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    Wyświetlanie 1-13 z 13
    Tytuł:
    Work of teachers co-organising the process of education of pupils with special educational needs in the opinions of public school teachers
    Autorzy:
    Niemiec, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/938913.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    support teacher
    inclusive education
    pupil with special educational needs
    public educational system
    Opis:
    One of the key issues within the area of issues related to contemporary special education is inclusive education. The purpose of the presented article is to analyse the key entities participating in the teaching and upbringing of pupils in the public educational system – the roles, tasks, professional qualifications, predispositions and personality traits of teachers of pupils with special educational needs. The article also presents results of research carried out by the author among teachers at public schools in the Silesian Voivodeship.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 81-102
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Role of Social Support Systems in Adolescent Foreign Language Learning
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/783187.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    social support
    parental support
    teacher support
    peer support
    Opis:
    Ewa Piechurska-KucielInstitute of EnglishOpole University Abstract In adolescents the main groups of social support are their family, peers and teachers with whom they interact most frequently. They play a buffering role between stress and psychological well-being by helping to cope with adverse challenges, and by providing social integration. Consequently, it is believed that in the situation of stress caused by the necessity to learn a foreign language (FL) as a compulsory subject, social support can be viewed as an important factor that may positively influence learners’ academic achievement, exposing the role of the perceived availability of significant others’ help in achieving FL success. To date, in spite of the call for research on the general functioning of the language learner as a member of the society, the study on the role of social support in the process of foreign language learning is still scarce. The existing research has tough proved that perceived social support significantly predicts resilience in foreign language learning. The feelings of closeness and support the learners receive from the support network protect them from stressors, and they validate the feelings of self-esteem, competence, and personal control in the face of stressful situations. The three main support groups (parents, teachers and peers) help learners develop their social competence, problem-solving skills, autonomy, and sense of purpose. Keywords: social support, parental support, teacher support, peer support
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Support Teachers in the Education of Students with Autism and Asperger Syndrome in Integrated and Mainstream Schools
    Autorzy:
    Szafrańska, Anida
    Powiązania:
    https://bibliotekanauki.pl/articles/940937.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    autism spectrum disorders
    education of students with ASD
    integrated and inclusive education
    support teacher
    Opis:
    The article presents a pilot study of the tasks of support teachers in relation to students with autism, including those with Asperger’s syndrome. Data contained in the Educational Information System shows a significant increase in the number of students with this type of disorder studying in integrated units and mainstream schools. The education of students with autism and Asperger’s syndrome is difficult due to their deficits in the cognitive sphere, as well as problems in social and emotional functioning. When carried out in an appropriate manner, with relevant professionalsupport, the inclusion of autistic children may be beneficial both for the children’s intellectual, social and emotional development, as well as other students.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 59-79
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Perceived teacher support and language anxiety in Polish secondary school EFL learners
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/781053.pdf
    Data publikacji:
    2011-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    social support
    teacher support
    language anxiety
    grades
    self-assessment
    Opis:
    The teacher’s role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students’ academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety). The main aim of this research is to investigate the relationship between teacher support and language anxiety levels. It is speculated that teacher support functions as a buffer from the effects of negative emotions, such as language anxiety experienced in the foreign language learning process. The participants of the study were 621 secondary grammar school students whose responses to a questionnaire were the main data source. The results of the study demonstrate that students with higher levels of teacher support experience lower language anxiety levels in comparison to their peers with lower levels of teacher support. Students who have a feeling that they can count on the instructor’s help, advice, assistance, or backing manage the learning process more successfully. They evaluate their language abilities highly and receive better final grades. Nevertheless, gender and residential location do not moderate teacher support and language anxiety due to the specificity of the sample consisting of novice secondary grammar school students.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 1; 83-100
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    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:
    Development, motivation, change – educators’ opinions about groups for teachers on Facebook
    Autorzy:
    Michniuk, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2194760.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Facebook
    support
    group
    teacher
    development
    Opis:
    The aim of the article is to describe support that can be observed in online Facebook teachers’ groups created and administered by teachers or institutions connected with education. The author presented selected Facebook groups, indicated their aims and activities undertaken in their space. On the basis of the conducted research (n = 548), the article will also discuss teachers’ motivations for joining the groups and their reflections connected with belonging to them.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2021, 20, 2; 111-122
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CASSS-CZ: the Czech Version of the Social Support Questionnaire for Children and Adolescents
    Autorzy:
    Mareš, Jiří
    Ježek, Stanislav
    Tomášek, F.
