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    Wyświetlanie 1-6 z 6
    Tytuł:
    Bezradność edukacyjna dzieci i młodzieży z lekkim stopniem niepełnosprawności intelektualnej
    Autorzy:
    Pilecka, Władysław
    Gacek, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/1177625.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Kazimierza Wielkiego w Bydgoszczy
    Tematy:
    special school setting
    Opis:
    Summary. Children and adolescents with intellectual disability are a group atrisk of school failure. Negative experiences at school may lead to the development of learning helplessness syndrome. This article presents results of the study on educational helplessness in children and adolescents with intellectual disability who attended elementary, middle, and vocational schools. 181 pupils of special education centers with mild intellectual disability and 854 pupils of public schools were tested. The Intellectual Helplessness Scale for mathematics and the Polish language, and the Locus of Control over School Grades Scale were used. The obtained results indicate clear differences in educational helplessness in pupils from general population at different educational settings, but not in students with intellectual disability. The helplessness level for mathematics and the Polish language was significantly higher in public school pupils in comparison to pupils with intellectual disability in middle, and vocational schools. The results were interpreted regarding the specifics of the pupils’ educational environments.
    Źródło:
    Polskie Forum Psychologiczne; 2015, XX, 2; 216-235
    1642-1043
    Pojawia się w:
    Polskie Forum Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Postrzeganie środowiska psychospołecznego szkoły i funkcjonowanie w niej uczniów zdrowych i z chorobami przewlekłymi
    Autorzy:
    Agnieszka, Małkowska-Szkutnik,
    Barbara, Woynarowska,
    Joanna, Mazur,
    Powiązania:
    https://bibliotekanauki.pl/articles/892484.pdf
    Data publikacji:
    2018-05-04
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    school setting perception
    school setting functioning
    healthy students
    students with chronic conditions
    lower secondary schools
    Opis:
    The article presents the results of a survey on the perception of the psychosocial school environment and school functioning of lower secondary school students with and without chronic conditions. Students of grades 1–3 (N = 4,058) from randomly selected 234 public lower secondary schools from all voivodships participated in the survey. In this group 3,232 (80%) students were healthy and 798 (20%) had different chronic conditions. The anonymous “Health and school” questionnaire was used as the instrument for data collections with questions from HBSC study (Health Behaviour in School-aged Children) and from CHIP–AE Questionnaire (Child Health and Illness Profile: Adolescent Edition). Based on Urie Bronfenbrenner’s ecological model, dimensions of psychosocial school environment were analysed on the individual level (microsystem) and the social relations level (mesosystem). It was found that healthy students, in comparison with those with chronic conditions, perceived school environment and their functioning at school better. They have: a larger sense of school belonging, higher level of school competencies and achievements, larger sense that their grades are adequate to the results, a higher social position in the class and a higher level of support from peers, teachers and parents. Students with chronic conditions have higher level of workload, stress and problems associated with the school, and they also spend more time on homework. These students (about 20% of the population of school age) have special educational needs which depend on the specificity and the course of the disease. Identification of difficult areas in the functioning of chronically ill students in the school and knowledge of their perception of their school’s psychosocial environment will allow teachers to provide them with appropriate support.
    Źródło:
    Kwartalnik Pedagogiczny; 2018, 63(1 (247)); 179-197
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Bullying, Mobbing and Bossing as the Types of Violence in Schools
    Autorzy:
    Kariková, Soňa
    Šimegová, Miroslava
    Powiązania:
    https://bibliotekanauki.pl/articles/28765631.pdf
    Data publikacji:
    2005-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Bullying
    mobbing
    bossing
    violence
    school setting
    Opis:
    This contribution deals with the problems of violence at schools and has mainly a theoretical character. We would like to focus on an essential term definition that will be supplemented with some research findings. Currently, violence at schools is concentrated mainly on bullying among students as repeated, intentional and violent behaviour oriented on other student or students, who have no capability or power to resist this behaviour. Mobbing is relentless and systematic vilification of other colleague or colleagues, intriguing and conspiring, smearing in a work group. Bossing is psychological terror in the workplace, when a superior – boss, bullies one or some employees. In Slovakia, the violence problem at schools is not altogether solved. All three violence types (bullying, mobbing and bossing) have one common attribute of negative consequences on victim’s physical and mental health. The school setting creates some possibilities for bullying, mobbing and bossing, too.
