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    Wyświetlanie 1-8 z 8
    Tytuł:
    First-Day of School, First-Day Success
    Autorzy:
    Szkolak-Stępień, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1371228.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    first day of school
    success
    Scholastic Instructor
    Opis:
    Crossing the school threshold, meeting new obligations, requirements and situations is an important moment that changes the lives of children so far. Especially the youngest who, on the one hand, want to go to school very much and, on the other hand, are afraid of it — not knowing their friends, colleagues and teachers. The article First-Day of School, First-Day Success written on the basis of articles from the American magazine “Scholastic Instructor” presents, how to help you succeed in school.
    Źródło:
    Pedagogika Przedszkolna i Wczesnoszkolna; 2020, 2 (16); 79-83
    2353-7140
    2353-7159
    Pojawia się w:
    Pedagogika Przedszkolna i Wczesnoszkolna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Determining Scholastic Aptitude Test as Predictors of Academic Achievement on Students of Islamic School in Indonesia
    Autorzy:
    Muhid, Abdul
    Yusuf, Ahmad
    Kusaeri, Kusaeri
    Novitasari, Dian Candra Rini
    Asyhar, Ahmad Hanif
    Ridho, Ali
    Powiązania:
    https://bibliotekanauki.pl/articles/1963593.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic achievement
    cognitive abilities
    predictor
    scholastic aptitude test
    Opis:
    Selection of new students is based on student potential. Research on the potential of the cognitive abilities and records of Islamic school students’ academic achievement in Indonesia are still very rare. This paper presents empirical data about the predictive ability of a test of scholastic ability for the academic achievement of Islamic school students in Indonesia. This research used a quantitative approach with a survey method that used the Ministry of Religious Affair (MORA)’s Scholastic Aptitude Test (SAT) and Students’ scores on 5 subjects in the first semester. The subjects of this study were 9609 Islamic school students selected using a quota sampling technique that represented Islamic schools in Indonesia. The results of this study indicate that all of the SAT subsets, those are verbal, numerical, analytical and spatial, are significant predictors of academic achievement of Islamic school students in Indonesia. The empirical analytical sub-test is the strongest predictor of Islamic school students’ academic scores. While, the analytical sub-test has very significant correlation with the academic score on Islamic Studies subjects. Meanwhile the verbal sub-test has a very strong relationship with academic achievement in Arabic and English subjects, the numerical sub-test very strongly relates to academic achievement in science and mathematics subjects. Among the four SAT subtests, the spatial sub-test had the lowest correlation with all subjects
    Źródło:
    The New Educational Review; 2020, 61; 211-221
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Az iskolakezdés problémaköre
    The matters of school start
    Autorzy:
    STRÉDL, Terezia
    Powiązania:
    https://bibliotekanauki.pl/articles/456244.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    iskolaalkalmasság
    érettség
    éretlenség
    feltételek
    scholastic aptitude
    maturity
    immaturity
    conditions
    Opis:
    Hatéves korral az iskolakezdés nem mindig tudja biztosítani az iskolaalkalmasságot, mivel a gyerekek különböző érettséggel érkeznek. A tanulmány célja elemezni az alkalmatlanság okait, valamint javaslatokkal érvelni a megoldás érdekében.
    At the age of 6 not every child does reach the scholastic aptitude, as they arrive to school with difference maturity of their personality. The main goal of this study is to analyze the reasons of inadequacy and to give proposals of solution.
    Źródło:
    Edukacja-Technika-Informatyka; 2016, 7, 1; 258-268
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The main thing is to keep the main thing, the main thing
    Autorzy:
    Dannenberg, M.
    Powiązania:
    https://bibliotekanauki.pl/articles/392671.pdf
    Data publikacji:
    2018
    Wydawca:
    Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
    Tematy:
    education
    grades
    scholastic
    learning
    ethics
    motivation
    edukacja
    stopień
    scholastyk
    uczenie się
    etyka
    motywacja
    Opis:
    The title of this paper is to draw attention to the deteriorating and some say despicable conditions in the academic world. The paper utilizes the critical research method which is an emerging research paradigm in educational research. It also attempts to encompass a somewhat light-hearted word-fun approach to make a very serious problem more palatable reading. Its aim is to promote change. The work here focuses on illuminating the legacy conditions in the infancy of public education and following the mutations leading to today’s conditions of companies, organizations and individuals or pigs at the trough who has forsaken learning for earnings and profits. Revealed in the research are such enlightening findings as in the National Center for Education’s 120 Years of American Education: A Statistical Portrait. The 107-page report. covers education characteristics of the population, enrollment rates, educational attainment, illiteracy, income, elementary and secondary education, statistical trends, enrollment, school attendance, pupil/teacher ratios, student assessment (which discusses test results trends), high school graduates, public elementary and secondary school, revenues, expenditures, higher education, enrollment, institutions and professional staff, degrees conferred, master’s degrees, doctor’s degrees, first-professional degrees, revenues for higher education, expenditures, endowments and physical plants. What the report does not mention not even once in all its 107 pages, 21 sets of figures and 37 tables is the word learning. Also demonstrated is the current level of the very poor results of products of the U.S. educational system by discussing the historical performances of U.S. students on international achievement tests. The research reveals both the intended and unintended consequences of grade inflation, student cheating, professor/teacher good grades for better class review problems and the false sense of learning. The purpose of this research is to (a) to identify trends and factors negatively impacting student learning; (b) inform to help solicit change and mitigate future risk factors and (c) challenge the reader to become part of the solution. These findings and the continuation of research activity will be used to leverage additional interventional support specifically for implementation to reverse the trend of profitability at the expense of student learning.
