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Tytuł:
Working with data: both an opportunity and challenge for school leaders
Autorzy:
Lazarová, Bohumíra
Pol, Milan
Poláchová Vašťatková, Jana
Trojan, Václav
Bouda, Tomáš
Powiązania:
https://bibliotekanauki.pl/articles/2012140.pdf
Data publikacji:
2015-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
working with data
school leaders
accountability
school leadership
school development
Opis:
The article analyses the concept of data, presents various purposes of working with data in schools and deals with the readiness of people at school to work with data. In the final part the article summarizes selected results of a pilot survey carried out in Czech schools and abroad, focused on finding out how and with what data schools work, which attitudes school leaders adopt towards this activity, how those respondents evaluate their own readiness for work with data and which needs they express in this respect.
Źródło:
The New Educational Review; 2015, 40; 81-93
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Peer Review in School Self-evaluation: Cultivating Skills in Data Use
Autorzy:
Michek, Stanislav
Pol, Milan
Chvál, Martin
Powiązania:
https://bibliotekanauki.pl/articles/16530322.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
peer review
work with data
evaluation activities
professionalization
school development
Opis:
This paper is focused on peer review used by schools as a potential means of support for mutual learning and the development of staff professionalism. It is based on empirical material obtained from The Road to Quality Improvement1, a Czech national project designed to support self-evaluation in schools. Data from 32 schools were collected by questionnaire surveys, interviews, focus groups and document analysis. Main findings are as follows: (1) a prerequisite for successful peer review is previous experience of evaluation activities and work with data; (2) peer review develops participants’ sensitivity in terms of the need for the development of evaluation skills; (3) evaluation activities and work with data develop participants’ professionalism and their potential to contribute to school development.
Źródło:
The New Educational Review; 2013, 34; 30-40
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Not teaching, but coaching creating a self-development culture in a classroom
Autorzy:
GROCHALSKA, MONIKA
Powiązania:
https://bibliotekanauki.pl/articles/628535.pdf
Data publikacji:
2013
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
coaching in education, self development, school
Opis:
Nowadays we hear a lot about coaching, but what does coaching really mean? Why does it matter? What is more, the notion of edu-coaching has also emerged in recent years, and this idea seems to be gaining popularity. But can coaching replace traditional classro-om education? To what extent could it be useful at school?In the first part of this article I would like to define what coaching is, how it is different from mentoring and how it can be used to support pupils and teachers at personal, team and whole school levels. Undoubtedly, there are obvious benefits of coaching for students, staff, school as well as coaches.There are three core skills of coaching: listening, questioning and reviewing. To be a good coach, a teacher should understand how to be a good listener and how to ask proper coaching questions. They should ask questions that help them and the coached/the pupil to review, reflect and to clarify matters throughout the lesson. There are some coaching tools that can be used at various stages of the coaching process at school, including the balance wheel, rating scale, bisociation, viewpoints and motiva-tional record. A teacher can successfully use coaching on the basis of the GROW (Goal, Reality, Options and Will) model. It can support the teacher’s development and his practice as a coach. As indicated in the on-line articles for teachers, starting professional training is also worthwhile. During the training, a teacher can learn how to develop classroom practice that supports growth through the use of high level listening, questioning, reflecting and summarising. Most of professional training programs contain the following elements:• using active listening and open questions to tackle issues such as pupil behaviour, • reaching their full potential by putting in place realistic goals and plans to achievethem,• taking responsibility for their own progress through change,• building rapports that can turn previously difficult interactions into productive ones.Such skills allow the teachers to create a self-development culture in their classrooms.I would like to ponder upon whether these theses have substantive grounds or perhaps they are just empty slogans. Can a teacher also be a good coach? Is it worthwhile to im-plement coaching in the education system? How can coaching help to improve classroom management? These and some other issues will be considered in the following text.
Źródło:
Journal of Education Culture and Society; 2013, 4, 2; 273-287
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Habitus and cultural fit in higher education.
Habitus i dopasowanie kulturowe w szkolnictwie wyższym.
Autorzy:
Pham Xuan, Robert
Powiązania:
https://bibliotekanauki.pl/articles/2143795.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
nierówności edukacyjne
rozwój szkoły
Bourdieu
habitus
racjonalny wybór
Educational-inequality
School-development
Habitus
Rational-choice
Opis:
This article is about the phenomenon of educational inequality and how to explain it from a conflict theoretical perspective. In a first step, I will discuss the rational-choice approach which is used in quantitative educational research and then I will explore the question of how educational inequality can be explained from the perspective of Bourdieu's sociology. In this context, I will discuss the phenomenon of cultural fit, followed by insights into the study "The fine differences in school careers". In conclusion, an inequality-reflective school development perspective is argued, which places at its centre the awareness that phenomena of educational inequality cannot be explained exclusively by rational choices.