    Źródło:
    The New Educational Review; 2005, 7; 79-95
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Moral Competence, Personality, and Demographic Characteristics: A Comparative Study
    Autorzy:
    Karamavrou, Sofia
    Mouratidou, Katerina
    Evaggelinou, Christina
    Koidou, Irini
    Parisi, Ioanna
    Powiązania:
    https://bibliotekanauki.pl/articles/781467.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    morality
    personality factors
    physical education
    school setting
    Opis:
    The development of moral competence is affected by both internal and external factors and has been researched by many scientists. The present study investigated a) whether the five factors of personality, gender and geographical area would affect ones’ moral competence, b) whether the personality factors Openness to Experience, Conscientiousness and Agreeableness would be correlated positively with moral competence in everyday life, whereas Extraversion and Neuroticism would be correlated negatively with morality, c) if there will be differences in students’ moral competence exhibited in everyday life and that expressed in PE/sports framework and d) whether type of school, factors of personality, as well as moral competence exhibited in sports-framework would all be significant factors for the interpretation of a student’s moral competence. The sample consisted of 331 junior high students (7th and 8th graders) (Mage = 12.47, SD = 0.740), who were given the Moral Competence Test Greek Version (Mouratidou et al. 2003), the Moral Judgment Test in Physical Education(Mouratidou et al. 2008), and the Inventory of Child Individual Differences (Besevegkis & Pavlopoulos 1998). The results indicated that of the five-factor personality model only Conscientiousness can affect moral reasoning ability in everyday life and that the type of school can account for less than 5% of variance when predicting moral competence in high school students.
    Źródło:
    Ethics in Progress; 2016, 7, 1; 136-151
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teacher and student perceptions of school climate. Some conclusions from school culture and climate research
    Autorzy:
    Dernowska, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/452207.pdf
    Data publikacji:
    2017
    Wydawca:
    Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
    Tematy:
    school climate
    social climate
    teacher-student perceptions of school
    setting
    teaching-learning environment
    case study
    Opis:
    School culture and climate, more than any other factors, determine school efficiency. Building a positive school climate means to create the conditions both for students and teachers to work and learn effectively – feeling supported, safe, motivated and satisfied with their outcomes, and ready to contribute to the school improvement. In the light of many research, schools with positive climate are those which pay attention not only to the high academic outcomes, often measured by the tests, but also (or mostly?) to the social and emotional well-being of every student and adult. The subject of the article concerns the perception of school climate and learning setting by teachers and students from two Warsaw high junior schools, which significantly differ from each other in the effect of standardized external tests on students’ academic outcomes. The text contains some conclusions from a multi-faceted exploration of school culture and climate at these schools. First, the author compares teacher – student perception of school climate within the school, and then compares two school workplaces focusing on human relationships as an important factor of school climate. In this text selected cathegories of school climate are analysed: (1) school satisfaction, (2) teacher – student and peer relationships, (3) teachers’ support for students, (4) motivating students to succeed, (5) obeying the students’ rights at school, (6) agressive behavior among students. Quantitative analysis are complemented with qualitative analysis.
    Źródło:
    Journal of Modern Science; 2017, 32, 1; 63-82
    1734-2031
    Pojawia się w:
    Journal of Modern Science
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mobilna szkoła w procesie wychowania i kształcenia dzieci z układu ryzyka
    Autorzy:
    Konieczny-Pizoń, Kinga
    Powiązania:
    https://bibliotekanauki.pl/articles/1995861.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    mobile school
    upbringing
    education
    children from risk setting
    NGOs
    mobilna szkoła
    wychowanie
    kształcenie
    dzieci z układu ryzyka
    organizacje pozarządowe
    Opis:
    In this article I would like to draw attention to the initiative taken by a non-profit organization in the aspect of working with a mobile school tool in relation to the process of upbringing and education of children from risk setting of social maladjustment, supporting the process of formal education. Stimulation to the creation of innovative solutions in favour of undertaking activity towards socially maladjusted persons or persons threatened by social maladjustment results from the crisis of authorities, functioning in the systems of values promoted by liquid modernity and increasing expenditure on preventive and rehabilitation activity. In the research conducted among street educators by means of a narrative interview and observations, I used a model of a constructivist methodology of well-established theory, also using Wiesław Łukaszewski’s theory of information divergence to analyse the research results. The data obtained from the research are concentrated around such categories as: the course of the process of education and upbringing, evaluation of learning progress, catalogue of needs of children from risk setting content of education, upbringing.
    W artykule pragnę zwrócić uwagę na aktywność podejmowaną przez organizację non-profit w aspekcie wychowania i kształcenia dzieci z układu ryzyka (zagrożonych niedostosowaniem społecznym) poprzez wykorzystanie w pracy pedagogicznej narzędzia mobilnej szkoły (mobile school). Stymulowanie do tworzenia innowacyjnych rozwiązań na rzecz pracy z osobami niedostosowanymi społecznie lub zagrożonymi niedostosowaniem społecznym wynika m.in. z kryzysu autorytetów, osłabienia funkcji wychowawczej rodziny i szkoły oraz stałego zwiększania wydatków na działalność profilaktyczną i resocjalizacyjną. W badaniach przeprowadzonych wśród pedagogów ulicy za pomocą wywiadu narracyjnego oraz obserwacji posłużyłam się modelem konstruktywistycznej metodologii teorii ugruntowanej, odwołując się również do teorii rozbieżności informacyjnej Wiesława Łukaszewskiego. Uzyskane dane koncentrują się wokół takich kategorii, jak: przebieg procesu kształcenia i wychowania, ewaluacja postępów w nauce, katalog potrzeb dzieci z układu ryzyka, treści kształcenia i wychowania.
    Źródło:
    Lubelski Rocznik Pedagogiczny; 2020, 39, 3; 41-56
    0137-6136
    Pojawia się w:
    Lubelski Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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