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    Wyświetlanie 1-14 z 14
    Tytuł:
    Teaching spoken english in spain: classroom practices and teachers´ perceptions
    Autorzy:
    García-sampedro, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/1878518.pdf
    Data publikacji:
    2021-09-25
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    teaching
    oral communication
    English language
    compulsory education
    Opis:
    Aim. This article presents the results obtained in a qualitative research related to classroom practices and perceptions of teachers of English as a foreign language in Spain. The aim of this study is to present examples of good teaching practices, including the types of resources, materials and assessment used in spoken English teaching.  Methods. A qualitative investigation that used ethnographic (non-participant)  observation in primary and secondary English classes was implemented in thirty-two schools. Additionally, twenty semi-structured interviews with primary and secondary teachers were conducted. Results and conclusion. The results show significant differences between both applied methods Non-participant observation indicates that spoken communication in English is not practised sufficiently. However, based on interview results, teachers do apply appropriate language learning strategies that could allow them to successfully teach speaking skills in their students. The results imply that in Spain, there are still many teachers and educational institutions that follow the Grammar Translation Method and other traditional methodologies, which still focus primarily on writing skills. However, several examples of good practices and inspiring methodological and motivational strategies have been found throughout this research, which might be considered as a precedent for those that focus on writing approaches. Cognitive value. This article displays an original research supported by University of Oviedo, through which, the reader can approach to the teaching of spoken English in Spain by means of  some teachers´ perceptions and examples of good practices.
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 2; 583-596
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Obowiązek szkolny i obowiązek nauki jako realizacja konstytucyjnego prawa do nauki
    The obligation of attending school and the compulsory education as a realization of the constitutional right to education
    Autorzy:
    Piech, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/460100.pdf
    Data publikacji:
    2016
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    prawo do nauki, obowiązek szkolny, obowiązek nauki, system oświaty, egzekucja administracyjna, szkolnictwo, władztwo zakładowe
    the right to education, compulsory education and compulsory education, the education system, administrative enforcement, education, sway works
    Opis:
    The article presents the problem of compulsory education and obligatory education in the Polish legal system. The author discusses the institution of the right to education, referring to constitutional regulations, focusing especially on components of this law. Then, the author presents the institution of compulsory schooling and learning requirement, referring primarily to enactment regulations. At the end we present the results of research conducted by the Foundation for Human Rights, which constitute the basis for conclusions about the enforcement of compulsory education and learning, and errors in the obligation of public authorities in this regard.
    Artykuł przedstawia problematykę obowiązku szkolnego i obowiązku nauki w polskim systemie prawnym. Autorka omawia instytucję prawa do nauki, odwołując się do regulacji konstytucyjnych, skupiając się zwłaszcza na elementach składowych tego prawa. Następnie przedstawia instytucję obowiązku szkolnego oraz obowiązku nauki, odwołując się przede wszystkim do regulacji ustawowych. Na koniec przedstawione zostają wyniki badań przeprowadzonych przez Helsińską Fundację Praw Człowieka, które stanowią podstawą wniosków na temat egzekwowania obowiązku szkolnego i obowiązku nauki oraz błędów władzy publicznej w tym zakresie.