Niniejszy artykuł dotyczy zjawiska nierówności edukacyjnych, które próbuję wyjaśnić poprzez zastosowanie perspektywy teoretycznej konfliktu. Najpierw omówię podejście racjonalnego wyboru, które jest często stosowane w ilościowych badaniach edukacyjnych dotyczących nierówności edukacyjnych. Następnie nakreślę, w jaki sposób nierówności edukacyjne mogą być objaśniane z perspektywy koncepcji Bourdieu. Skoncentruję się na zjawisku dopasowania kulturowego i podzielę się spostrzeżeniami z mojego badania empirycznego „Drobne różnice w kulturze”. W podsumowaniu będę opowiadać się za perspektywą rozwoju szkoły odzwierciedlającą nierówności, która w swoim centrum stawia świadomość, że zjawisk nierówności edukacyjnych nie da się wyjaśnić wyłącznie za pomocą racjonalnych wyborów.
Źródło:
Forum Oświatowe; 2022, 34, 1(67); 95-104
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polska „szkoła twórcza” Henryka Rowida: implikacje dla rozwoju zawodowego
Autorzy:
Piekarski, Marian
Powiązania:
https://bibliotekanauki.pl/articles/606751.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
education through work, creative school, career development
wychowanie przez pracę, szkoła twórcza, rozwój zawodowy
Opis:
The aim of the article is to introduce the profile and achievements of Henryk Rowid, who belongs to the leading Polish educators of the turn of the late 19th and early 20th century. In the background of “work schools” in different countries, the main ideas of the “Polish work school”, also called the “creative school”, are shown. Rowid, in his programs, refers to the educational role of working, which not only forms the mind but also the attitude of the younger generation. Therefore, we turn to his universal, timeless experiences and try to use them as stimulants in the career development of today’s youth.
Celem artykułu jest przybliżenie postaci i dorobku Henryka Rowida należącego do czołowych polskich pedagogów przełomu XIX i XX wieku. Na tle „szkół pracy” w różnych krajach pokazano główne idee „polskiej szkoły” pracy, zwanej także „szkołą twórczą”. Rowid w swoich programach odwołał się do wychowawczej roli pracy, dzięki której formuje się nie tylko umysł, ale i postawę młodego pokolenia. Te uniwersalne, ponadczasowe doświadczenia są warte wykorzystania jako stymulatory w rozwoju zawodowym  współczesnej młodzieży.
Źródło:
Lubelski Rocznik Pedagogiczny; 2016, 35, 1
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
From dialogue to a training field. The next challenge of professional learning of novice school principals in Israel
Autorzy:
Nets, Mali
Powiązania:
https://bibliotekanauki.pl/articles/433696.pdf
Data publikacji:
2019-09-08
Wydawca:
Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:
School principals in Israel
career stages
professional development of school principals
effective learning
Opis:
Year 2008 was a dramatic turning point in Israel concerning the professional development of school principals. This shift is reflected in the conception of the principal as an „instructional leader”, thus Israel has formally adopted the integrative approach to principal development that emphasizes principal’s work in the post-modern era alongside the development of individual „managerial identity”; and the reflective abilities to strengthen implicit knowledge. The professional development of novice principals provides a significant touchstone in the examination of the new training program that has been underway for the tenth year. This program assisting novice principal through two central mechanisms: peer support and personal guidance provided by veteran and retired principals. Key data from the evaluation of the training program for the novice principals in the Northern District will be presented. The main challenges of the current training program will be discussed, with questions to consider changes to increase the impact of personal guidance on the managerial capabilities of novice school principals.
Źródło:
Rocznik Pedagogiczny; 2018, 41; 161-170
0137-9585
Pojawia się w:
Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Creativity-Fostering School as a Duty and Challenge of the Present Day
Szkoła wspierająca twórczość jako wyzwanie i zadanie współczesności
Autorzy:
Cudowska, Agata
Powiązania:
https://bibliotekanauki.pl/articles/1199522.pdf
Data publikacji:
2020-12-30
Wydawca:
Libron
Tematy:
creative school
creative culture at school
organizational development of the school
twórcza szkoła
kultura twórczości w szkole
rozwój organizacyjny szkoły
Opis:
The article outlines in a synthetic way the idea of the creative school. Its understanding is presented in the context of some of the pedagogical concepts from the 1930s as well as contemporary approaches in Polish and world pedagogy. The features of a school supporting the creativity of students and teachers are highlighted. The concept of building a culture of creativity in school is presented, included in a discussion of the philosophy of change and development of the school as a learn-ing organization. The dialogical nature of activities undertaken in the educational environment by ethically engaged participants of educational processes is emphasized as well as the role of the teacher as an authorized creator of the culture of creativity, who reflects on his/her professional activity, perceives the school as a place for students’ development and realization of their own potential, and appreciates the thinking and creative actions of students and colleagues. The article also indicates the specific features of a culture conducive to creativity in school, enabling the learning of creativity and creative learning, as well as shaping creative life orientations of students and teachers.
