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Wyświetlanie 1-15 z 361
Tytuł:
Language discourse in curriculum development – comparative perspective from Romania, Poland and Croatia
Autorzy:
Žnidarec Čučković, Ana
Czyżewska, Monika
Simut, Ciprian
Dąbrowa, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/2196160.pdf
Data publikacji:
2023-05-25
Wydawca:
Akademia Pedagogiki Specjalnej. Language and Society Research Committee
Tematy:
curriculum development
national core/school curriculum
school curriculum in comparative perspective
curriculum in school systems
curriculum discourse language in comparative perspective
Opis:
The article analyzes the language of legislation relating to the core curriculum in 3 countries: Croatia, Poland and Romania, which, freed from socialism, since the 1990s have been building their education systems in an evolutionary way. In particular, the factors of effective teaching are considered. Some other selected aspects of the education system, relevant to the implementation of the curriculum assumptions and contents will also be discussed. The research questions we posed were ‘what language is used in educational legislation for indicators for effective teaching and what is the role of the language?’ For analysis curriculum discourse language was used in comparative perspective. The research indicates the differences in the core curriculum and the language in all three countries. Understanding the context for teaching and understanding the needs of teachers and learners seem to be leading in Croatia. In Romania there is a gap between the language of the official texts and the classroom realities. The need for change of the practical aspects of teaching in the classroom becomes fundamental. While in Poland the language of the curriculum becomes more formal and subordinated to exam requirements, which not so much limits its understanding, but rather stiffens the teaching and learning process.
Źródło:
Language, Discourse & Society; 2023, 11, 1; 27-46
2239-4192
Pojawia się w:
Language, Discourse & Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gamedec. UKW in IGDA Curriculum Framework
Autorzy:
Mochocki, Michał
Powiązania:
https://bibliotekanauki.pl/articles/682920.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
curriculum
game design
game studies
IGDA Curriculum Framework
Opis:
Launched in October 2013, GAMEDEC: game studies & Design is a specialisation track within the 2nd Gen Humanities (aka Humanities 2.0) 3-year BA programme at Kazimierz Wielki University (UKW) in Bydgoszcz, Poland. The curriculum was created by UKW academic staff with game design experience, guided by the IGDA 2008 Framework and consulted with game dev professionals. It underwent slight modifications in 2014 and a significant transformation in 2015. This paper aims at a thorough analysis of the structure of the curriculum as seen through the lens of the IGDA Framework (2008), including the coverage of both Core Topics and Institutional Considerations. The analysis is conducted in the context of foreign (mostly U.S.- based) game degrees and supported with comments on its design, implementation and modifications.
Źródło:
Replay. The Polish Journal of Game Studies; 2016, 3, 1; 121-139
2391-8551
2449-8394
Pojawia się w:
Replay. The Polish Journal of Game Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zwierzęta a dydaktyka literatury. Wokół szkolnej lektury powieści Olgi Tokarczuk Prowadź swój pług przez kości umarłych
Animals in Didactics. Reading Olga Tokarczuk’s Novel Prowadź swój pług przez kości umarłych [Drive Your Plow Over the Bones of the Dead] at School
Autorzy:
Wójcik-Dudek, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/511184.pdf
Data publikacji:
2012
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
didactics
curriculum
interpretation
Opis:
The author of the article proposes the way of reading and interpreting Olga Tokarczuk’s novel at high school. The choice of the novel results not only from the changes in curricu-lum, but also from a chance of enriching the lists of obligatory reading with the texts under-taking interesting problems such as relation between man and animals. The scholar sees here a counterweight for problems connected with liberation of the nation or social topics that seem to dominate in Polonistic discourse at high¬ school. The very presence of Olga Tokar-czuk’s novel at Polish language classes would question an anthropocentric way of interpret-ing the world around.
Źródło:
Postscriptum Polonistyczne; 2012, 2(10); 251-261
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How can I improve the environment to support the emergent curriculum?