    Źródło:
    Ogrody Nauk i Sztuk; 2016, 6; 59-69
    2084-1426
    Pojawia się w:
    Ogrody Nauk i Sztuk
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Organisation and Diversification of the Educational Market in Poland: The Case of the Poznań Agglomeration
    Autorzy:
    Walaszek, Marzena
    Bąkowska, Edyta
    Powiązania:
    https://bibliotekanauki.pl/articles/1052759.pdf
    Data publikacji:
    2016-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    educational system
    compulsory education
    decentralisation of education
    market for educational services
    Poznań agglomeration
    Opis:
    The political changes in Poland after 1989 affected the formation of a self-reliant society. One of the results was the decentralisation of public tasks in the field of education, with the relevant competences transmitted to local governments. Since then, communes have been responsible for ensuring equal access to public education, but at the same time a non-public education market has been developing. Important for changes in the Polish educational system was also a reform started in 1999 which led to the transformation of the two-level system of education existing since 1968 into a three-level structure. The first non-public schools began to form as an alternative to public ones. Currently, non-public schools are mainly run by non-governmental organisations, religious institutions or social associations. In the general opinion, the quality of education in non-public schools is higher than in public ones (smaller classes, better contact between student and teacher, an individual approach to each student). In the face of education-model changes it is important to create a wide range of learning opportunities for everyone. It is also not about competition, but cooperation among all institutions involved in education provision. In this article, the progressive diversification of the educational market is presented on the example of the Poznań agglomeration.A diversified educational system, its commercialisation, and the creation of new educational opportunities for children and young people beyond the basic programme of education are undoubtedly benefits for the Polish society. The growing competition among the wide range of educational institutions (also taking into account institutions organising extra-curricular classes), from a theoretical point of view, should help to improve the quality of education in the entire market of educational services. As a consequence, these trends, together with demographic changes, may invite the question about the prospects of public schools in their present form in the future.
    Źródło:
    Quaestiones Geographicae; 2016, 35, 2; 105-114
    0137-477X
    2081-6383
    Pojawia się w:
    Quaestiones Geographicae
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Prawo do nauki. Prawa dziecka-ucznia
    The right to education. The rights of the child and a pupil
    Autorzy:
    Grzejdziak-Przybyłowicz, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/927389.pdf
    Data publikacji:
    2019-12-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    right to education
    rights of the child
    compulsory education
    compulsory schooling
    the education system
    prawo do nauki
    prawa dziecka
    obowiązek szkolny
    obowiązek nauki
    system oświaty
    Opis:
    The subject matter of this article was the right to education with a particular regard to the rights of the child being a pupil and his/her right to personal treatment in the teaching and the whole educational process, the right to the open and motivated assessment of the progress in learning, the right to impact the school life via local government activities, as well as the right to the freedom of conscience and religion, and the right to recognise and preserve the national identity in the teaching process. The issue of pupil’s responsibilities, and in particular compulsory schooling and compulsory education, have also been raised. The article defi ned the right to education and placed it among other acts of international law – the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention for the Protection of Human Rights and Fundamental Freedoms, the Declaration of the Rights of the Child, as well as the Convention on the Rights of the Child, known as the World Constitution of the Rights of the Child. In addition to the nature of the right to education, the subject matter of the consideration was also the principles and guarantees of its implementation, contained in the Basic Law. Their analysis led to the conclusion about the limited nature of the right of parents to bring up the child according to their own convictions, the implementation of which should be compatible with the welfare of the child and the constitutionally guaranteed right to receive education. An analysis of the regulations applicable in the prescribed scope statutory, and in particular in terms of universal and equal access to education have also been discussed. The refl ections presented in the article have been enriched with case law examples and judgments delivered by the European Court of Human Rights in Strasbourg, the Supreme Court, and the Common Courts. The analysis of the existing legal references, the doctrine, and the case law has allowed to reach a conclusion on the fundamental nature of the right to education, the implementation of which conditions the development of an individual and the full use of its rights.
    Źródło:
    Studia Prawa Publicznego; 2017, 4 (20); 95-126
    2300-3936
    Pojawia się w:
    Studia Prawa Publicznego
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study
    Autorzy:
    Ruiz Cordero, María Begoña
    Powiązania:
    https://bibliotekanauki.pl/articles/783203.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Key words: Bilingual teaching, effectiveness, writing skill, compulsory secondary education
    Opis:
    The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 2; 95-113
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Is the enrolment of children in the first class changing?
    Czy zmienia się przebieg zapisów dzieci do pierwszej klasy?
