Studia Edukacyjne, 2015, nr 34
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Item Studia Edukacyjne 34/2015 - spis treści(Wydawnictwo Naukowe UAM, 2015)Item Wspieranie rozwoju i dobrostanu osób w fazie późnej dorosłości(Wydawnictwo Naukowe UAM, 2015) Muszyńska, EwaThe article outlines the current and proposed activities supporting elderly people, related to the ageing of sick individuals and the process of usual ageing (both discussed separately). These activities are divided into direct (involving individuals) and indirect ones (focusing on the environment). The article presents the key principles and types of supportive activities as well as the theoretical concepts underpinning them, i.e. the theory of human development and the concept of successful ageing.Item Nauczyciel wobec trudności związanych z edukacją uczniów z zaburzeniami ze spektrum autyzmu w warunkach szkoły integracyjnej i ogólnodostępnej. Analiza obszarów problemowych(Wydawnictwo Naukowe UAM, 2015) Antonik, AleksandraInclusive education is currently the main direction of educational transformation in Poland. A growing presence of students with different kinds of disabilities in mainstream classes represents a new challenge for teachers, who do not have specific qualifications in the field of special education. The purpose of this article is to analyze the situation of those teachers facing various difficult situations occurring in the education of students with autism spectrum disorders. The analysis covers four areas whose characteristics can become a potential source of difficulties: student characteristics related to autistic disorders, characteristics of the school environment, competence and professional preparation of teachers, and cooperation with parents and professionals working with the child.Item Motywacja do nauki szkolnej uczniów z lekką niepełnosprawnością intelektualną. Studium różnicy płci(Wydawnictwo Naukowe UAM, 2015) Buchnat, MarzenaMotivation for school learning is one of the important factors determining the efficiency of the learning process. It encourages students to use strategies of information processing and to acquire skills increasing engagement in the task. Students who are motivated to learn have a ready motivational schemes thanks to which they undertake a specific activity generating complex intellectual benefits. However, a literature survey revealed that these patterns are determined by the particular gender. Gender stereotypes largely determine the teachers’ perception of male and female students and also impact the way of motivating them. Students with mild intellectual disabilities due to their developmental deficits have difficulties in developing a motivation for school learning. The study is an attempt to answer the question: are there differences in the level of motivation for school learning between boys and girls with mild intellectual disabilities attending the fourth grade of special schools, mainstream schools and in a inclusive class? The research results discuss the impact of the ‘gender effect’ or the ‘disability effect’ on school pupils and students with mild intellectual disabilities studying in various forms of organization of education.Item Metoda projektów jako strategia postępowania dydaktycznego na wyższej uczelni. O efektach kształcenia i metodzie projektów(Wydawnictwo Naukowe UAM, 2015) Zając, BożenaThe article is an attempt to present the project method as a training strategy used at Polish universities, elevating the quality of students training through such training process organisation that will correspond with students’ expectations, their capabilities and predispositions. Implementing the project method in university educational practice will allow, in accordance with the applicable National Qualifications Framework, achievement of training effects in all categories: knowledge, skills and social competences. The article clearly states the role of students and the role of university teachers. It gives students the ability to initiate, explore and develop their own interests, learning by doing and experience. Students take responsibility for their own work, they define their own goals, direct themselves and evaluate their achievements themselves. Accordingly, the role of a university teacher using the project method in the process of educating students ceases to be that of only an expert in his field and a ‘knowledge feeder’. His role is, first of all, to create working conditions for students, motivate and accompany them in the learning process. In addition, the article provides information about the history and the present of the project method, pointing out its basic features like the progressive role of the teacher, the learner’s subjectivity, totality, moving away from traditional evaluation and phases in the project method implementation.Item Rozwijanie świadomości zdrowotnej w planowaniu i zarządzaniu karierą zawodową istotnym obszarem poradnictwa edukacyjno-zawodowego(Wydawnictwo Naukowe UAM, 2015) Nawrat, DorotaIn this article I advance the thesis that the self-awareness of health development is becoming now an important area of career guidance. I demonstrate this assumption on the background of selected contemporary labor market conditions and health threats in the job environment. I present H. Skłodowski’s concept of education and therapeutic counseling meant to increase the awareness of one’s own health.Item Od segregacji do równych praw – z perspektywy zmian polityki edukacyjnej w aspekcie dostępu dzieci i młodzieży z niepełnosprawnością do edukacji(Wydawnictwo Naukowe UAM, 2015) Serafin, TeresaThe article discusses the different views on people with disabilities in selected periods of history and the impact of