Browsing by Author "Matejczuk, Joanna"
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Item 6-latek jako pierwszoklasista w szkole. Zróżnicowanie kodów językowych dziecka, rodziny i szkoły – dla kogo szansa, dla kogo zagrożenie?(Wydawnictwo Naukowe UAM, 2013) Matejczuk, Joanna; Nowotnik, Anna; Rękosiewicz, MałgorzataThe article offers another view in the discourse concerning the lowering of school age. We take into consideration the consequences of children’s diversity in terms of the language functioning for their needs, opportunities, and ways to deal with school reality. Our analysis is based on Basil Bernstein’s concept of linguistic codes (1980a and 1980b). Such an interpretation of the phenomenon aims to help to identify the role of the school’s effi ciency of language codes management targeted at six-year-olds. Our aim is to identify the key challenges and tasks facing the school in dealing with the admission and teaching of children with diverse linguistic skills.Item 6-latki w szkole. Rozwój i wspomaganie rozwoju(Wydawnictwo Fundacji Humaniora, 2014) Brzezińska, Anna Izabela; Matejczuk, Joanna; Jankowski, Paweł; Rękosiewicz, MałgorzataItem E-learning jako nowe środowisko edukacji: spotkanie ucznia i nauczyciela(Wydawnictwo Naukowe UAM, 2013) Kaliszewska-Czeremska, Katarzyna; Matejczuk, JoannaThe aim of this article is to present issues associated with the application of e-learning in the fi eld of education. We presume that the effi cacy, safety, and social perception of e-learning largely depend on its users, i.e. on students and teachers. The greater the willingness and competence of learners and educators to responsibly and creatively apply this method in the education process, the greater the chances of maximizing profi ts and minimizing risks connected with the use of distance learning at different levels of education. We narrow down the issue of willingness to the sphere of self-regulation, an indispensable factor in the process of becoming a conscious learner who is committed to and responsible for his or her own education according to the concept of Lifelong Learning. Availing ourselves of Julius Kuhl’s theory of action control (1987) we demonstrate how certain intrinsic predispositions of students and teachers, related to the implementation of their intentions, may determine a successful application of e-learning methods and, in consequence, foster the process of lifelong learning and support the ability to adapt to ever-changing external conditions.Item Psychologiczne konsekwencje (euro)sieroctwa: funkcjonowanie rodziny, diagnoza i pomoc(Wydawnictwo Naukowe UAM, 2011) Brzezińska, Anna Izabela; Matejczuk, JoannaEconomic migration, especially to Western Europe, is increasingly the reaction of Poles to the presently occurring political, economic, and social changes. The mass exodus and the resulting family separation are becoming a serious social problem, especially in relation to the issues of the development and education of children and youth left behind commonly known as Euroorphans. Psychological consequences of Euromigration are experienced by all family members i.e. parents-spouses, children, grandparents, as well as the immediate surrounding friends, neighbours, school, and local community. The balance of positive and negative effects of decisions made by the family in the period of political transformation also those concerning the place of living and employment either together or separately depends, to a great extent, on the mode of reaching the decisions and implementing them by the whole family. We pay particular attention to the degree of involvement of all family members in the decision making process concerning migration and to the necessity of preparing the family in advance to make conscious and responsible choices. Family counsellors play an essential role in this field.Item Psychologiczne konsekwencje (euro)sieroctwa: styl życia rodziny, diagnoza i wsparcie(2011) Brzezińska, Anna Izabela; Matejczuk, JoannaEconomic migration, especially to Western Europe, is increasingly the reaction of Poles to the presently occurring political, economic, and social changes. The mass exodus and the resulting family separation are becoming a serious social problem, especially in relation to the issues of the development and education of children and youth left behind – commonly known as Euro-orphans. Psychological consequences of Euromigration are experienced by all family members i.e. parents-spouses, children, grandparents, as well as the immediate surrounding – friends, neighbours, school, and local community. The balance of positive and negative effects of decisions made by the family in the period of political transformation also those concerning the place of living and employment either together or separately depends, to a great extent, on the mode of reaching the decisions and implementing them by the whole family. We pay particular attention to the degree of involvement of all family members in the decision making process concerning migration and to the necessity of preparing the family in advance to make conscious and responsible choices. Family counsellors play an essential role in this field.Item Trening twórczości jako propozycja kształcenia liderów w społecznościach lokalnych(Wyższa Szkoła Zarządzania "Edukacja", 2010) Brzezińska, Anna Weronika; Matejczuk, JoannaRozdział jest propozycją warsztatów z zakresu twórczego rozwiązywania problemów, zaprojektowanym z myślą o rozwiązywaniu problemów zaistniałych w społecznościach regionalnych. Z wykorzystaniem metod z treningu twórczości, poruszane są problemy istotne dla środowisk lokalnych, m. in. określenie własnych możliwości, zasobów i deficytów, sposobów upowszechniania elementów kultury regionu. Zajęcia odbyły się w dniach 19 – 20 maja 2007 roku, w Ośrodku Szkoleniowym w Starbieninie (gm. Choczewo, pow. Wejherowski, wojew. Pomorskie), w ramach projektu Edukacja dla Kaszub i Pomorza, realizowanym przez Kaszubski Uniwersytet Ludowy z siedzibą w Wieżycy. Trening twórczości realizowany był dla uczestników studium Refleksyjny praktyk w działaniu – aktywne metody pracy grupowej. W zajęciach wzięło udział 14 osób, głównie nauczycieli i animatorów, mieszkających i pracujących w małych środowiskach lokalnych. Podczas treningu wykorzystane zostały metody twórczego rozwiązywania problemów, a zadania realizowane były w oparciu o własne doświadczenia uczestników oraz znajomość zasobów i deficytów środowiska lokalnego. Głównym zadaniem, jakie zostało postawione przed uczestnikami było zaplanowanie i zaprojektowanie strategii promocyjnej regionu, z wykorzystaniem własnych umiejętności oraz wiedzy.