{"title":"Friendship Across the Border. An Overlooked Predictor of Heritage Language Skills and Cultural Knowledge in Teenagers of Polish Origin in Germany Przyjaźń przez granicę. Niedoceniony czynnik w kształtowaniu kompetencji językowej i wiedzy o Polsce u dzieci","authors":"Hanna Pułaczewska","doi":"10.12775/PBE.2019.003","DOIUrl":"https://doi.org/10.12775/PBE.2019.003","url":null,"abstract":"","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the article is to characterize the transformation of the local school network for children and youth in Poznan, taking place from September 2017 as a result of changes in the education system. The subject of the research are primary and secondary self-government schools in Poznan. In order to determine the spatial accessibility to schools, simplified measures of the school network density indicator were applied: the number of schools per 10 km2 of the Poznan city area and the number of pupils per 1 school. As a result of the education reform, no primary school in Poznan has been closed. In the case of lower secondary schools, public authorities have adopted the principle of incorporating or transforming these schools into other types of schools, thus giving up the possibility of their liquidation. One of the consequences of changes in education cycles will, among other things, double the number of candidates for upper secondary schools in the school year 2019/2020, who will be both graduates of the eight-year primary school and lower secondary schools (the so-called “double class”).
{"title":"Transformations of the Local School Network as a Consequence of Changes in the Educational System – the Example of the City of Poznan","authors":"M. Walaszek","doi":"10.12775/PBE.2019.005","DOIUrl":"https://doi.org/10.12775/PBE.2019.005","url":null,"abstract":"The aim of the article is to characterize the transformation of the local school network for children and youth in Poznan, taking place from September 2017 as a result of changes in the education system. The subject of the research are primary and secondary self-government schools in Poznan. In order to determine the spatial accessibility to schools, simplified measures of the school network density indicator were applied: the number of schools per 10 km2 of the Poznan city area and the number of pupils per 1 school. As a result of the education reform, no primary school in Poznan has been closed. In the case of lower secondary schools, public authorities have adopted the principle of incorporating or transforming these schools into other types of schools, thus giving up the possibility of their liquidation. One of the consequences of changes in education cycles will, among other things, double the number of candidates for upper secondary schools in the school year 2019/2020, who will be both graduates of the eight-year primary school and lower secondary schools (the so-called “double class”).","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47867748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study conducted in the space of a contemporary art gallery with non-profes sional participants was to check whether getting familiar with the curator’s description influences the emotional reactions caused by the works and their aesthetic evaluation. Hypotheses according to which the viewers who were given the descriptions assessed contemporary art as more fascinating, more understandable, more like a masterpiece, and more preferable (one that they liked more) than viewers who did not know the descriptions, were confirmed. However, the hypothesis that knowledge of curatorial information increases the appreciation of the beauty of contemporary art was not verified positively. Familiarizing with curatorial descriptions influenced one of the five analysed dimensions of emotional reaction inducedby watching art – emotional valence, increasing positive feelings in the confrontation with artworks. Conclusions from the conducted research are of a basic nature (refer to the results of previous experiments and include proposals for further empirical studies), as well as an applicational one (they can be used, among others, by an art gallery in the education process).
{"title":"The Influence of Listening to Curatorial Information on Emotions Caused by Artworks, and the Assessment of Contemporary Art by Students. Research in the Space of an Art Gallery","authors":"Magdalena Szubielska, A. Szary, Agata Sztorc","doi":"10.12775/PBE.2019.004","DOIUrl":"https://doi.org/10.12775/PBE.2019.004","url":null,"abstract":"The aim of the study conducted in the space of a contemporary art gallery with non-profes sional participants was to check whether getting familiar with the curator’s description influences the emotional reactions caused by the works and their aesthetic evaluation. Hypotheses according to which the viewers who were given the descriptions assessed contemporary art as more fascinating, more understandable, more like a masterpiece, and more preferable (one that they liked more) than viewers who did not know the descriptions, were confirmed. However, the hypothesis that knowledge of curatorial information increases the appreciation of the beauty of contemporary art was not verified positively. Familiarizing with curatorial descriptions influenced one of the five analysed dimensions of emotional reaction inducedby watching art – emotional valence, increasing positive feelings in the confrontation with artworks. Conclusions from the conducted research are of a basic nature (refer to the results of previous experiments and include proposals for further empirical studies), as well as an applicational one (they can be used, among others, by an art gallery in the education process).","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The late adulthood period is full of challenges which endanger the well-being of an individu al and require adaptation. Personal factors such as resiliency and the attainment of developmental tasks typical for the age period play therefore key roles in achieving life satisfaction in old age. The aim of the present study was to determine the roles of resiliency and developmental task attainment in achieving satisfaction with life in old age. One hundred participants of Senior Clubs in their late adulthood, 49 men and 51 women (age range 60-88 years; M = 70.57, SD = 6.71) were surveyed using the Satisfaction with Life Scale (SWLS), Resiliency Measurement Scale (SPP-25) and Developmental Tasks Questionnaire for Seniors (KZR-S). The relationships between variables were determined by correlation, regression analysis and structural equation modeling. The analyses revealed significant relationships between variables. Greater overall resiliency and higher levels of developmental task attainment were associated with greater satisfaction with life, as declared by the respondents. The most significant ones seem to be determination and persistence in action (resiliency factor) and acceptance of one’s life: components of developmental task attainment. Both resiliency and developmental task attainment have a positive impact on the life satisfaction of older people. Greater importance should be attributed to resiliency.