W artykule zarysowano w sposób syntetyczny ideę szkoły twórczej. Przedstawiono jej rozumienie w koncepcjach pedagogicznych z lat 30. XX wieku, a także współczesne jej ujęcia w pedagogice polskiej i światowej. Wyeksponowano cechy szkoły wspierającej kreatywność uczniów i nauczycieli. Zaprezentowano koncepcję budowania kultury twórczości w szkole, którą wpisano w filozofię zmiany i rozwoju szkoły jako organizacji uczącej się. Zaakcentowano dialogiczny charakter działań podejmowanych w środowisku edukacyjnym przez etycznie zaangażowanych uczestników procesów edukacyjnych. Podkreś-lono rolę nauczyciela jako upełnomocnionego kreatora kultury twórczości, który podejmuje refleksję nad swoją aktywnością zawodową, postrzega szkołę jako miejsce rozwoju uczniów i realizacji własnego potencjału, ceni myślenie i działania twórcze uczniów i współpracowników. Wskazano na specyficzne cechy kultury sprzyjającej twórczości w szkole, umożliwiającej uczenie się twórczości i twórcze uczenie się oraz kształtowanie twórczych orientacji życiowych uczniów i nauczycieli.
Źródło:
Konteksty Pedagogiczne; 2020, 2, 15; 333-346
2300-6471
Pojawia się w:
Konteksty Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The place of state higher vocational schools (SHVS) from the Lublin voivodeship in local and regional development strategies
Miejsce PWSZ z województwa lubelskiego w strategiach rozwoju lokalnego i regionalnego
Autorzy:
Pyra, M.
Powiązania:
https://bibliotekanauki.pl/articles/2051455.pdf
Data publikacji:
2019
Wydawca:
Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
Tematy:
higher vocational school
vocational school
Lublin voivodship
local development
regional development
development strategy
Opis:
Subject and purpose of work: The objective of this elaboration is to specify the place of state higher vocational schools from the Lublin voivodeship in development strategies of various territorial levels. Materials and methods: The method of document research was applied within this elaboration, which consists of analysing the content of strategies and development plans. Within the study the induction method was also used (stage of literary studies), analysis and synthesis (stage of empirical research), deduction method (conceptual stage). Results: References to state vocational schools occur more frequently in diagnostic segments than the programming ones of these strategic documents. Territorial self-government units (TSU) of the Chełmski subregion consider to a larger degree and thus, appreciate the functioning and public functions of vocational schools than it is the case with the Bialski or Zamojski subregions. Conclusions: Within the regional strategic documents of the Lublin Voivodeship, statements referring to higher education refer rather to general matters. Within the local strategic documents, one may more frequently encounter more direct and literal references to the methods of possibilities of cooperation and co-action between TSU and business with state vocational schools for the benefit of local territorial arrangements.
Źródło:
Economic and Regional Studies; 2019, 12, 3; 302-311
2083-3725
2451-182X
Pojawia się w:
Economic and Regional Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Idea of Sustainable Development in the Area of Environmental Protection at the Lower and High School Level
Autorzy:
Czerwiec, Karolina
Jancarz-Łanczkowska, Beata
Powiązania:
https://bibliotekanauki.pl/articles/472564.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
sustainable development,
education for sustainable development,
environmental protection,
junior high school,
high school
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2014, IV; 74-82
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform
Pod wierzchołkiem góry lodowej: zmieniająca się rola nauczyciela w świetle izraelskiej reformy oświaty pt. „Uczenie się z głową”
Autorzy:
Fahoum, Ima
Powiązania:
https://bibliotekanauki.pl/articles/920006.pdf
Data publikacji:
2019-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
constructivism
curriculum development
meaningful learning
school learning community
school culture
Opis:
To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.
Źródło:
Studia Edukacyjne; 2019, 52; 329-338
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educational maturity and motor and somatic development of kindergarten and early school age children
Autorzy:
Ziemba, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1902507.pdf
Data publikacji:
2019-09-01
Wydawca:
Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
Tematy:
educational maturity
physical maturity
ontogenetic development
school education
motor development
Opis:
The proper physical development of a child is the last criterion for achieving educational maturity. It is often underestimated; however, it is very significant in school activities, since a healthy, physically fit, and properly nourished child will be less exhausted by sitting at a desk, walking to school, or performing various tasks which may often seem challenging. The purpose of the paper is to evaluate the school maturity of kindergarten age and early school age children and their somatic and motor development in the context of their commencing school education. While verifying these general rules, studies on a group of 628 girls and boys aged 6 and 7 years were conducted in the city of Opole. The test prepared for this survey consisted of 7 fitness tests and body height, weight, and fat measurements. The results obtained have been subjected to statistical analysis. An analysis of the morphological measurement results and fitness tests demonstrate that both the six-year-old girls and boys did not attain the same level of physical school maturity as their 7 years old schoolmates. This level of maturity would enable them to withstand the educational requirements of the primary school curriculum.