    Autorzy:
    Burkovičová, Radmila
    Powiązania:
    https://bibliotekanauki.pl/articles/646378.pdf
    Data publikacji:
    2016
    Wydawca:
    Libron
    Tematy:
    compulsory education
    indicator,
    child
    pupil
    enrolment process
    teacher
    obowiązkowa edukacja
    wskaźnik
    dziecko
    uczeń
    przebieg zapisów
    nauczycielka
    Opis:
    The purpose of the paper was to provide a theoretical description of the points of departure for the enrolment process of children in compulsory education in the Czech Republic as it has been developing at present. Further-more, to present the results of our findings of whether the process of compulsory education enrolment differs greatly in two defined periods. The hypothesis that (statistically) significant differences exist between the process of enrolment in the first and second periods, which can be identified based on frequencies of the determined indicators, was confirmed by seven of the nine observed indicators. Higher frequencies of indicators were identified in different subsets.  
    Celem opracowania jest teoretyczne przedstawienie rozwiązań dotyczących przebiegu zapisów dzieci w ramach obowiązkowej edukacji w Re-publice Czeskiej, które odbywają się w chwili obecnej, a ponadto zaprezentowanie wyników ustaleń, czy przebieg tego zapisu różni się w dwóch wyznaczonych okresach. W siedmiu spośród dziewięciu monitorowanych wskaźników została potwierdzona hipoteza, że pomiędzy przebiegiem zapisów w pierwszym i drugim okresie występują (statystycznie) znaczące różnice, które można identyfikować w częstotliwościach określonych wskaźników. Wyższe częstotliwości wskaźników zostały rozpoznane w różnych podzespołach.
    Źródło:
    Konteksty Pedagogiczne; 2016, 1, 6
    2300-6471
    Pojawia się w:
    Konteksty Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja kulturalna w szkolnictwie wybranych państw europejskich
    Cultural education at school in selected European countries
    Autorzy:
    Dziewulak, Dobromir
    Powiązania:
    https://bibliotekanauki.pl/articles/11541891.pdf
    Data publikacji:
    2016
    Wydawca:
    Kancelaria Sejmu. Biuro Analiz Sejmowych
    Tematy:
    culture
    education
    school
    compulsory education
    cultural and arts education
    Polska
    Austria
    Belgium
    Estonia
    Finland
    France
    Greece
    Spain
    Ireland
    Germany
    United Kingdom
    Opis:
    This paper presents an overview of cultural and artistic education in compulsory education in selected European countries, including Poland, Austria, Belgium, Estonia, Finland, France, Germany, Greece, Ireland, Spain, and the UK. An attempt is made to define the concept of cultural education and to examine the place it has in the modern world. The review includes the issues related to cultural education as a compulsory school subject in primary and secondary schools in selected European countries. An analysis is made of school curricula, with special emphasis on cultural and artistic subjects. The context of the school organization systems and curricula, as well as the status of teachers in art school education and lifelong learning, was used to better exemplify the issues under consideration.
    Źródło:
    Studia BAS; 2016, 2(46); 77-146
    2080-2404
    2082-0658
    Pojawia się w:
    Studia BAS
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja domowa a obowiązek szkolny na przykładzie Polski i Niemiec. Analiza ekonomiczna obu form nauczania
    Comparison of home schooling and compulsory education in Poland and Germany. Economic analysis of both forms of education
    Autorzy:
    Sielska, Alicja
    Powiązania:
    https://bibliotekanauki.pl/articles/459727.pdf
    Data publikacji:
    2016
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    edukacja domowa, obowiązek szkolny, analiza ekonomiczna, wydatki publiczne, budżet gospodarstwa domowego
    : home schooling, compulsory education, economic analysis, public expenditure, household budget
    Opis:
    This article describes a study of home schooling, which depending on the country, may fulfill the requirement of institutional compulsory education. Focusing on case studies in Poland and Germany, the work describes the various challenges facing both compulsory and home schooling in modern education. Finally the author draws conclusions on both forms of education system based on an economic analysis.