Autorzy:
Phelan, Ellen
Powiązania:
https://bibliotekanauki.pl/articles/1386966.pdf
Data publikacji:
2020-11-18
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early childhood curriculum
early childhood environment
emergent curriculum
action research
Opis:
This Action Research (AR) project aims to answer the question “How can I improve the environment to support the emergent curriculum within the toddler room?” It utilises Kemmis and MacTaggart’s Action Research Spiral. The researcher, two team members and 24 children aged 18–30 months participated. The research took place in the researcher’s place of work: a non-profit community childcare setting. Data was gathered over two cycles of Action Research through observations of the children within the setting, field notes and focus group meetings throughout the project over a six-month period. The project demonstrated the power of the environment to support children’s learning and development and to enable them to be the instigators of their own learning. It highlighted the key role of the educator in providing this environment, ensuring it is inclusive and accessible to all children and in engaging in continuous reflective practice as a team with the aim to improve and make meaningful changes. Partnership with parents in creating an environment that supports the diversity of our classrooms also arose as an important finding.
Źródło:
Problemy Wczesnej Edukacji; 2020, 50, 3; 97-110
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of tourism and hospitality companies in ensuring an effective internship process
Autorzy:
Doniņa, Agita
Powiązania:
https://bibliotekanauki.pl/articles/628252.pdf
Data publikacji:
2015
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
tourism curriculum, internship, cooperation
Opis:
Tourism and hospitality education has only been provided in Latvia as a separate curriculum relatively recently. According to legislation, the curriculum should consist of study courses, internships and the state exam. Cooperation between all stakeholders is crucial in order to achieve the goal of internship – to increase students’ knowledge and  to develop skills in the study area chosen. The purpose of this study is to explore cooperation between higher educational establishments and companies targeted at enhancing students’ employability skills. The survey was conducted in Latvia by addressing managers of 154 tourism and hospitality industry companies in 2014. The findings showed that only 51.30% of the companies plan interns’ job assignment during internship on the basis of an internship programme and in 35.06% of the cases higher educational establishments do not contact internship companies for feedback at all. This means that, despite the importance of internships in developing students’ skills, cooperation among all stakeholders does not proceed in the best possible manner. It is suggested to improve cooperation at all stages of internship –  at the  planning, organisational and control stages.
Źródło:
Journal of Education Culture and Society; 2015, 6, 1; 281-290
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pozaideologiczne uwikłania. Ukryty program we współczesnej debacie edukacyjnej
Beyond Ideological Entanglement. The Hidden Agenda in the Contemporary Educational Debate
Autorzy:
Pauluk, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/26850905.pdf
Data publikacji:
2013-04-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
hidden curriculum
ideology
education
Opis:
The purpose of this article is to reconstruct a state of the debate ongoing for over a half of the century on the so-called the hidden program. The different theoretical positions are compared and presented – from those who take the hidden program as a central concept and category, to those denying its presence in social sciences. Contentious issues have been outlined, above all in the views of the nature, sources and results of this phenomenon. Vigorous discussions ongoing in the English literature, often having the ideological roots, are used by the author to present the own perspective of the hidden program as an important educational category, but ignored in Polish science, that may become an inspiration for theorists and practitioners and also may become a tool for diagnosis and critique.
Źródło:
Kultura i Edukacja; 2013, 2(95); 7-28
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Harmony and Disharmony of General Education in Natural and Technical Sciences
Autorzy:
KACZOR, Tadeusz
Powiązania:
https://bibliotekanauki.pl/articles/455734.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Rzeszowski
Tematy:
core curriculum
inter-subject correlation
Opis:
The article presents the advantages of the correlation of education curricula in the field of natural and technical sciences, and the consequences of lack of such a program coherence. Based on a detailed analysis of the latest core curricula regarding the fourth stage of education (secondary school), the areas of an evident disharmony are shown in teaching mathematics and physics as the most representative natural science subjects.
Źródło:
Edukacja-Technika-Informatyka; 2015, 6, 1; 244-248
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The hidden curriculum in military schools
Autorzy:
Kozina, Andrija
Powiązania:
https://bibliotekanauki.pl/articles/1310791.pdf
Data publikacji:
2015
Wydawca:
Akademia Sztuki Wojennej
Tematy:
hidden curriculum
military schools
andragogy
Opis:
Military education, as an integral and inseparable part of building the army as an institution, is changing its identity and tends to be becoming a place of development, changes, scientific research, quality teaching and education. Adoption of the National Curriculum Framework is creating conditions for these changes. Introduction of the military schools curriculum will inevitably lead to the hidden curriculum. In adult education (andragogy), the hidden curriculum appears in a more vigorous and influential form. The ability to function and the high reliability of the military system are based on hierarchy in which the formation of will is carried out from top downwards. The most prominent factors are command, obedience and reporting. In such an environment, we recognise the positive and negative effects of the hidden curriculum in Croatian military schools.
