Autor: Chomczyńska, Mariola - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Ethical Orientations and Sex in Teachers with Varied Educational Strategies
Autorzy:: Rubacha, Krzysztof
Chomczyńska-Rubacha, Mariola
Powiązania:: https://bibliotekanauki.pl/articles/18104540.pdf
Data publikacji:: 2013-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: educational strategies
ethical orientations: justice and care
sex
teachers
Opis:: The authors present the results of empirical research that tested a hypothesis concerning the relationship between ethical orientations and teachers’ educational strategies. The study was planned as a quantitative strategy as theoretical-verified, in a quasi-experimental scheme with random sampling. Data was gathered with the help of tests, and the hypotheses were verified using two-way ANOVA.
Źródło:: The New Educational Review; 2013, 33; 237-246
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Educational self-efficacy in teachers of various ethical orientations. The slovak research
Autorzy:: Rubacha, Krzysztof
Sirotova, Mariana
Chomczyńska-Rubacha, Mariola
Powiązania:: https://bibliotekanauki.pl/articles/2005021.pdf
Data publikacji:: 2016-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: teachers
ethical orientations
educational self-efficacy
care and justice ethics
Opis:: The article provides an empirical analysis of a relationship between ethical orientations and educational self-efficacy. Ethical orientations are defined in the theoretical system of K. Gilligan, whereas self-efficacy is viewed through the social-cognitive theory. The results of the analysis of variance demonstrate the existence of statistically significant differences in self-efficacy between teachers who prefer the ethics of justice and those who prefer the ethics of care, in favour of the former. However, the Eta coefficient shows that the relationship strength is not very large. In conclusion of the result interpretation we explain what our research explicates and what lies beyond its capacity.
Źródło:: The New Educational Review; 2016, 43; 193-200
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

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