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    Wyświetlanie 1-9 z 9
    Tytuł:
    Important but elusive: informal education in the context of reflection on the quality of teaching in higher education
    Autorzy:
    Brzozowska-Brywczyńska, Maja
    Nymś-Górna, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/45443441.pdf
    Data publikacji:
    2024-01-14
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    informal education
    higher education
    student support
    collateral curriculum
    Opis:
    Despite conceptual challenges in defining informal education and learning, as well as methodological difficulties in identifying clear markers of its validity, the relevance of informal education and learning in the teaching-learning environment is emphasized in this paper. Informal education is presented here from an educational-organizational standpoint and assumed to play an essential role in the context of educational quality. The article provides an understanding of selected educational and organizational features of informal education as seen through the eyes of students from three universities in Poland, the Czech Republic, and Slovakia. Research results indicate the existence of a significant group of students who are unaware of the content of the university's mission and values, which may affect the university culture. A significant percentage of respondents at each university do not know where to look for support in conflicts and have not heard about equality and anti-discrimination procedures. The study's findings are part of the “Enhancing Quality Teaching of Humanities and Social Sciences in Higher Education for 21+” research project funded by the Erasmus+ KA220-HED Cooperation partnership in higher education.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2023, 10, 2; 86-99
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Relationship between Internet Addiction and Social Support and Hopefulness (Case Study: Qom Azad University Students in Educational Year of 91-92)
    Autorzy:
    Seif, Ghasem Mohammadi
    Hoseini, Hasan Mirza
    Sharifi, Ali Reza
    Powiązania:
    https://bibliotekanauki.pl/articles/1194074.pdf
    Data publikacji:
    2014
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    Internet addiction; social support; hope; Student; Islamic Azad University
    Opis:
    This study aimed to determine the relationship between social support and hope with Internet addiction. The sample consisted of 376 patients (203 male and 173 female) students of Islamic Azad University, Qom years 91-92 of the 8951 patients randomly selected, the design of this research is a correlation tool of social support questionnaires hope Snyder and Yang Internet, which Stability and reliability is located at an appropriate level, the data obtained by using descriptive statistics and Pearson and Spearman correlation and regression analysis. With investigating the findings, Internet addiction relationship with two was variable significant found. Results Table shows the Pearson correlation coefficient between Internet addiction and the total score of social support which suggests a significant relationship at 95% confidence between the two variables in the subjects studied between addiction to Internet and total score suggests a significant relationship Internet, therefore, tangible support (social support subscale) and hope predict their Internet addiction.
    Źródło:
    World Scientific News; 2014, 5; 1-11
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Multidisciplinarity in an inclusive support system
    Autorzy:
    Petrasová, Alica
    Powiązania:
    https://bibliotekanauki.pl/articles/1877250.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    szkoła podstawowa
    zespół interdyscyplinarny
    zintegrowany system wsparcia
    edukacja włączająca
    dzieci romskie
    primary school
    multidisciplinary team
    inclusive education
    student support services
    pedagogical and specialized employees
    continual education
    Opis:
    Artykuł przedstawia częściowe rezultaty projektu pt. „Szkoła otwarta dla wszystkich” realizowanego w przedszkolach i szkołach podstawowych we wszystkich okręgach Republiki Słowackiej, z wyjątkiem powiatu bratysławskiego, w okresie od 1.02.2016 r. do 30.11.2019 r. Celem projektu było wsparcie edukacji włączającej dzieci z defaworyzowanych społecznie i/ lub zmarginalizowanych społeczności romskich przed rozpoczęciem nauki w szkole. Autorka analizuje efekty realizowanego programu edukacyjnego, wskazuje mocne i słabe strony współpracy interdyscyplinarnego zespołu (pracowników pedagogicznych, specjalistów, rodziców) w zakresie wsparcia uczniów ze szkół podstawowych.
    Complex phenomena of our world cannot be successfully explored from the perspective of isolated fields of science. What is therefore needed is a synthesizing approach. The cooperation of a multidisciplinary team at a primary school should be focused on the identification and elimination of the problematic areas of education. The establishment and support of multidisciplinary teams requires strategic planning by a school management. Any such team should approach pupils’ needs in a coherent way. This paper concerns the effects of the education program and identifies strong and weak points in cooperation of multidisciplinary team members at primary schools. The author presents the results of a survey - in-depth structured interviews with managers of primary schools participating in the education program Cooperation of pedagogical employees and specialists in the system of inclusive pupil support within the governmental project School open to everybody.