    W niniejszym artykule przedstawione zostały rozważania dotyczące edukacji domowej, która w zależności od danego państwa, może umożliwiać wypełnienie instytucjonalnego obowiązku szkolnego. Autorka na przykładzie Polski i Niemiec opisała problem obowiązku szkolnego i edukacji domowej. Na zakończenie, w oparciu o analizę ekonomiczną, porównane zostały obie formy nauczania.
    Źródło:
    Ogrody Nauk i Sztuk; 2016, 6; 207-214
    2084-1426
    Pojawia się w:
    Ogrody Nauk i Sztuk
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Uczniowie cudzoziemscy w polskiej szkole – między integracją a marginalizacją
    Foreign Students in Polish Schools – Between Integration and Marginalization
    Autorzy:
    Januszewska, Edyta
    Powiązania:
    https://bibliotekanauki.pl/articles/1071664.pdf
    Data publikacji:
    2017-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign students in Poland
    right to education and compulsory education in selected acts of international and domestic law
    statistical data on refugee children in Polish schools
    Opis:
    The text concerns the situation of culturally different children in the environment of Polish schools. The first part presents selected regulations of international and domestic law referring to the education of foreign children. The second and third parts present the challenges of a multicultural Polish school; the cited statistical data illustrate the insignificant presence of foreign children in Polish schools. The text is based on the analysis of academic literature, reports from non-governmental organizations and various legal regulations referring to the functioning of migrant children in Poland. It also draws on fragments of the Author’s research conducted within the project ‘A culturally different child in Poland. A pedagogical study of “rooting”’, realised in the years 2011–2014 in the Mazovian voivodeship and the capital city of Warsaw.
    Źródło:
    Studia Edukacyjne; 2017, 43; 129-152
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gender-based Differences in EFL Learners Language Learning Strategies and Productive Vocabulary
    Autorzy:
    Montero-SaizAja, Alejandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1371435.pdf
    Data publikacji:
    2021-07-09
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    gender-differences
    language learning strategies
    productive vocabulary
    EFL learners
    second year of Spanish non-compulsory Secondary Education
    Opis:
    Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.  
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 2; 83-107
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Impacts of the Amendment to the Regulation of Pre-primary Education on the Practical Domain in the Czech Republic
    Autorzy:
    Burkovičová, Radmila
    Powiązania:
    https://bibliotekanauki.pl/articles/454224.pdf
    Data publikacji:
    2017
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    Preschool-aged child
    kindergarten
    preschool pre-primary
    school
    teacher
    compulsory preschool education
    child’s legal guardian
    principal city town
    Opis:
    The Amendment to the Education Act has introduced compulsory preschool education for children from the age of 5 and an obligation for the parents to register their child for such compulsory education. From the perspective of kindergarten teachers, it has raised a number of unanswered questions connected with their work, primarily as a consequence of the enacted option of individual education for five-year-old children. In addition, the amendment stipulates new requirements for school managements and administrations of Czech cities and towns.
    Źródło:
    Multidisciplinary Journal of School Education; 2017, 12; 35-50
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja domowa – kilka uwag w kontekście dyskursu o edukacji demokratycznej
    Homeschooling – a few remarks in the context of the discourse on democratic education
    Autorzy:
    Helios, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/950247.pdf
    Data publikacji:
    2014-12-14
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    homeschooling
    freedom
    the right to education
    compulsory
    schooling
    democratic education
    Opis:
    The article presents home teaching in the context of the discourse on democratic education. The author discusses two problems: first, the role of home schooling in the context of compulsory schooling and the right to education; secondly, the legal aspects of home schooling.