Źródło:
Security and Defence Quarterly; 2015, 6, 1; 89-104
2300-8741
2544-994X
Pojawia się w:
Security and Defence Quarterly
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metoda projektów jako strategia wcielania w praktykę idei wyłaniającego się programu
The project approach as a strategy for the implementation of the idea of an emergent curriculum
Autorzy:
Maj, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/1388734.pdf
Data publikacji:
2014-06-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
curriculum
project approach
Reggio Emilia
Opis:
The paper presents the idea of a project method which is interpreted from the perspective of two approaches to the curriculum. The first one defines the curriculum as a product – a plan with general and specific educational objectives which are set up in advance. From this point of view the curriculum is a set of documents for implementation. Another way of looking at the curriculum is via process. In this sense, the curriculum is not a physical thing, but is interpreted as what actually happens in an educational environment. In an emergent curriculum, instead of general and specific objectives, teachers formulate hypotheses derived from children’s personal experiences. Along with these hypotheses teachers formulate objectives which are flexible and correspond to the needs and interests of their students. The process of emergent curriculum development is described on the basis of the Italian strategy progettazione and the project approach by L. Katz.
Źródło:
Problemy Wczesnej Edukacji; 2014, 25, 2; 86-98
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Affordances of Augmented Reality in Delivering the Science Curriculum to Elementary Grades
Autorzy:
Abualrob, Marwan M.A.
Powiązania:
https://bibliotekanauki.pl/articles/1967567.pdf
Data publikacji:
2019-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Augmented Reality
Science Curriculum
Videotaping
Opis:
The current science books for Palestinian elementary schools essentially consist of picture-based activities. Each lesson features images which students are asked to reflect on, and provide oral and written answers to questions linked to each image. This rich curriculum is being delivered in traditional methods, and few teachers have to date ventured into utilizing modern technologies that can be easily accessible. The present research effort measures the affordances of augmented reality in delivering the science curriculum to elementary grades in the West Bank. An interaction analysis study was used, in which activities from the third grade science textbook were demonstrated using AR technologies to identify their role in enhancing learners’ interaction with pictures in the science school books. A sample of 50 third grade female students, from a West Bank basic school for girls, was drawn from the study population (all third grade students in the West Bank). The 50 students were divided evenly into homogeneous control and intervention groups. Seven activities were delivered conventionally for the former and with augmented reality technologies for the latter. The findings suggest that students taught with augmented reality-enhanced procedures were particularly engaged and effectively responsive, both orally and in written tasks.
Źródło:
The New Educational Review; 2019, 58; 36-53
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education and the Praxiology of the Hidden Curriculum
Autorzy:
Airaksinen, Timo
Powiązania:
https://bibliotekanauki.pl/articles/468760.pdf
Data publikacji:
2005
Wydawca:
Polska Akademia Nauk. Instytut Filozofii i Socjologii PAN
Tematy:
training
shooling
Bildung
hidden curriculum
Opis:
Abstract: The intuitive idea of this paper is very simple, namely, when the educational work progresses from training, through shooling towards Bildung the role of the Hidden Curriculum increases. I analyse the concepts mentioned above one after the other and pay special attention to that of the Hidden Curriculum. It is not an easy concept to understand. It also seems like a potentially harmful factor in education. Finally I introduce the key praxiological notions of efficicieny and effectiveness and consider how this changes our view of the role of the Hidden Curriculum in education. My conclusion is that praxiological considerations can be used to keep the effects of the Hidden Curriculum at bay.