    Źródło:
    Edukacja Międzykulturowa; 2020, 12, 1; 113-122
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Organization and Content of the Psychological and Pedagogical Support of Students with Special Health Needs at the Vladimir State University
    Autorzy:
    Filatova, Olga
    Filatov, Vitaliy
    Shamanin, Nikolay
    Tagunova, Anastasia
    Powiązania:
    https://bibliotekanauki.pl/articles/2044849.pdf
    Data publikacji:
    2021-12-28
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    student
    disabled person
    person with disabilities
    pedagogical support
    educational activity
    psychological support
    Opis:
    The article is devoted to the issue of organizing inclusive education in Russian universities. The authors of the article offer a comparative analysis of the concepts used in the psychological and pedagogical Russian literature and practice: “invalid” and “person with disabilities”. The article focuses on the psychological and pedagogical organization of educational activities at the university with psychology students, taking into account their nosology. The authors describe their experience in organizing and conducting psychological and pedagogical support for disabled students studying at the university; forms and methods. The description of work experience is based on the theoretical and methodological foundations of Russian psychology and pedagogy. The article describes the work of different departments of the university and proves the idea of the need for comprehensive support for students with disabilities studying at Russian universities.
    Źródło:
    Journal of Education, Technology and Computer Science; 2021, 12, 2(32); 104-115
    2719-6550
    Pojawia się w:
    Journal of Education, Technology and Computer Science
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social support, Academic support and Adaptation to College: exploring the relationships between indicators of College students
    Autorzy:
    Turkpour, Azita
    Mehdinezhad, Vali
    Powiązania:
    https://bibliotekanauki.pl/articles/2005004.pdf
    Data publikacji:
    2016-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    social suport
    academic support
    adaptation to college
    student
    Opis:
    The aim of this study was to explain the relation between social and academic support of students’ adaptation to college. The results of this study show that there were a weak and a reverse correlation between the discharge support and personal adaptability and total adaptation. There was a direct correlation between emotional support and social adaptation and dependence adaptation, a direct correlation between socializing with social adaptation and total adaptation, a direct correlation between practical support with social and dependence adaptation and among a variety of kinds of academic support, the discharge support can predict students’ adaptation to university, as well as among a variety of kinds of social support, socialization can predict students’ adaptation to college.
    Źródło:
    The New Educational Review; 2016, 44; 84-95
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Importance of Teacher Support and Equity in Student Engagement and Achievement in Low SES School Contexts
    Autorzy:
    Cesnaviciene, Jurate
    Buksnyte-Marmiene, Loreta
    Brandisauskiene, Agne
    Powiązania:
    https://bibliotekanauki.pl/articles/2140617.pdf
    Data publikacji:
    2022-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    engagement
    equity
    socioeconomic status
    Student achievement
    teacher support
    Opis:
    Low socioeconomic status (SES) is often seen as a risk factor for lower academic achievement, so this study explains how teacher support and equity are related to higher student engagement and achievement in low SES school contexts. Based on the results, student behavioural engagement is related to their achievement. The results of the multiple regression analysis show that teacher support and equity predict student emotional engagement statistically significantly, while behavioural engagement predicts only equity. No significant teacher support and equity prognostic values were found for student achievements. The study’s results encourage further research and the search for answers to the question of what kind of teacher behaviour creates a favourable learning environment for all students in low SES context schools.