    Powiązania:
    https://bibliotekanauki.pl/articles/28409161.pdf
    Data publikacji:
    2005-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    social support
    perceived support
    child
    adolescent
    parent
    teacher
    classmate
    assessment
    Opis:
    This validation study deals with verification of the Czech version of CASSS. The questionnaire comprises 60 items. Students assess the frequency of each event described by an item and its importance. The research was realized on a sample of 274 grade 6 to 9 students and yielded similar psychometric properties as the original American version of CASSS (2000). The factor analysis identified five-factor structure corresponding to the variables of parents, teacher, classmates, best friend, and people in school. Factor loadings ranged from 0.31 to 0.87 (compared with 0.52 to 0.81 in the original version) within each of the five components. The identified structure explains approximately 48 % of variance. Reliability estimated using Cronbach alpha was computed for each subscale (parents, teacher, classmates, best friend, and people in school). The coefficients ranged from 0.84 to 0.93 (compared with 0.92 to 0.95 in the original version). Cronbach alpha for the whole questionnaire is 0.95 (compared with 0.96 in the original version). The method can be used within the conditions of Czech schools to determine the actual state of individuals and groups, individual counselling and evaluation of intervention effects.
    Źródło:
    The New Educational Review; 2005, 5; 11-25
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Development of Scientific and Natural Competence of Technology Teachers in the System of Postgraduate Education by Means of Information and Communication Support
    Autorzy:
    Kashyna, Ganna
    Nazarova, Karina
    Burak, Valentina
    Powiązania:
    https://bibliotekanauki.pl/articles/2038356.pdf
    Data publikacji:
    2019-12-29
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    science-natural training
    technology teacher
    postgraduate education
    information and communication support
    Opis:
    The research deals withthe analysis of the results of experimental work on the problem of development of technology teachers’scientific and natural competence in the postgraduate education system in the conditions of modern processes of education informatization. Itdescribes the main results of the technology teachers’ scientific and naturaltraining study in the postgraduate education system by means of information and technological support.On this basis it is concluded that the effective knowledge and skill masteringis provided dueto the usageof information and technological support in the postgraduate pedagogical education system.
    Źródło:
    Edukacja-Technika-Informatyka; 2019, 10, 4; 151-155
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education
    Autorzy:
    Farrell, Angela
    Masterson, Mary
    Daly, Michelle
    Powiązania:
    https://bibliotekanauki.pl/articles/15000332.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Diversity
    inclusion
    multilingualism
    language-sensitive teaching
    teacher professional needs
    teacher education
    language support teachers
    whole-school approach
    Opis:
    The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 77-95
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Functional Assessment in Teachers’ Experiences in the Specialist Inclusive Education Support Centers. Research Report
    Ocena funkcjonalna w doświadczeniach nauczycieli w projekcie Specjalistycznych Centrów Wspierających Edukację Włączającą. Doniesienie z badań
    Autorzy:
    Jachimczak, Beata Teresa
    Podgórska-Jachnik, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/31859261.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    education
    inclusion
    functional assessment
    support
    teacher's diagnosis
    edukacja
    włączanie
    ocena funkcjonalna
    wsparcie
    diagnoza nauczycielska
    Opis:
    Introduction: In June 2023, the pilot program for implementing the first Specialist Inclusive Education Support Centers into the Polish educational practice concluded. The authors conducted evaluative research within the Specialist Inclusive Education Support Centers (SIESCs) in Łódź, Poland. Research Aim: The purpose of the research aim was to evaluate the support provided to teachers in mainstream educational institutions, and the purpose of the article was to show the experience of conducting functional assessment in recognizing the diverse needs of students. Method: The research method employed was focused group interviews with teachers and school principals, along with content analysis of the opinions expressed by participants in the self-study network. Results: The research results are their selected statements, evaluating against different areas of support, the experience of using school functional assessment. Conclusions: The conclusions of the research confirm teachers’ concerns about functional assessment, perceived as a new form of educational diagnosis, but also highlight significant needs in this area arising from the inclusive approach in the Polish education system. The staff of special schools serving as SIESCs, can be instrumental in implementing the functional assessment process for inclusion purposes.