Źródło:
Prakseologia; 2005, 145; 33-42
0079-4872
Pojawia się w:
Prakseologia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Curriculum vitae Henryka de Raësa, oficera cudzoziemskiego z drugiej połowy XVII wieku
Curriculum Vitae Henri de Raës, a Foreign Officer, the Second Half of the Seventeenth Century
Autorzy:
Jankowski, Rafał
Powiązania:
https://bibliotekanauki.pl/articles/23944093.pdf
Data publikacji:
2009-12-31
Wydawca:
Archiwum Główne Akt Dawnych
Tematy:
Henryk de Raes
oficer
curriculum
Opis:
W artykule: Dziwne losy skarbu Henryka de Raësa w dobie „potopu szwedzkiego” i bezskuteczne próby jego odzyskania [„Barok” (Historia-Literatura-Sztuka), XV/1 (29) 2008, s. 71-87] skupiłem się na „fortunie” Henryka de Raësa, którą stracił w służbie u Bogusława Radziwiłła (1620-1669), koniuszego litewskiego i generalnego gubernatora Prus Książęcych. Na kanwie losów skarbu Henryka de Raësa rysuje się wzorcowy model kariery żołnierza cudzoziemskiego w nowożytnej Rzeczypospolitej. Ilustracją tego wzorca są dokumenty wydane w powyższym tekście. Można je umownie nazwać curriculum vitae Henryka de Raësa. Napisane zostały, jak same nazwy wskazują („pretensje” i „objaśnienie pretensji”) dla zaspokojenie roszczeń. Z uwagi na skąpe źródła, w dużej mierze artykuł w „Baroku” był oparty na hipotezach. Mając cały czas w pamięci ograniczoną wiarygodność źródła chcę dać czytelnikowi możliwość jego interpretacji. Dla ilustracji, do jakiego znaczenia doszła rodzina de Raësa w Wielkim Księstwie Litewskim, i to bez uzyskania indygenatu przez protoplastę rodu, we wstępie do wydawanych źródeł przestawione zostały koligacje i urzędy jakie pełnili ich przedstawiciele aż do wygaśnięcia gałęzi rodu w Rzeczypospolitej w początkach XIX w. Szerzej we wstępie do wydawanych źródeł zająłem się instytucją indygenatu dla oficerów cudzoziemskich służących w Rzeczypospolitej w okresie „potopu”.
In the article “Strange Fate of the Treasury of Henry de Raës in the Era of the Swedish Deluge and the Unsuccessful Attempts to Regain It” [“Barok” (Historia–Literatura–Sztuka), XV/1 (29) 2008, pp. 71–87] the author focuses on the “fortune” of Henri de Raës, which was lost during his service for of Bogusław Radziwiłł (1620–1669), Lithuanian Master of the Horse (Equerry) and Governor General of Prussia. The fate of the treasury of Henry de Raes is an example of a standard model of foreign soldier’s career in the modern Polish-Lithuanian Commonwealth. The source documents published in the article are an illustration of this career pattern and may be conventionally called curriculum vitae of Henry de Raës. These documents were created for settlement of claims what their titles indicate too (“claims” and “explanation of the claims”). The article in “Barok” was based largely on hypotheses taking into account the limited sources credibility. Bearing this in mind the author wants to give the reader possibility of his own interpretation. Kinship and offices that representatives of the de Raës family held till the early nineteenth century (when the line became extinct in Poland) are described in the introduction to the sources in order to illustrate the importance of what achieved the de Raës family without indigenatus being granted to the progenitor of the family in the Grand Duchy of Lithuania. In the introduction to the sources the author deals with the denization of foreign officers serving in the Polish-Lithuanian Commonwealth during “the Deluge”.