international law on the changed perception of students with disabilities in the Polish educational system. Part 2 presents three possible paths of education of students with disabilities: segregation, integration and inclusion.Item Bożena Grochmal-Bach, Anna Czyż, Anna Skoczek (red.), Segregacja, integracja, inkluzja, Wydawnictwo WAM i Akademia Ignatianum, Kraków 2013, ss. 212(Wydawnictwo Naukowe UAM, 2015) Antonik, AleksandraRecenzje - Bożena Grochmal-Bach, Anna Czyż, Anna Skoczek (red.), Segregacja, integracja, inkluzja, Wydawnictwo WAM i Akademia Ignatianum, Kraków 2013, ss. 212Item Zastosowanie modelu R-N-R w diagnozie resocjalizacyjnej dorosłych sprawców przestępstw – rozwiązania angielskie(Wydawnictwo Naukowe UAM, 2015) Barczykowska, AgnieszkaReliable assessment, based on three fundamental principles: risk, needs and reactivity (RNR model), is undoubtedly the basis of effective rehabilitation. It is the result of over forty years of work on the search for answers to the question about the conditions of effective rehabilitation. Current knowledge allows for applying solutions related to the RNR model systems impacts on offenders, the best example being The National Offender Management Service (NOMS). The paper presents the application of the RNR model to offenders’ assessment.Item Renata Nowakowska-Siuta (red.), Edukacja alternatywna na rzecz demokracji w edukacji, Oficyna Wydawnicza Impuls, Kraków 2014, ss. 425(Wydawnictwo Naukowe UAM, 2015) Jachimczak, BeataRecenzje - Renata Nowakowska-Siuta (red.), Edukacja alternatywna na rzecz demokracji w edukacji, Oficyna Wydawnicza Impuls, Kraków 2014, ss. 425Item Klasa szkolna jako przestrzeń Innego(Wydawnictwo Naukowe UAM, 2015) Ramik-Mażewska, IrenaIn Pedagogy the world of values is widely understood as a range of upbringing processes that aim at changing the personality of a pupil. It does not concern the cognitive instrumental aspect, but mostly the development of an attitude of a person toward the world and other people, the development of views, attitudes, hierarchies of values, and life objectives. Therefore, one may find in that theoretical domain a place for Another. It is not however something very obvious. An existence of an appearance is a very distressing and daily phenomenon in the Polish school. The realization of aims in education and upbringing is an excuse for attempting different other activities. Educational institutions display the consent for integration of politics and economy and in so doing they agree on indicating what should be important and proper in the learning process. The consequence may be the incapacitation of schools (teachers) or institutions that take care of schools and the distortion of the process of upbringing, whose effect is more often pupils’ conformism.Item Pedagogika prawa w polskiej szkole(Wydawnictwo Naukowe UAM, 2015) Jadach, KatarzynaThe citizen’s right to education guaranteed by the Polish Constitution includes the development of the student’s civil attitude. To facilitate the development in the process of common education of mature, reliable, tolerant, open-minded individuals, aware of their rights and duties, it is necessary to transfer the knowledge and develop the authority enabling the youth to move within the existing community space. Beyond all doubt, community space is to a large extent determined by law. The article reflects on the mutual inspirations of pedagogy and law, the disciplines fundamental for the civil society.Item Uczeń zdolny – uczniem ze specjalnymi potrzebami edukacyjnymi? Uczeń ze specjalnymi potrzebami edukacyjnymi – uczniem uzdolnionym?(Wydawnictwo Naukowe UAM, 2015) Chrzanowska, IwonaToday most scientists recognize a gifted student as a student with special educational needs. A gifted student has different from their classmates possibilities, expectations and problems. They usually have no problems with school education (at least at the beginning of it), but they often need special support and sometimes even therapeutic intervention. In the context of the problem: SEN – outstanding ability, it is worth considering students with disabilities. Is it possible to treat students with disabilities in Polish schools as gifted persons/children?Item W (nie)rzeczywistej relacji z Innym, czyli miłość i seks w cyberprzestrzeni(Wydawnictwo Naukowe UAM, 2015) Waszyńska, KatarzynaIn the age of the Internet a range of interpersonal contacts are made on the Web. The virtual world is a place where people meet, make closer or more distant acquaintances, fall in love, and build relationships. This article is devoted to the topic of online relationships (both romantic and sexual): their phenomenon, specificity, and their influence on reality.Item Przemoc rówieśnicza w szkole – badania retrospektywne studentów pedagogiki(Wydawnictwo Naukowe UAM, 2015) Pyżalski, JacekBullying as a severe form of peer aggression among students has attracted a lot of attention from both educational professionals and general public. Many studies conducted this topic adapted quantitative methodology and provided results showing the scale of this phenomenon occurrence. This study use qualitative methodology going deeper into contextual factors concerning particular bullying cases in respect of three aspects: a/ features of bullying victims; b/ forms of aggression (both behavioral and formal aspects), c/teachers intervention strategies. The analysis is based on data from 147 essays of university students describing they experience as bystanders of bullying during their school years. The chosen cases show the importance of individual contextual factors that should influence individualized bullying prevention activities.Item Przestrzeń klasy szkolnej miejscem wykluczenia uczniów. Problemy