    Wprowadzenie: W czerwcu 2023 r. zakończono w Polsce program pilotażowy wdrożenia do praktyki oświatowej pierwszych Specjalistycznych Centrów Wspierających Edukację Włączającą (SCWEW). Autorki podjęły badania ewaluacyjne w SCWEW w Łodzi. Cel badań: ocena wsparcia udzielanego nauczycielom placówek ogólnodostępnych, a celem artykułu ukazanie doświadczeń związanych z prowadzeniem oceny funkcjonalnej w rozpoznawaniu zróżnicowanych potrzeb uczniów. Metoda badań: Zogniskowany wywiad grupowy (Focus Group Interview) z nauczycielami dyrektorami oraz analiza treści wypowiedzi uczestników sieci samokształcenia. Wyniki: to ich wybrane wypowiedzi, oceniające na tle różnych obszarów wsparcia, doświadczenia związane z zastosowaniem szkolnej oceny funkcjonalnej. Wnioski: potwierdzają obawy nauczycieli przed oceną funkcjonalną, postrzeganą jak nowa forma diagnozy edukacyjnej, ale także wskazują na duże potrzeby w tym zakresie wynikające z podejścia włączającego w polskiej szkole. Kadra szkół specjalnych pełniących rolę SCWEW, może być pomocna w implementacji procesu oceny funkcjonalnej dla celów inkluzji.
    Źródło:
    Lubelski Rocznik Pedagogiczny; 2024, 43, 1; 7-22
    0137-6136
    Pojawia się w:
    Lubelski Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers and Teaching Assistants – Teamwork as Prevention of School Failure of Pupils During Primary Education
    Nauczyciele i asystenci nauczycieli – praca zespołowa jako zapobieganie niepowodzeniom szkolnym uczniów w szkole podstawowej
    Autorzy:
    Eliášková, Klára
    Kučerová, Olga
    Powiązania:
    https://bibliotekanauki.pl/articles/50468589.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    inclusion
    teaching assistant
    support measures
    teacher-teaching assistant collaboration
    pupils at risk of school failure
    prevention of school failure
    Opis:
    This paper investigates the topic of teacher-teaching assistant collaboration in supporting pupils who are at risk of school failure. This topic was addressed, as one of the subtopics, by a longitudinal research study investigating the causes of school failure/success among primary school pupils in the Czech Republic. The aim of the present study is to describe the activities that teaching assistants pursue in relation to “at-risk” pupils or in relation to other pupils in the classroom. The descriptive part of the paper also reviews various forms of teacher-teaching assistant collaboration during the teaching process. This empirical study consists of two parts. In the theoretical introduction, we describe the system of support and advisory services used to implement inclusive education in Czech schools. We also describe the legislative definition of the teaching assistant position and present his/her job description. The empirical part of the paper presents the conclusions of our research survey, which captures how teaching assistance is currently practiced in Czech primary education.
    Źródło:
    Studia Edukacyjne; 2023, 70; 225-249
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-13 z 13

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