    Źródło:
    Organizacja i Zarządzanie : kwartalnik naukowy; 2018, 4; 35-82
    1899-6116
    Pojawia się w:
    Organizacja i Zarządzanie : kwartalnik naukowy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stanisław Dunin–Borkowski and his views on Einstein’s special theory of relativity
    Autorzy:
    Rodzeń, Jacek
    Powiązania:
    https://bibliotekanauki.pl/articles/2140674.pdf
    Data publikacji:
    2022-11-08
    Wydawca:
    Copernicus Center Press
    Tematy:
    Stanisław Dunin-Borkowski
    Spinoza
    special theory of relativity
    neo-scholastic philosophy
    philosophy of nature
    science and theology
    Opis:
    The main purpose of this article is to discuss the views of the Jesuit Stanisław Dunin–Borkowski (1864–1934) about Albert Einstein’s theory of relativity. These days, Dunin–Borkowski is a rather obscure figure despite rising to fame in the interwar period as an outstanding expert in the philosophy of Baruch Spinoza. Thus, the secondary aim of this article is to remind ourselves of this somewhat forgotten scholar. As a researcher, writer, and pedagogue, Dunin–Borkowski was interested in numerous fields of knowledge. Among these were the natural sciences, including physics and the influence that new physical theories had on philosophical thought. This present study therefore fills a gap in the existing research about how Polish philosophers received Einstein’s theories. The example of Dunin–Borkowski also serves as a basis for discussing some of the fundamental problems of neo-scholasticism in receiving new mathematicised scientific theories.
    Źródło:
    Zagadnienia Filozoficzne w Nauce; 2022, 72; 63-86
    0867-8286
    2451-0602
    Pojawia się w:
    Zagadnienia Filozoficzne w Nauce
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Machine-music in Preschool Education. How to Provide Music Experience with Classics?
    Autorzy:
    Barta-Góhér, Edit
    Powiązania:
    https://bibliotekanauki.pl/articles/507023.pdf
    Data publikacji:
    2012
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    music art
    absence of the overall integration of knowledge of the world
    scholastic attitude
    purposeful manipulation
    creativity
    complexities
    wisdom
    sense
    Opis:
    In this paper we would like to highlight the current developments in the field of arts pedagogy in the context of wider trends in the philosophical and psychological thinking, which points to the the most significant aims of arts education, but which in teaching practice has still not been sufficiently accepted. At the same time, the paper aims to draw attention to a very effective and unique concept as proposed by the Slovak composer and pedagogue Juraj Hatrík. This musical-pedagogical method very effectively solves the identified problems of musical pedagogy, starting at the elementary level, where he addressed mainly conceptual and methodical questions. Allmost all projects and methodologies of that are proven and effective in practice.
    Źródło:
    Journal of Preschool and Elementary School Education; 2012, 2; 11-28
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Current Problems of Arts Education and Training in Primary Education
    Autorzy:
    Sláviková, Zuzana
    Powiązania:
    https://bibliotekanauki.pl/articles/507067.pdf
    Data publikacji:
    2012
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    absence of the overall integration of knowledge of the world
    scholastic attitude
    purposeful manipulation
    music art
    creativity
    complexities
    wisdom
    sense
    Opis:
    In this paper we would like to highlight the current developments in the field of arts pedagogy in the context of wider trends in the philosophical and psychological thinking, which points to the the most significant aims of arts education, but which in teaching practice has still not been sufficiently accepted. At the same time, the paper aims to draw attention to a very effective and unique concept as proposed by the Slovak composer and pedagogue Juraj Hatrík. This musical-pedagogical method very effectively solves the identified problems of musical pedagogy, starting at the elementary level, where he addressed mainly conceptual and methodical questions. Allmost all projects and methodologies of that are proven and effective in practice.