    Źródło:
    The New Educational Review; 2022, 69; 157-169
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Nature of Support Provided to Gifted Primary School Students Is Based on the Teacher’s Concept of Giftedness
    Autorzy:
    Knopik, Tomasz
    Oszwa, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/44427920.pdf
    Data publikacji:
    2022
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    intuitive concept of giftedness
    gifted student
    balanced development,
    teacher's support
    Opis:
    The aim of the research was to identify the type of support that teachers provide to gifted students in grades 4–6 of primary schools in Poland in relation to their concepts of giftedness. Teachers’ understanding of the category of gifted students was analyzed: What do they find crucial in identifying gifted students? What areas of gifted students’ development are most important to them? Are there differences in the strategies for supporting gifted students between teachers who have different concepts of giftedness and who teach different subjects? The research was conducted on a group of 188 teachers using the standardized 20-item Balanced Development of Gifted Students Questionnaire. It helped identify the scope of the teachers’ activities in the cognitive, emotional/social, motivational, and creative spheres. It was shown that the dominant concept of giftedness among the surveyed teachers was cognitive and that their activities supporting gifted students were mainly aimed at mental development and knowledge acquisition. Support of the emotional/social sphere of gifted students was least frequently indicated by the respondents. There was consistency between the type of support provided and the teacher’s preferred concept of giftedness. There were significant differences in the definition of giftedness and the related type of support between teachers of different subjects. The subject which they taught also significantly differentiated the number of students identified as gifted: The most gifted students were identified by the art teachers, while the least were identified by the math teachers. The results may serve as guidelines for developing teachers’ competencies in working with gifted students by popularizing the concept of balanced development and making them aware of the links between beliefs about giftedness and the type of support provided.
    Źródło:
    Multidisciplinary Journal of School Education; 2022, 11, 2 (22); 117-137
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese
    Autorzy:
    Jin, Yinxing
    de Bot, Kees
    Keijzer, Merel
    Powiązania:
    https://bibliotekanauki.pl/articles/780919.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teacher support
    student affiliation
    foreign language anxiety
    foreign language proficiency
    Opis:
    The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 1; 105-125
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teacher–Parent Relationship in the Implementation of Supportive Activities
    Relacja nauczyciel–rodzic w realizacji działań pomocowych
    Autorzy:
    Skałbania, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/28763345.pdf
    Data publikacji:
    2022
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    edukacja
    uczeń
    rodzice
    szkoła
    relacje
    wsparcie
    education
    student
    parents
    school
    relationship
    support
    Opis:
    Człowiek definiowany jest jako istota społeczna, relacyjna. Zdaniem Sławomira Chrosta, „człowiek nie jest produktem, lecz jest już jako osoba niejako zanurzony w struktury społeczne” (Chrost 2020: 155), na co wskazują definicje z obszaru teologii, filozofii, psychologii, socjologii. Akcentują one wartość relacji, która jest podstawą społeczeństwa i motorem dla rozwoju oraz edukacji człowieka. Niniejszy artykuł dotyka relacji wspomagającej/pomocowej między nauczycielem a rodzicem realizującej się w przestrzeni edukacyjnej, której przedmiotem są zróżnicowane potrzeby edukacyjno-rozwojowe uczniów. Specyfika relacji podyktowana jest jej dualizmem: z jednej strony rozwiązania formalno-prawne, z drugiej osobowy wymiar relacji ujmowany z perspektywy humanistycznej. Celem artykułu jest analiza relacji nauczyciel-rodzic w aspekcie wybranych zagadnień: modelu pomagania, postawy nauczyciela oraz technik i narzędzi stosowanych na poszczególnych etapach procesu pomocowego z wykorzystaniem literatury z obszaru psychologii, poradnictwa i pedagogiki.
    A person is defined as a social, relational being. According to Sławomir Chrost, “a human being is not a product, but, as a person, he/she is, in a way, immersed in social structures” (Chrost 2020: 155). Numerous definitions in the fields of theology, philosophy, psychology, and sociology emphasize the value of relationship which is the basis of society and the driving force for human development and education. This article concerns the supportive relationship between the teacher and the parent, which is fulfilled in the educational space and focuses on varied educational and developmental needs of students. The characteristic features of the relationship result from its dualism: on the one hand, formal and legal provisions, and, on the other hand, the personal dimension of the relationship viewed from a humanistic perspective. The aim of the article is to analyse the teacher-parent relationship in terms of selected issues: the model of helping, the teacher’s attitude, as well as techniques and tools used at particular stages of the support process, using literature from the field of psychology, counselling and pedagogy.
    Źródło:
    Studia Paedagogica Ignatiana; 2022, 25, 4; 117-128
    2450-5358
    2450-5366
    Pojawia się w:
    Studia Paedagogica Ignatiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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