{"title":"Satisfaction with Life in Old Age – the Role of Developmental Tasks Attainment and Resiliency","authors":"Magdalena Zadworna-Cieślak, N. Ogińska-Bulik","doi":"10.12775/PBE.2019.002","DOIUrl":"https://doi.org/10.12775/PBE.2019.002","url":null,"abstract":"The late adulthood period is full of challenges which endanger the well-being of an individu al and require adaptation. Personal factors such as resiliency and the attainment of developmental tasks typical for the age period play therefore key roles in achieving life satisfaction in old age. The aim of the present study was to determine the roles of resiliency and developmental task attainment in achieving satisfaction with life in old age. One hundred participants of Senior Clubs in their late adulthood, 49 men and 51 women (age range 60-88 years; M = 70.57, SD = 6.71) were surveyed using the Satisfaction with Life Scale (SWLS), Resiliency Measurement Scale (SPP-25) and Developmental Tasks Questionnaire for Seniors (KZR-S). The relationships between variables were determined by correlation, regression analysis and structural equation modeling. The analyses revealed significant relationships between variables. Greater overall resiliency and higher levels of developmental task attainment were associated with greater satisfaction with life, as declared by the respondents. The most significant ones seem to be determination and persistence in action (resiliency factor) and acceptance of one’s life: components of developmental task attainment. Both resiliency and developmental task attainment have a positive impact on the life satisfaction of older people. Greater importance should be attributed to resiliency.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48067205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The authors of the article describe and analyze the possibilities of diagnosing emotional and social competences of students with mild intellectual disability (MID) to emphasize the importance of the non-cognitive sphere in offering comprehensive developmental support to this group of people with special educational needs (SEN). The aim of the article is to answer two research questions: 1. How well are emotional and social competences developed in students with mild intellectual disability at the age of 9–13? 2. To what extent is it possible to use the TROS-KA test battery to diagnose emotional and social functioning of students with mild intellectual disability? Research carried out with 71 respondents (34 – students with MID, 37 – students in the intellectual norm) using all tests in the TROS-KA battery (scale T, scale R, scale O, scale S and scale KA, KA(N), KA(R) - after performing relevant statistical calculations: nonparametric tests of statistical significance of differences between the groups - suggests that: (1) the level of emotional and social competences in students with MID is low and is statistically significantly lower than in students in the intellectual norm; (2) students with MID differ significantly in their development of emotional and social competences; (3) therapeutic and developmental activities aimed at developing emotional and social resources using the materials included in the TROS-KA package are effective (as evidenced by the double measurement of the KA scale at an interval of about 5 months); (4) taking an individualized approach to students during the TROS-KA test session allows the researcher to use this set of tests to supplement the functional diagnosis of students with MID with a diagnosis of their emotional and social sphere (additionally to the cognitive sphere). The authors recommend this approach as an indispensable starting point for designing comprehensive educational and therapeutic programs for this group of students.
