Temat: intervention programme - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: PRZYDATNOŚĆ SZKOLNEJ INTERWENCJI PROFILAKTYCZNEJ W PLACÓWCE EDUKACYJNEJ. WYNIKI BADAŃ EWALUACYJNYCH
USEFULLNESS OF THE SCHOOL-BASED INTERVENTION FOR DRUG USING STUDENTS AT EDUCATIONAL FACILITY. EVALUATION RESULTS
Autorzy:: Kocoń-Rychter, Katarzyna
Okulicz-Kozaryn, Katarzyna
Powiązania:: https://bibliotekanauki.pl/articles/479868.pdf
Data publikacji:: 2018
Wydawca:: Wyższa Szkoła Humanitas
Tematy:: Szkolna Interwencja Profilaktyczna,
ewaluacja,
profilaktyka,
programy rekomendowane
School-Based Intervention Programme,
evaluation,
prevention,
recommended programmes
Opis:: Celem artykułu jest przedstawienie wyników badań oceniających przydatność Szkolnej Interwencji Profilaktycznej (SIP) z perspektywy osób stosujących tę metodę w praktyce. SIP jest rekomendowanym programem profilaktycznym adresowanym do uczniów i ich rodziców we wszystkich typach szkół, w przypadku gdy uczeń ma kontakt z substancjami psychoaktywnymi. Prezentowane badania miały charakter ilościowy (ankieta online) i jakościowy (wywiady indywidualne i grupowe). Wyniki wskazują, że Szkolna Interwencja Profilaktyczna stosowana jest dość rzadko, jednak prawidłowo wykorzystywana daje pozytywne efekty.
This article aim is to present assessment results of the usefulness School-Based Intervention Programme (SIP) from those perspective who use this method in their own practice. SIP is a suggested course of action that school representatives can take in order to help all school students and their parents deal with a situation of crisis and overcome a drug problem. In the present study quantitative (online questionnaire for school staff members trained in the SIP method) and qualitative (individual and focus groups interviews with selected respondents) methods were used. Results indicates that School-Based Intervention is used rather occasionally, but if it is applied correctly gives good effects.
Źródło:: Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika; 2018, 16; 213-224
1896-4591
Pojawia się w:: Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Intervention in teaching reading in a foreign language:
Autorzy:: Gadušová, Zdenka
Pavlíková, Martina
Havettová, Romana
Powiązania:: https://bibliotekanauki.pl/articles/1366511.pdf
Data publikacji:: 2021-06-17
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: reading comprehension
English text
intervention programme
divergent thinking
ambiguity tolerance
Opis:: Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
Źródło:: Journal of Education Culture and Society; 2021, 12, 1; 297-313
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Effect of intervention programme on changes in selected physical abilities of elementary school pupils
Autorzy:: Bujdoš, Gabriel
Görner, Karol
Powiązania:: https://bibliotekanauki.pl/articles/1901969.pdf
Data publikacji:: 2020-11-25
Wydawca:: Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
Tematy:: Health Physical Education
mobility abilities
intervention mobility programme
elementary school
Opis:: In our paper we focus on the BUBO intervention programme applied on elementary school pupils for the period of 2 years. The intervention programme we have chosen is a part of an extended grant for Physical Education and Sports lessons at the Elementary School in Ružomberok. The focus of the intervention programme is on health-oriented physical education. The experimental group consisted of 49 pupils in the fifth and sixth grades, and included 28 girls and 21 boys. The original total number of the tested pupils was higher, but those who did not undergo the input or output evaluation for health reasons were excluded. The test took place in the school years 2015/2016 and 2016/2017. The programme was conducted in 15-minute time slots during Physical Education lessons three times a week. The principal research method was a one-group pedagogical experiment. The primary method of verifying the mobility ability levels was the Eurofit battery tests. In the results section we established that both tested groups of girls and boys exhibited positive changes after the application of the BUBO intervention programme. Both groups have improved in standing broad jump and sit and reach tests.
Źródło:: Journal of Physical Education & Health - Social Perspective; 2020, 9, 15; 35-39
2084-7971
Pojawia się w:: Journal of Physical Education & Health - Social Perspective
Dostawca treści:: Biblioteka Nauki

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