    Źródło:
    Filozofia Publiczna i Edukacja Demokratyczna; 2014, 3, 2; 180-198
    2299-1875
    Pojawia się w:
    Filozofia Publiczna i Edukacja Demokratyczna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Odpowiedzialność odszkodowawcza członków organów dyscyplinarnych jako przesłanka objęcia ich obowiązkowym ubezpieczeniem odpowiedzialności cywilnej. Uwagi na tle projektu ustawy Prawo o szkolnictwie wyższym i nauce
    Liability for damages of members of disciplinary bodies as a prerequisite for their compulsory coverage by a third party liability insurance. Comments in the context of the draft Act on Higher Education and Science
    Autorzy:
    Nizioł, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/927554.pdf
    Data publikacji:
    2019-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    higher education
    disciplinary liability
    compulsory third party lia bility insurance
    Opis:
    Members of disciplinary bodies (disciplinary ombudsmen and members of disci plinary commissions) are at risk of being held liable for compensatory damages arising in connection with their duties (i.e. for procedural failures in disciplinary proceedings). The lack of regulations concerning the liability for compensation by the members of disciplinary bodies is also a factor which is unfavourable for those who suffered damage as a result of disciplinary proceedings. As can be seen from the resolution of the Supreme Court of 27 September 2012 analysed in this study, for procedural violations committed in the course of discipli nary proceedings, members of disciplinary bodies are personally liable, jointly and severally with the higher education institution in which they are employed. The conclusions of the analysis of the case law therefore also point to the need to address this problem in a systematic manner. This objective has been partially achieved in the draft of the new Act on Higher Education and Science, which includes for the first time a provision on the optional coverage of members of disciplinary bodies with a third party liability insurance. Nevertheless, it could be argued that this regulation ought to be improved by introducing a compulsory third party liability insurance of members of disciplinary bodies, specifying, preferably in the imple- menting regulation, the minimum amount guaranteed, and elements such as the scope of the third party insurance and the date of commencement of the insurance cover (e.g. the day preceding the commencement of the function of disciplinary ombudsman or member of a disciplinary committee). Such a solution is supported by the analysis of regulations concerning obligatory third party insurance applica- ble to selected professions which has been carried out in the present study. In the case of these professions, the solution that was applied is the one that clarifies the regulations related to the obligatory third party insurance covering the performance of these professions.
    Źródło:
    Studia Prawa Publicznego; 2018, 2 (22); 9-27
    2300-3936
    Pojawia się w:
    Studia Prawa Publicznego
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Szkoła na XXI wiek...
    School for the 21st century...
    Autorzy:
    Kłakówna, Zofia Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1076554.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    system of education
    school
    elementary
    public
    general preparatory
    compulsory
    model of education
    civilisational and cultural context
    quality of education
    system edukacji
    szkoła
    powszechna
    publiczna
    ogólnokształcąca
    obowiązkowa
    model edukacji
    kontekst cywilizacyjno-kulturowy
    jakość edukacji
    Opis:
    Artykuł dotyczy publicznego systemu obowiązkowej, ogólnej edukacji powszechnej i jego aktualnej realizacji w Polsce. W zamierzeniu stanowi zachętę do całościowej debaty, która obejmowałaby aspekty (1) prawne oraz (2) organizacyjne funkcjonowania tego systemu i służyła gruntownemu (3) przepracowaniu myślenia o celach oraz merytorycznych aspektach powszechnej, podstawowej edukacji ogólnej, stosownie do wyzwań, które stawia przed człowiekiem życie we współczesnym kontekście cywilizacyjno-kulturowym. W końcowej partii tekstu sformułowane zostały sugestie założeń i zasad, które opisują postulowany model szkoły.
    The article focuses on the public system of compulsory, general elementary education and its current realisation in Poland. The aim is to encourage a broad-based debate that would encompass 1) legal and 2) organisational aspects of functioning of this system and would help to 3) thoroughly analyse thinking about aims and substantive aspects of elementary general education in compliance with challenges that life in the contemporary civilisational and cultural context poses to a man. In the final part of the text the author formulated suggestions of assumptions and principles that describe the postulated school model.
    Źródło:
    Polonistyka. Innowacje; 2018, 8; 191-208
    2450-6435
    Pojawia się w:
    Polonistyka. Innowacje
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-14 z 14

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