    Źródło:
    Journal of Preschool and Elementary School Education; 2012, 2; 157-171
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Trudności szkolne/akademickie w rok po I epizodzie schizofrenii, zależnie od płci i wieku badanych, obciążenia rodzinnego schizofrenią, czasu nieleczonej psychozy, nasilenia jej objawów przed leczeniem i stopnia uzyskanej poprawy stanu psychicznego
    Scholastic and academic difficulties one year after the first episode of schizophrenia, depending on gender, age, family history of schizophrenia, duration of untreated psychosis, severity of symptoms prior to treatment and degree of improvement of mental state under treatment
    Autorzy:
    Wojtczak, Kamila
    Pawełczyk, Tomasz
    Rabe-Jabłońska, Jolanta
    Nawarski, Grzegorz
    Powiązania:
    https://bibliotekanauki.pl/articles/945527.pdf
    Data publikacji:
    2008
    Wydawca:
    Medical Communications
    Tematy:
    I epizod schizofrenii
    age
    czas nieleczonej psychozy
    degree of improvement of mental state
    duration of untreated psychosis
    family history of schizophrenia
    first episode of schizophrenia
    gender
    nasilenie objawów przed leczeniem
    obciążenia rodzinne schizofrenią
    płeć
    scholastic/academic problems
    severity of symptoms prior to treatment
    stopień poprawy stanu psychicznego
    trudności szkolne/akademickie
    wiek
    Opis:
    Aim of the study: Determination of prevalence of scholastic and academic problems one year after the first episode of schizophrenia and their correlation with duration of untreated psychosis, severity of symptoms prior to institution of treatment, degree of improvement obtained, age and gender of patients and positive family history of schizophrenia. Method: One hundred and fourteen patients aged 14-23 years after the first episode of schizophrenia (acc. to ICD-10) were enrolled. These persons were treated at the Department of Psychiatry and Affective and Psychotic Disorders for Adolescents, at the Outpatient Consultation Unit of the Medical University in Lodz and at a private psychiatric practice. Information concerning type and duration of neuroleptics administration, scholastic and academic curriculum, interruption or cessation thereof, learning problems and notes obtained 1 year after the first episode of schizophrenia, duration of untreated psychosis, severity of psychosis according to the CGI-S scale, degree of improvement according to the CGI-I scale and family history of schizophrenia, was obtained based on medical documentation and custom-made questionnaire. Results: A large majority (90% and 80% acc. to subjective and objective assessment, respectively) of patients after the first episode of schizophrenia experience academic problems upon resuming their education. Overall, 80% of the patients resumed education, thereof 60% in normal mode and 30% in individual mode. Twenty percent of patients interrupted temporarily their education and had to repeat classes. Twenty percent of patients interrupted education permanently. No statistically significant correlations were found between parameters analyzed. Conclusions: Our results indicate that patients after the first episode of schizophrenia require a comprehensive and effective support if they are to continue their education.
    Cel badań: Ustalenie częstości występowania trudności szkolnych/akademickich w rok po I epizodzie schizofrenii oraz ewentualnego wpływu na trudności szkolne czasu nieleczonej psychozy, nasilenia objawów choroby przed leczeniem, stopnia uzyskanej poprawy, wieku, płci i obciążenia rodzinnego schizofrenią. Metoda: Badaniem objęto 114 osób (14-23 lat) po I epizodzie schizofrenii (ICD-10), pacjentów Kliniki Zaburzeń Afektywnych, Psychotycznych i Psychiatrii Młodzieży, Poradni Leczniczo-Konsultacyjnej UM w Łodzi oraz gabinetu prywatnego. Informacje o rodzaju i czasie stosowania neuroleptyków, trybie kontynuacji nauki, przerwie w nauce, porzuceniu nauki, trudnościach w nauce, uzyskiwanych ocenach w rok od I epizodu schizofrenii, o czasie nieleczonej psychozy, nasileniu psychozy wg CGI-S, stopniu poprawy wg CGI-I oraz obciążeniu rodzinnym schizofrenią uzyskano z dokumentacji medycznej oraz z ankiet. Wyniki: Stwierdzono, że większość pacjentów po I epizodzie schizofrenii po powrocie do edukacji ma trudności w nauce: wg oceny subiektywnej - 90% badanych, a wg oceny obiektywnej - 80%. Naukę kontynuowało 80%: w trybie normalnym - 60%, w indywidualnym - 30% osób. Przerwa i konieczność powtarzania klasy dotyczyły 20% pacjentów. Całkowicie edukację zakończyło 20% ankietowanych. Nie zaobserwowano statystycznie istotnych związków między analizowanymi parametrami. Wnioski: Uzyskane wyniki wskazują na konieczność zaplanowania odpowiedniej pomocy dla tej grupy chorych w zakresie podtrzymywania kontynuacji edukacji.
    Źródło:
    Psychiatria i Psychologia Kliniczna; 2008, 8, 1; 6-19
    1644-6313
    2451-0645
    Pojawia się w:
    Psychiatria i Psychologia Kliniczna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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