adaptacyjne czwartoklasistów(Wydawnictwo Naukowe UAM, 2015) Michalak, RenataThe research results presented in this study show that primary education and the next stage of education are two different worlds, in which students have to construct different tools and strategies of adaptation. A lack of continuity in education is a source of school difficulties that may interfere with the development of students’ competences. At the same time it condemns students, especially those whose sense of difficulty significantly interferes with their daily functioning, to marginalization and even exclusion. Educational space, which should be a place where students collect experiences conducive to acquiring competitive maturity, becomes for many of them a place of negative experience that blocks psychosocial development.Item Approaches, Methods and Techniques Used for Developing Emotional Competency in the Classroom(Wydawnictwo Naukowe UAM, 2015) Polak, Alenka; Pavel, Jana Rapuš; Bajramlić, EditaContemporary educators in schools should possess a number of competences, personal traits, subject knowledge, psychological and pedagogical knowledge, skills and teaching strategies to be able to work with pupils, consider their wide range of learning demands and special needs as well as cope with behavioural and other problems in the classroom. Social pedagogues employed in schools and teachers have to deal with emotions on a daily basis, and so they need to be emotionally intelligent. According to Goleman, major components of emotional intelligence include the awareness of our emotions, managing our own emotions, motivating ourselves, recognizing the emotions of others, empathy, and relationships management. Emotional intelligence in the context of schooling relates to the emotional side of teaching, such as the ability to recognize, define and manage pupils’ emotions, to motivate them and to handle interpersonal relationships in the classroom. Emotional competency is the efficacy in social situations with an emotional content. In the article we present an empirically designed study based on data collected in a questionnaire designed for the aim of the study. The research sample includes 108 persons dealing with school pupils on a daily basis; 56 of them are teachers and 52 social pedagogues, employed in the school advisory service. The aim of the study was to investigate how often teachers and social pedagogues use different approaches, methods and techniques for developing the emotional competency of pupils in the classroom. In the article the findings are discussed within the school context and some implications are provided for the higher education of teachers and social pedagogues.Item Negative Bewertung in der Schule und Familie aus der Sicht der Schüler der Sekundarstufe und Lehramt-Hochschulstudenten(Wydawnictwo Naukowe UAM, 2015) Koldeová, Lujza; Tóthová, RenátaThis paper deals with the application of negative forms of assessment in a family of parent - child relationship and at secondary school in relation teacher - pupil of theoretical and empirical point of view. In this paper we present the basic theoretical bases of a negative evaluation of students of higher secondary education in the family and at school and then present some empirical findings in this area. Research methods were: questionnaire method focuses on the application of a negative evaluation in the family (the questionnaire was entered secondary school students) and content analysis of reflections of students studying at the Pedagogical University in Bratislava (trainee teachers) for their retrospective subjective statements about the impact of negative evaluations of their teachers in the teaching process at secondary school to develop their personality.Item Postawy nauczycieli wobec niezdyscyplinowania uczniów(Wydawnictwo Naukowe UAM, 2015) Ratajczak, PaulinaThe article shows the results of research on teachers’ attitudes to undisciplined pupils. A structure of three components of these attitude has been identified: emotional (positive and negative emotions), cognitive (positive and negative convictions), and behavioural (power behaviour, submissive, communicational, and rational) towards undisciplined pupils. The results of research indicate that teachers with a negative approach to undisciplined pupils experienced more often manifestations of a lack of discipline in the school classroom.Item Praktyka tworzenia edukacyjnej wspólnoty – o edukacyjnej codzienności w kontekście jawnych i ukrytych wzorów kultury szkolnej(Wydawnictwo Naukowe UAM, 2015) Sadowska, SławomiraThe constitutive feature of the modern school is orientation towards a person’s attitude (moral, social), personal and civilizational competence, and the values of defining the quality of people’s lives. The processes that become more important are the ones that prepare the individual for living in a socially and culturally diverse world and equip him/her with the skills allowing the exploration and experience of the meaning of the world of disabled people, tolerate dissimilarity and otherness, consent to the existence of persons with disabilities on an equal footing. As a result of these processes, students should distance themselves from the concept of alienation and hostility, should treat dissimilarity and otherness not in terms of risks but rather as something stimulating, supportive for the understanding of the human being and the world. The article reflects on the possibilities of public and integration schools for the delivery of these objectives. The area of analysis reveals the explicit and implicit patterns of school culture. The direction of the analyses reinforces the reflection on what is possible, political and daily practice.