež sme preukázali, že existuje závislosť medzi úrovňou spokojnosti s dištančnou výučbou učiteľov a stupňom školy, a hoci prevažná časť žiakov vyjadrila skôr spokojnosť s učiteľmi, stredoškoláci signifikantne častejšie vyjadrovali aj svoju nespokojnosť. Preukázalo sa tiež, že žiakom stredných škôl štatisticky významne viac absentoval kontakt s učiteľom, na rozdiel od žiakov základných škôl, ktorí signifikantne častejšie uvádzali absenciu výletov. Signifikantný rozdiel sa preukázal aj v tom, že žiaci základných škôl častejšie uvádzali, že sú viac leniví. Naopak, žiaci stredných škôl výrazne častejšie prežívali mrzutosť z toho, že majú viac úloh. Zreteľne protichodné postoje medzi základnými a strednými školami sa preukázali pri otázke trávenia voľného času, kde signifikantne viac stredoškolákov si číta, alebo sa venuje záľubám. Naopak, významne viac respondentov zo základných škôl označilo, že sú len doma a nudia sa. Napokon signifikantne viac stredoškolákov sa odvolávalo na vnútornú vyrovnanosť, pričom žiakom základných škôl viac pomáha vzťah s rodičmi.
    The aim of the presented study is to statistically analyze the real situation and to make clear if there are some impacts of distance education on behalf of the opinions, a change in behavior and favourable conditions for pupils of 2nd grade of primary school and secondary school students. The research group consisted of 1492 respondents, of whom 698 were pupils of the 2nd grade of primary schools and 794 students of secondary schools. Data collection was performed using an online questionnaire method. Verification of the hypotheses confirmed that a significant majority of students prefer the full-time form of education. Further verification showed that, despite distance learning, students spend significantly more free time at the computer than in full-time teaching. It has also been shown that there is a certain connection between the type of school students attend and students themselves. Although the vast majority of pupils consider distant learning as satisfying, there are some secondary school students who definitely dislike it. From their answers it is evident that secondary school students miss the direct contact with the teacher, while primary school students reported they were missing mostly trips which are usually organised at schools. A significant fact is that primary school students admitted that they were more lazy. On the contrary, secondary school students were much more likely to be annoyed by having more tasks. Clearly contradictory attitudes between primary and secondary schools have been demonstrated in the issue of spending free time, where significantly more secondary school students read or engage in hobbies. On the contrary, significantly more respondents from primary schools indicated that they were only at home and bored. Finally, significantly more secondary school students referred to be more internally balanced, while primary school pupils declared that it was the relationship with their parents which helped them a lot.
    Źródło:
    ACTA facultatis theologicae Universitatis Comenianae Bratislaviensis; 2022, 2; 82-108
    1335-8081
    2644-6928
    Pojawia się w:
    ACTA facultatis theologicae Universitatis Comenianae Bratislaviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    UCZEŃ ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI NA LEKCJI JĘZYKA OBCEGO W SZKOLE PODSTAWOWEJ – ROLA NAUCZYCIELA I ŚRODOWISKA SZKOLNEGO W REALIZACJI KONCEPCJI INKLUZJI
    The student with special educational needs in the primary language classroom – the role of the teacher and school environment in effecting inclusion
    Autorzy:
    Janicka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/443029.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    special educational needs
    inclusive didactics
    foreign language teaching
    primary schools
    specjalne potrzeby edukacyjne
    dydaktyka inkluzyjna (włączająca)
    nauczanie języków obcych
    szkoły podstawowe
    Opis:
    The article presents the tenets of the inclusion concept and the ways as well as the problems concerned with its implementation. Special attention has been given to primary school-students with special educational needs in the language classroom. In the article results of a research project are presented. The project had two aims. The first was to elicit the level of implementation of the inclusion concept at Polish primary schools using the example of teaching foreign languages. The other aim was to sensitise the students of applied linguistics – future language teachers – to the challenges concerned with teaching languages to children with special educational needs.
    Źródło:
    Neofilolog; 2017, 49/1; 25-39
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Organizacja szkolnictwa w okresie pionierskim w Olsztynie przez wydział oświaty przy urzędzie pełnomocnika rządu RP (kwiecień–sierpień 1945)
    The organization of education in the pioneer period in Olsztyn by the ment of Education at the Plenipotentiary Office of the Government of the Republic of Poland (April–August 1945)
    Autorzy:
    Radziszewska, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1366224.pdf
    Data publikacji:
    2019
    Wydawca:
    Instytut Północny im. Wojciecha Kętrzyńskiego w Olsztynie
    Tematy:
    Wydział Oświaty
    Olsztyn
    nauczyciele
    szkoły powszechne
    szkoły średnie
    ogólnokształcące
    gimnazjum
    szkoła ćwiczeń
    liceum pedagogiczne
    Department of Education
    Techers
    primary schools
    general
    education liceums
    gymnasium (middle school)
    pedagogical liceum
    Opis:
    In April 1945, the Department of Education was formed in Olsztyn by the Plenipotentiary Office of the Government of the Republic of Poland. Its head was the native Paweł Sowa. During the functioning of the Department of Education at the Plenipotentiary Office of the Government of the Republic of Poland from April through to the end of August 1945, thanks to this department in the Masurian district, a network of educational administration in the area and the first schools were established. Polish education particularly developed in Olsztyn, supported by the increase in inhabitants. The aim of this article is to present the beginnings of the organization of primary and secondary education as well as pedagogic education in Olsztyn under the direction of the Department of Education in the Plenipotentiary Office during the pioneer period, which lasted until the appointment of the School District of Masuria in Olsztyn, i.e. September 1, 1945.
    Źródło:
    Komunikaty Mazursko-Warmińskie; 2019, 303, 1; 57-76
    0023-3196
    2719-8979
    Pojawia się w:
    Komunikaty Mazursko-Warmińskie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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