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Wyświetlanie 1-15 z 20
Tytuł:
Love on the school corridor – teachers’ and students’ view on characteristics of romantic relationships of adolescents
Autorzy:
Adrianna, Kaczuba,
Olga, Zwardoń-Kuchciak,
Powiązania:
https://bibliotekanauki.pl/articles/896514.pdf
Data publikacji:
2020-07-09
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
romantic relationships
adolescents
students
teachers
Opis:
The aim of the present study was to examine how students and teachers perceive romantic relationships of adolescents. On the basis of Osgood’s semantic differential scale, the 11-dimensions questionnaire was developed. The sample comprised 135 people – 74 students and 61 teachers. The results indicated that both students and teachers evaluated the romantic relationships of young people rather positively and their perception was similar. However, in case of four out of eleven dimensions, statistically significant differences were noted. The most divergent assessments was observed regarding the durability of adolescent relationships.
Źródło:
Psychologia Wychowawcza; 2020, 59(17); 174-185
0033-2860
Pojawia się w:
Psychologia Wychowawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Spostrzeganie temperamentu dzieci z ADHD przez nauczycieli i rodziców
Autorzy:
Lucyna, Bobkowicz-Lewartowska,
Magdalena, Giers,
Powiązania:
https://bibliotekanauki.pl/articles/892639.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
temperament
children with ADHD
parents
teachers
Opis:
The article presents the results of research focused on temperament of children with Attention Deficit Hyperactivity Disorder (ADHD). The aim of the research was to estimate the way parents and teachers assess individual components of temperament of children with ADHD. Studies were also conducted in order to answer the question in what kind of environment (school or family) the temperamental incompatibility that leads to disturbances in the functioning of children with ADHD appears. The study was based on the concept of behavioural genetics by Arnold Buss and Robert Plomin. The authors of this concept have identified three basic features of temperament: emotionality, activity and sociability. In our research, we used the EAS Questionnaire created by Buss and Plomin. The research was carried out in a group composed of 30 children aged from 6 to 14. Studies have shown that teachers and parents evaluate children with ADHD in a different manner. Referring individual elements to criterial features of ADHD, particular attention was paid to activity and emotionality. Both features are demonstrated to a greater degree at school than in a family environment. It is worth emphasizing that activity, as well as emotionality, are genetically determined. This implies that ADHD is a problem that concerns not only the early years of life.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(1 (239)); 156-170
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Review of research on verbal aggression and aggressive forms of humor in educational contexts
Autorzy:
Karolina, Koszałkowska,
Powiązania:
https://bibliotekanauki.pl/articles/896516.pdf
Data publikacji:
2019-08-20
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
verbal aggression
aggressive humor
teachers
bullying
Opis:
This paper provides a review of selected research on verbal aggression and aggressive forms of humor that can be observed in educational settings. These include acts of verbal aggression committed in school and college classrooms by both students and teachers. This review focuses on the interpersonal model of verbal aggressiveness (Infante, Wigley, 1986), which is rarely used in psychology, as well as the typology of humor styles, with emphasis on the aggressive style of humor (Martin, Puhlik-Doris, Larsen, Gray, Weir, 2003). Another aim of this paper is to show that disparaging, hostile, and aggressive forms of humor can be considered a significant subtype of verbally aggressive behaviors and should be recognized as such in future studies concerning these behaviors (especially bullying). The final part of this paper provides several practical implications of the review, as well as suggestions for future research.
Źródło:
Psychologia Wychowawcza; 2018, 56(14); 251-260
0033-2860
Pojawia się w:
Psychologia Wychowawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development and evaluation of methodological measures related to teachers’ digital competence
Autorzy:
Demeshkant, Nataliia
Powiązania:
https://bibliotekanauki.pl/articles/472494.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
teachers,
theories,
competences,
digital skills,
behavioral changes
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2019, IX
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Preparation of early education teachers to provide psychological and pedagogical assistance – university fi ction or real possibilities?
