Temat: school setting - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Bullying, Mobbing and Bossing as the Types of Violence in Schools
Autorzy:: Kariková, Soňa
Šimegová, Miroslava
Powiązania:: https://bibliotekanauki.pl/articles/28765631.pdf
Data publikacji:: 2005-12-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: Bullying
mobbing
bossing
violence
school setting
Opis:: This contribution deals with the problems of violence at schools and has mainly a theoretical character. We would like to focus on an essential term definition that will be supplemented with some research findings. Currently, violence at schools is concentrated mainly on bullying among students as repeated, intentional and violent behaviour oriented on other student or students, who have no capability or power to resist this behaviour. Mobbing is relentless and systematic vilification of other colleague or colleagues, intriguing and conspiring, smearing in a work group. Bossing is psychological terror in the workplace, when a superior – boss, bullies one or some employees. In Slovakia, the violence problem at schools is not altogether solved. All three violence types (bullying, mobbing and bossing) have one common attribute of negative consequences on victim’s physical and mental health. The school setting creates some possibilities for bullying, mobbing and bossing, too.
Źródło:: The New Educational Review; 2005, 7; 79-95
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Moral Competence, Personality, and Demographic Characteristics: A Comparative Study
Autorzy:: Karamavrou, Sofia
Mouratidou, Katerina
Evaggelinou, Christina
Koidou, Irini
Parisi, Ioanna
Powiązania:: https://bibliotekanauki.pl/articles/781467.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: morality
personality factors
physical education
school setting
Opis:: The development of moral competence is affected by both internal and external factors and has been researched by many scientists. The present study investigated a) whether the five factors of personality, gender and geographical area would affect ones’ moral competence, b) whether the personality factors Openness to Experience, Conscientiousness and Agreeableness would be correlated positively with moral competence in everyday life, whereas Extraversion and Neuroticism would be correlated negatively with morality, c) if there will be differences in students’ moral competence exhibited in everyday life and that expressed in PE/sports framework and d) whether type of school, factors of personality, as well as moral competence exhibited in sports-framework would all be significant factors for the interpretation of a student’s moral competence. The sample consisted of 331 junior high students (7th and 8th graders) (Mage = 12.47, SD = 0.740), who were given the Moral Competence Test Greek Version (Mouratidou et al. 2003), the Moral Judgment Test in Physical Education(Mouratidou et al. 2008), and the Inventory of Child Individual Differences (Besevegkis & Pavlopoulos 1998). The results indicated that of the five-factor personality model only Conscientiousness can affect moral reasoning ability in everyday life and that the type of school can account for less than 5% of variance when predicting moral competence in high school students.
Źródło:: Ethics in Progress; 2016, 7, 1; 136-151
2084-9257
Pojawia się w:: Ethics in Progress
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Teacher and student perceptions of school climate. Some conclusions from school culture and climate research
Autorzy:: Dernowska, Urszula
Powiązania:: https://bibliotekanauki.pl/articles/452207.pdf
Data publikacji:: 2017
Wydawca:: Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:: school climate
social climate
teacher-student perceptions of school
setting
teaching-learning environment
case study
Opis:: School culture and climate, more than any other factors, determine school efficiency. Building a positive school climate means to create the conditions both for students and teachers to work and learn effectively – feeling supported, safe, motivated and satisfied with their outcomes, and ready to contribute to the school improvement. In the light of many research, schools with positive climate are those which pay attention not only to the high academic outcomes, often measured by the tests, but also (or mostly?) to the social and emotional well-being of every student and adult. The subject of the article concerns the perception of school climate and learning setting by teachers and students from two Warsaw high junior schools, which significantly differ from each other in the effect of standardized external tests on students’ academic outcomes. The text contains some conclusions from a multi-faceted exploration of school culture and climate at these schools. First, the author compares teacher – student perception of school climate within the school, and then compares two school workplaces focusing on human relationships as an important factor of school climate. In this text selected cathegories of school climate are analysed: (1) school satisfaction, (2) teacher – student and peer relationships, (3) teachers’ support for students, (4) motivating students to succeed, (5) obeying the students’ rights at school, (6) agressive behavior among students. Quantitative analysis are complemented with qualitative analysis.
Źródło:: Journal of Modern Science; 2017, 32, 1; 63-82
1734-2031
Pojawia się w:: Journal of Modern Science
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Mobilna szkoła w procesie wychowania i kształcenia dzieci z układu ryzyka
Autorzy:: Konieczny-Pizoń, Kinga
Powiązania:: https://bibliotekanauki.pl/articles/1995861.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:: mobile school
upbringing
education
children from risk setting
NGOs
mobilna szkoła
wychowanie
kształcenie
dzieci z układu ryzyka
organizacje pozarządowe
Opis:: In this article I would like to draw attention to the initiative taken by a non-profit organization in the aspect of working with a mobile school tool in relation to the process of upbringing and education of children from risk setting of social maladjustment, supporting the process of formal education. Stimulation to the creation of innovative solutions in favour of undertaking activity towards socially maladjusted persons or persons threatened by social maladjustment results from the crisis of authorities, functioning in the systems of values promoted by liquid modernity and increasing expenditure on preventive and rehabilitation activity. In the research conducted among street educators by means of a narrative interview and observations, I used a model of a constructivist methodology of well-established theory, also using Wiesław Łukaszewski’s theory of information divergence to analyse the research results. The data obtained from the research are concentrated around such categories as: the course of the process of education and upbringing, evaluation of learning progress, catalogue of needs of children from risk setting content of education, upbringing.
W artykule pragnę zwrócić uwagę na aktywność podejmowaną przez organizację non-profit w aspekcie wychowania i kształcenia dzieci z układu ryzyka (zagrożonych niedostosowaniem społecznym) poprzez wykorzystanie w pracy pedagogicznej narzędzia mobilnej szkoły (mobile school). Stymulowanie do tworzenia innowacyjnych rozwiązań na rzecz pracy z osobami niedostosowanymi społecznie lub zagrożonymi niedostosowaniem społecznym wynika m.in. z kryzysu autorytetów, osłabienia funkcji wychowawczej rodziny i szkoły oraz stałego zwiększania wydatków na działalność profilaktyczną i resocjalizacyjną. W badaniach przeprowadzonych wśród pedagogów ulicy za pomocą wywiadu narracyjnego oraz obserwacji posłużyłam się modelem konstruktywistycznej metodologii teorii ugruntowanej, odwołując się również do teorii rozbieżności informacyjnej Wiesława Łukaszewskiego. Uzyskane dane koncentrują się wokół takich kategorii, jak: przebieg procesu kształcenia i wychowania, ewaluacja postępów w nauce, katalog potrzeb dzieci z układu ryzyka, treści kształcenia i wychowania.
Źródło:: Lubelski Rocznik Pedagogiczny; 2020, 39, 3; 41-56
0137-6136
Pojawia się w:: Lubelski Rocznik Pedagogiczny
Dostawca treści:: Biblioteka Nauki

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