Źródło:
Journal of Physical Education & Health - Social Perspective; 2019, 8, 13; 50-61
2084-7971
Pojawia się w:
Journal of Physical Education & Health - Social Perspective
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Post-Soviet School Education Policy in Georgia
Autorzy:
Darchashvili, Manana
Powiązania:
https://bibliotekanauki.pl/articles/18729671.pdf
Data publikacji:
2023
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Georgia
politics
sustainable development
school education
post-state
Opis:
Aim. The purpose of the work is to find, study, thematically, chronologically present, and analyse the place of education and especially school education in Georgian politics in the post-Soviet period in Georgia, as well as to determine the attitude to the issue, highlight the ongoing activities, and show the existing results and future perspective. Methods. The work is presented based on several researched-studied official government documents, empirical materials, analysis of scientific research papers, and the use of the comparative method in the Georgian reality of the post-Soviet period. Results. The paper identifies the current situation at the level of public education in Georgia following the goals of modern-sustainable development since the 1990s, which is known as the most difficult period of Georgia's history; it highlights the existing legal framework in the school education system and the implementation of the set plans; it shows effective steps of the state to develop and implement education policy. Conclusion. By studying a number of materials, it is confirmed that the political course of Georgia for the promotion of school education in Georgian reality, despite the existing difficult political situation, was characterised by great support when all political teams were in power because the mentioned issue is a part of the domestic policy in the country, which is always important and relevant.
Źródło:
Journal of Education Culture and Society; 2023, 14, 2; 484-493
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
School functioning of students with neuromotor immaturity
Autorzy:
Zielińska, Maja
Goddard Blythe, Sally
Powiązania:
https://bibliotekanauki.pl/articles/1927332.pdf
Data publikacji:
2020
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
neuromotor immaturity
primitive reflexes
school learning
child
development
Opis:
The objective of the article is to outline the problem of neuromotor immaturity in the context of school functioning. Research on neuromotor immaturity has been reviewed for child development and difficulties at school. It has been established that neuromotor immaturity constitutes an area of interest of scientists in many fields, including neurobiology, medicine, psychology, and pedagogy. Numerous studies provide information on the subject of the presence of a relationship between the student's difficulties in learning and neuromotor immaturity. The scientists reveal that children with problems in reading, writing, and counting show persistent and non-integrated primitive reflexes. The phenomenon is increasingly often observed in students at the stage of the elementary school not only in Poland but also in the world. The awareness of the problem and the expanding knowledge on neuromotor immaturity can contribute to a better understanding of the school difficulties of students and to using preventative measures and effective interventions.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2020, 7(2); 40-46
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Diversification of results of orientating questionnaire of motoric and psycho-social development in regard to the level of educational maturity (school readiness) in prematurely born children
Autorzy:
Perenc, Lidia
Cyran-Grzebyk, Barbara
Zajkiewicz, Katarzyna
Walicka-Cupryś, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/454894.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
development of premature babies orientation study
school readiness
Opis:
Introduction. Currently, one of the most common problems in neonatology is the occurrence of distant consequences of prematurity. In infants, toddlers, and children with special problems, there can be disorders in psychomotor development and in growing, and later also intellectual and cognitive disorders. Pre-school and early-school age is particularly significant in the lives of prematurely born children. In this period, usually beside the stage of somatic growth, there is intensive physical and mental development and intellectual disorders may appear. Aim. Assessment of preterm training in motor skills and psychosocial development Materials and methods. The research group consisted of 61 prematurely born children aged 5-8. Perinatal interviews were collected and basic anthropometric measurements were performed. Results. There is no statistical significance between questionnaire results in particular areas of development, summary, age, gender, subsequent pregnancies, number of fetuses, delivery term and the type of delivery. Conclusions. The Apgar disinfectant scale differentiates the results of the indicative questionnaire on motor development research. The results of the study confirm the prognostic importance of the Apgar scale in terms of development.
Źródło:
European Journal of Clinical and Experimental Medicine; 2018, 4; 289-299
2544-2406
2544-1361
Pojawia się w:
European Journal of Clinical and Experimental Medicine
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability
Autorzy:
WENDREŃSKA, IWONA
Powiązania:
https://bibliotekanauki.pl/articles/941241.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
education for sustainable development
special school
core curriculum
Opis:
The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 27; 163-180
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
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