Autorzy:
Agnieszka, Pawluk-Skrzypek,
Monika, Jurewicz,
Powiązania:
https://bibliotekanauki.pl/articles/893818.pdf
Data publikacji:
2019-04-11
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
psychological and pedagogical assistance
knowledge
competences
teachers
Opis:
The article focuses on the issue of knowledge and skills of students of pre-school and early school pedagogy specializations, which are to enable them to effectively provide psychological and pedagogical assistance. Particular attention was paid to diagnostic competence, understood not only as the ability to recognize the state – how it is, but also as the ability to determine why it is so and to take action to change this state. For the purposes of the research, the method of informal, written tests of school achievements was used, which was conducted among 216 third-year students, first-cycle studies, faculty of pedagogy, specialty: pre-school and early-school pedagogy. The analyzed material confirms the current knowledge in this area and indicates that achieving the desired state of knowledge and skills of students preparing themselves for the profession of early childhood education teacher in the field of psychological and pedagogical assistance at the university is not effective. The conditions of this state of affairs are various, so these issues should be considered in a broader context than before.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2019, 576(1); 59-69
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TEACHERS’ BELIEFS CONCERNING INCLUSIVE EDUCATION FOR STUDENTS WITH SPECIAL NEEDS RESEARCH REPORT
Autorzy:
KATARZYNA, ĆWIRYNKAŁO,
Agnieszka, Żyta,
Powiązania:
https://bibliotekanauki.pl/articles/903718.pdf
Data publikacji:
2019-08-28
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
inclusive education
teachers
students with special educational needs
Opis:
Inclusive education is becoming more and more common in Poland. The attitude of people working in a given setting, including teachers, is considered most important among the factors that are vital for successful inclusion (Hughes, 2006). They should accept the idea of school inclusion/integration and believe that a child should be in their setting. In the article, the Authors presented the findings of quantitative research conducted in 2012 among 138 teachers. The research subject were the opinions of special, integrated and mainstream teachers on teaching students with special educational needs and on their experiences in this area. The analysis showed teachers’ increasing openness (as compared to 2003) to inclusive education and statistically significant differences in attitudes toward inclusion for students with different disabilities among teachers working in different types of schools.
Źródło:
Szkoła Specjalna; 2015, LXXVI(4); 245-259
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Competences of pre-school teachers for working with students’ families
Autorzy:
Demeshkant, Nataliia
Potyrała, Katarzyna
Czerwiec, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/472552.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
pre-school teachers
teacher training
students’ parents
contemporary school
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2018, VIII; 118-127
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczyciele szkół średnich męskich rządowych po 1833 r. – byli pracownicy Uniwersytetu Warszawskiego
Autorzy:
Adam, Massalski,
Powiązania:
https://bibliotekanauki.pl/articles/892189.pdf
Data publikacji:
2017-10-16
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
University of Warsaw
teachers
the period between the uprisings
Opis:
After the fall of the November Uprising, the Russian authorities liquidated the University of Warsaw. As a result, the University employees were forced to take up other occupations. Some of them went to male government secondary schools as pedagogical supervisors (principals and inspectors), or teachers. This group numbered 18 people. The functions of principals were performed by two people, the functions of inspectors – by six, the remaining ten found employment as teachers. The period of their employment in secondary education varied widely: from 1 year to over 25 years. On average it was just over nine years. Among the teachers, four taught the humanities, the others taught mathematical and natural sciences. Many members of the described community decided to continue their scientific work. Particular achievements in mathematics were held by A. Frączkiewicz, and I in the field of physics and chemistry – by J. Bełza, A. Radwański, T. Rybicki and S. Zdzitowiecki. Achievements in biological research were noted by W. B. Jastrzębowski, Sz. Pisulewski and A. Waga (interestingly, he taught Polish language and literature in secondary school). Some achievements in the field of the humanities were held by A. Kucharski and F. Kozłowski. The above-mentioned employees of the University of Warsaw significantly strengthened the teaching staff of male government secondary schools in the Kingdom of Poland between 1833 and 1862.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(3 (245)); 29-55
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contemporary Issues of Social Pedagogy in Greek Primary School
Autorzy:
YIOULI, LEPINTZI,
Powiązania:
https://bibliotekanauki.pl/articles/892969.pdf
Data publikacji:
2020-10-09
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
socio-pedagogical issues
Greek primary school
teachers’ attitudes
Opis:
This article highlights the socio-pedagogical role of the school through the perceptions of schoolteachers who work in Greek elementary school, which are related to social pedagogy. The results of our research follow the literature review on socio-pedagogical issues. For the research process, a research tool (questionnaire) was developed to examine the extent to which each identified socio-pedagogical problem concerns teachers. The survey was completed by 225 teachers of all specialties, most of them primary school teachers. As a result of their responses, teachers are largely confronted with students’ behavioral problems, problematic communication between school and family, child abuse and neglect, and differences in the specific learning needs of children. It is proposed to focus the socio-pedagogical research on all of the above in order to strengthen teachers in their work.