Źródło:
Miscellanea Historico-Archivistica; 2008-2009, 15-16, 15-16; 91-111
0860-1054
Pojawia się w:
Miscellanea Historico-Archivistica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Comparative analysis of the curriculum of mechanical engineering program in Poland and the United States
Autorzy:
Grebski, Wes
Grebski, Michalene
Czerwińska-Lubszczyk, Agnieszka
Jagoda-Sobalak, Dominika
Powiązania:
https://bibliotekanauki.pl/articles/1923931.pdf
Data publikacji:
2020
Wydawca:
Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
Tematy:
curriculum development
engineering curriculum
mechanical engineering
rozwój programu nauczania
program nauczania inżynierii
inżynieria mechaniczna
Opis:
Purpose: The aim of this paper is comparison of the Curriculum of Mechanical Engineering Program in Poland and the United States. One of the institutions is The Pennsylvania State University (PSU), in the United States (USA). The other institution is Politechnika Opolska (PO), in Poland. Design/methodology/approach: Desk Research Method is used. Paper is based on Politechnika Opolska’ documents and The Pennsylvania State University’ documents. Findings: The paper addresses the similarities and differences in both curricula. It also addresses the positive and negative aspects of both curricula. The strengths and weaknesses from the perspective of the future career development of graduates is also being addressed. Both Mechanical Engineering programs are striving for excellence in preparing students for engineering jobs in industry, but the philosophy of those programs is very different. The Mechanical Engineering program at PSU is providing the student with a stronger theoretical background. Graduates from the PO program are well-trained in application-focus current industry practices. They are not going to require on-the-job training after entering industry. There are also suggestions and recommendations for both programs from the perspective of identifying the best practices. Originality/value: The article contains a comparative analysis of the curricula of the Mechanical Engineering program at The Pennsylvania State University USA and Politechnika Opolska, Poland. The comparison of the curricula was done using the most recent catalogs of both programs. The authors of the article have had experience as faculty at their respective programs. The comparative analysis was done for the purpose of identifying the best practices and subsequent follow-up. The article addresses the similarities and differences as well as the strengths and weaknesses of both programs. The article also contains suggestions and recommendations for both programs.
Źródło:
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska; 2020, 148; 203-214
1641-3466
Pojawia się w:
Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowanie do życia wspólnotowego jako zadanie szkolnej lekcji religii w świetle polskich dokumentów oświatowych i katechetycznych
Autorzy:
Kielian, Andrzej
Powiązania:
https://bibliotekanauki.pl/articles/669609.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:
Poland, education, curriculum, catechesis, community life
Opis:
Upbringing is a task of both school education and catechesis. The purpose of this article is to answer the following questions: do the general aims of school education in Poland go hand in hand with the tasks of catechesis? To what extent it is possible to educate for community life (cf. GDC 86) at school religion classes in Poland? In order to find answers to these questions it is necessary to present the aims of general education in Poland according to the new core curriculum (based on the Regulation by the Minister of National Education of 23 December 2008 on Core Curricula for Pre-school and General Education in particular types of schools) along with methods for entering its records into school curricula.The general aims of upbringing, that the documents of the Church put before religious instruction at school are shown against this background, in order to find points of contact with the school curricula. The possible implementation of education for community life in the school environment is discussed on the base of the Core Curriculum for the Catechesis of the Catholic Church in Poland (approved by the Polish Bishops’ Conference in 2010).In conclusion it can be stated that the aims of both religion education at school and general education in Poland, in relation to education for community life, are similar: creation and strengthening of local communities, rooting students in natural communities, such as the family and the nation, creating a climate for dialogue between representatives of different cultures and beliefs. All these aims are focused on development of attitudes necessary for the sustainability of the community of the state. Furthermore, education for community life as the task of catechesis goes beyond the scope of school education. It calls for completion in extracurricular activities, to bring pupils to the Eucharistic community and active participation in the life and activities of the Church.
Źródło:
Analecta Cracoviensia; 2013, 45
2391-6842
0209-0864
Pojawia się w:
Analecta Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Non-formal Elements in Academic Translator Education
Autorzy:
Klimkowski, Konrad
Powiązania:
https://bibliotekanauki.pl/articles/504736.pdf
Data publikacji:
2012
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
dictionary
translation
translator
curriculum
lifelong learning
Opis:
The author of the following article propounds that when planning the general translation teaching program for students of translation studies, the methodologists should not narrow it only to the formal curriculum used during regular classes. The author does not refer here to the possibility of broadening the formal program to include practices, internships or meetings with various experts in the field, however, but rather to the redei nition of the notion of curriculum, so that it always includes both formal and informal aspects of the translation studies. The co-existence of the two modules indicates their interdependence in the process of teaching. The primary goal of the informal module is to complement the formal teaching curriculum with various supplementary subject matters, teaching and learning methods as well as interactions that are difficult to implement within the basic frames of the educational program. What is more, the informal initiatives are supposed to give students of translation a chance to take part in various self development programs and events even after they graduate from university, which, as a consequence, provides the students with the opportunity to acquaint themselves with the notion of lifelong learning and, simultaneously, makes them realise how necessary and vital the process is.
Źródło:
Academic Journal of Modern Philology; 2012, 1; 33-44
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
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