Źródło:
Papers of Social Pedagogy; 2020, 13(1); 34-53
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola nauczyciela w wychowaniu moralnym w II Rzeczypospolitej na podstawie analizy treści „Przeglądu Pedagogicznego” (1918–1939)
Autorzy:
Magdalena, Rzepka,
Powiązania:
https://bibliotekanauki.pl/articles/892355.pdf
Data publikacji:
2019-04-21
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
moral education
“Pedagogical Review”
teachers
Second Republic of Poland
interwar period
Opis:
The aim of the article is to attempt to present the role of a teacher in the process of moral education in the opinion of the authors publishing in the teachers’ journal “Pedagogical Review” based on the analysis of its issues from the years 1918–1939. Moral education in the interwar period was a subject of interest in pedagogical circles both in Poland and abroad. This was related to the popularity of the slogans of the New Education as well as the moral revival sought after the First World War. The authors publishing in the “Pedagogical Review” believed that, next to the parents, it is the teachers who should play the most important role in the process of moral education of children. Their personal example, the use of a wide range of educational methods and influence in various educational areas were the most important factors shaping the educational environment for the moral education of the young generation of Poles.
Źródło:
Kwartalnik Pedagogiczny; 2018, 63(4(250)); 102-123
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Risky play from the student’s perspective
Autorzy:
Edita, Rogulj,
Powiązania:
https://bibliotekanauki.pl/articles/894106.pdf
Data publikacji:
2019-05-17
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
children of early and preschool age
education of kindergarten teachers
nature
Outdoor
Opis:
The interactive process involving play as a main component of children’s activities enables children to identify existing knowledge, skills and abilities, and to enhance and enrich them with new cognitive elements. Outdoor play is certainly an inspiration for a child’s holistic development. Children have the opportunity for motor, psychological and cognitive development in an environment that provides countless situations that are changing due to constant natural variations that occur under the infl uence of meteorological changes, changes in plant and animal life. Along with the above elements, it is necessary to add an element of risky play that is equally important in the process of childhood education and learning. Today’s overprotection of children by parents has taken away the segment of risky play, which is an important element of childhood. Parents’ attitude towards risky play also defi nes the attitude of kindergarten teachers who, under the pressure of parents, create an artifi cial environment in which a child is unable to explore this important segment of play, or take risks in their activities, decisions and procedures. That exact segment is the subject of this research, which aims to explore the opinions of the future kindergarten teachers about risky play and their attitude towards it. The research was conducted through a questionnaire in which students of their 3rd year of undergraduate studies and 1st year of graduate studies of early and pre-school education took part. According to the results of this research, we have observed the need for changes in the education of future kindergarten teachers. This can be done by expanding the content related to the Outdoor Curriculum and risky play.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2019, 577(2); 38-45
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowankowie Uniwersytetu Warszawskiego uczący w szkołach średnich Królestwa Polskiego po reformie Aleksandra Wielopolskiego
Autorzy:
Ewa, Kula,
Powiązania:
https://bibliotekanauki.pl/articles/892293.pdf
Data publikacji:
2017-10-16
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
University of Warsaw
secondary schools in the Kingdom of Poland
graduates
teachers
Opis:
The article presents graduates of the Royal University of Warsaw, which existed between 1816 and 1831, (closed as a result of the November Uprising downfall) and alumni of the Main School in Warsaw, functioning in 1862–1869, that is till the failed January Uprising, after which the school was transformed into the Russian Imperial University of Warsaw. The total number of graduates of the above-mentioned schools amounted to 57. What is more, there were 29 graduates of the Royal University of Warsaw and they began to work in schools in the period between the uprisings, whereas 27 graduates of the Main School in Warsaw only took jobs in teaching in secondary schools in the Kingdom of Poland after the education system reform of Aleksander Wielopolski. The article presents fields of studies of those teachers, their religious beliefs and social background, work experience as well as examples of their active involvement in social, political and cultural life of the Kingdom of Poland.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(3 (245)); 56-74
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Global education and shaping appropriate attitudes in the didactic process
Autorzy:
Żeber-Dzikowska, Ilona
Smolińska, Aneta
Powiązania:
https://bibliotekanauki.pl/articles/472586.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
global education,
attitudes,
children,
students,
society,
teachers,
educators,
globalization,
environmental education, sustainable development,
teaching process
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2015, V; 6-15
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Interakcje w klasie szkolnej z perspektywy społecznych reprezentacji i oczekiwań interpersonalnych
Interaction in the classroom from the perspective of social representation and interpersonal expectations
Autorzy:
Krasuska-Betiuk, Marta
Powiązania:
https://bibliotekanauki.pl/articles/428199.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
interakcje nauczyciel-uczeń
reprezentacje społeczne
oczekiwania interpersonalne
interaction teacher-pupil
teachers representations of pupils
interpersonal expectancy
Opis:
Celem tekstu jest eksploracja zagadnienia zróżnicowanych wzorów interakcji nauczyciel-uczeń w kontekście reprezentacji społecznych i oczekiwań interpersonalnych. Relacje w klasie szkolnej rozpatrywane są w skali mikro, z perspektywy psychospołecznej, która pozwala lepiej poznać mechanizmy odpowiadające za zróżnicowanie pozycji dziecka w szkole. Tekst ma charakter dociekań teoretycznych, których implikacje mogłyby stać się podstawą empirycznych badań. Omówione zostały podstawy interakcyjności kształcenia i wychowania, rola nauczyciela w kształtowaniu kultury dydaktycznej klasy, istota wzajemnych reprezentacji partnerów interakcji, oczekiwania interpersonalne nauczycieli wobec ucznia oraz moderatory tych oczekiwań.
The purpose of the text is to explore issues of diverse patterns of teacher-student interaction in the context of the social representation and interpersonal expectations. Relationships in the classroom are considered micro, from the perspective of psychosocial, which allows to better understand the mechanisms responsible for the differentiation of the position of the child in school. The text is a theoretical investigation, the implications of which could become the basis of empirical research. Discusses the basics of education and upbringing interactivity, the teacher's role in shaping the culture of teaching the class, being reciprocal representation of interaction, interpersonal expectations of pupils and teachers to the moderators of these expectations.
Źródło:
Studia z Teorii Wychowania; 2015, 3 (12); 49-77
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja medialna w szkole podstawowej pomiędzy teorią a koniecznością edukacyjną
Media education in primary school between theory and the educational necessity
Autorzy:
Łuc, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/428631.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
edukacja medialna w szkole podstawowej
przykładowe działania nauczyciela
media education in Polish school
exemplary teacher’s action
Opis:
W artykule omówiono złożony problem edukacji medialnej w polskiej szkole. Z jednej strony mamy do czynienia z brakiem jasnej, czytelnej i jednolitej podstawy programowej dla edukacji medialnej, z drugiej zaś, elementy edukacji medialnej, zapisane w celach i wytycznych kształcenia różnych przedmiotów w formie hasłowej i ogólnikowej, nie zamykają możliwości jej realizowania w szkole na różnych szczeblach edukacji. Zabierając głos w dyskusji na temat konieczności wprowadzania nowoczesnej edukacji, dokonano opisu i prezentacji przykładowych działań nauczyciela odnoszących się do kształtowania kompetencji medialnych, dzięki którym można rozwijać odpowiednie postawy i zachowania przyszłego pokolenia, asertywnego wobec medialnych przejawów manipulacji i perswazji.
In the article the complicated problem of media education in Polish school is discussed. On the one hand, there is no clear, legible and consistent core curriculum for media education. On the other hand, however, the elements of media education described in the aims and guidelines of teaching various subjects in the general form do not limit the possibilities of implementing media education on various levels of eduation. Entering the discussion about the necessity of introducing modern education, the description and presentation of exemplary teacher’s actions connected with media competences were made. The competences include developing appropriate attitudes and behaviour of future generation who is assertive towards media manipulation and persuasion.
Źródło:
Studia z Teorii Wychowania; 2018, 3 (24); 179-200
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
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