{"title":"Emotional and Social Competences in Students with Mild Intellectual Disability – Research Using TROS-KA Battery","authors":"Ewa Domagała-Zyśk, Tomasz Knopik","doi":"10.12775/pbe.2019.001","DOIUrl":"https://doi.org/10.12775/pbe.2019.001","url":null,"abstract":"The authors of the article describe and analyze the possibilities of diagnosing emotional and social competences of students with mild intellectual disability (MID) to emphasize the importance of the non-cognitive sphere in offering comprehensive developmental support to this group of people with special educational needs (SEN). The aim of the article is to answer two research questions: 1. How well are emotional and social competences developed in students with mild intellectual disability at the age of 9–13? 2. To what extent is it possible to use the TROS-KA test battery to diagnose emotional and social functioning of students with mild intellectual disability? Research carried out with 71 respondents (34 – students with MID, 37 – students in the intellectual norm) using all tests in the TROS-KA battery (scale T, scale R, scale O, scale S and scale KA, KA(N), KA(R) - after performing relevant statistical calculations: nonparametric tests of statistical significance of differences between the groups - suggests that: (1) the level of emotional and social competences in students with MID is low and is statistically significantly lower than in students in the intellectual norm; (2) students with MID differ significantly in their development of emotional and social competences; (3) therapeutic and developmental activities aimed at developing emotional and social resources using the materials included in the TROS-KA package are effective (as evidenced by the double measurement of the KA scale at an interval of about 5 months); (4) taking an individualized approach to students during the TROS-KA test session allows the researcher to use this set of tests to supplement the functional diagnosis of students with MID with a diagnosis of their emotional and social sphere (additionally to the cognitive sphere). The authors recommend this approach as an indispensable starting point for designing comprehensive educational and therapeutic programs for this group of students.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the article is to present the issues of individual methodological orientations as well as to propose a model that can be the basis for making an empirical characterization of the phenomenon. Therefore, the theoretical background showing the semantic positioning of the concept in the network of synonymous concepts was drawn. Then, the theoretical construct and a model based on the category of opposition in the methodological discourse were derived based on the theory of Kazimierz Obuchowski’s orientation codes and James J. Gibson’s affordance concept. In the presentation of the model, an integrated system of three planes was used. Each of them serves to reflect the characteristics of the elements of cognition which takes place in the course of the undertaken research practice. The assumption of continuity of features allows for modelling individual methodological orientations in a transversal manner with respect to the divisions and classifications in the social sciences methodology. This creates the possibility of building individual characteristics, e.g. for the purpose of matching methodological education.
{"title":"Individual Methodological Orientations – Theoretical Background and a Model of the Phenomenon","authors":"Sławomir Pasikowski","doi":"10.12775/PBE.2019.007","DOIUrl":"https://doi.org/10.12775/PBE.2019.007","url":null,"abstract":"The aim of the article is to present the issues of individual methodological orientations as well as to propose a model that can be the basis for making an empirical characterization of the phenomenon. Therefore, the theoretical background showing the semantic positioning of the concept in the network of synonymous concepts was drawn. Then, the theoretical construct and a model based on the category of opposition in the methodological discourse were derived based on the theory of Kazimierz Obuchowski’s orientation codes and James J. Gibson’s affordance concept. In the presentation of the model, an integrated system of three planes was used. Each of them serves to reflect the characteristics of the elements of cognition which takes place in the course of the undertaken research practice. The assumption of continuity of features allows for modelling individual methodological orientations in a transversal manner with respect to the divisions and classifications in the social sciences methodology. This creates the possibility of building individual characteristics, e.g. for the purpose of matching methodological education.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Experience of Familiarness and Intimacy of People Living in Cohabitation","authors":"Monika Błendowska","doi":"10.12775/PBE.2018.019","DOIUrl":"https://doi.org/10.12775/PBE.2018.019","url":null,"abstract":"","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66627408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The World Health Organization (WHO) regards the concept of health as individual psychosocial well-being based not only on physical, but psychological, social and environmental factors. Due to the long time spend at school, that context exerts a strong influence on the well-being of children and adolescents and plays an important role in their physical and mental health. Good mental condition in childhood and adolescence is a prerequisite for optimal development, effective learning, the formation of satisfying interpersonal relationships, and for maintaining physical and mental health in adult life. The aim of this paper is to describe the concept of socio-psychological well-being at school and major factors that influence it. Research about well-being of Polish adolescents will also be reviewed. Some preventive and educational implications will be drawn. Childhood and adolescence are crucial periods for the promotion of mental health and the prevention of mental disorders. The article is based on the assumption that the school environment is one of the key elements affecting the subjective psychological well-being of pupils. The school context is also necessary for taking appropriate preventive action and support school-age children in developing appropriate competences
{"title":"The Subjective Mental Well-Being of School-Age Children – Educational and Prophylactic Challenges","authors":"Magdalena Zadworna-Cieślak, K. Kossakowska","doi":"10.12775/PBE.2018.021","DOIUrl":"https://doi.org/10.12775/PBE.2018.021","url":null,"abstract":"The World Health Organization (WHO) regards the concept of health as individual psychosocial well-being based not only on physical, but psychological, social and environmental factors. Due to the long time spend at school, that context exerts a strong influence on the well-being of children and adolescents and plays an important role in their physical and mental health. Good mental condition in childhood and adolescence is a prerequisite for optimal development, effective learning, the formation of satisfying interpersonal relationships, and for maintaining physical and mental health in adult life. The aim of this paper is to describe the concept of socio-psychological well-being at school and major factors that influence it. Research about well-being of Polish adolescents will also be reviewed. Some preventive and educational implications will be drawn. Childhood and adolescence are crucial periods for the promotion of mental health and the prevention of mental disorders. The article is based on the assumption that the school environment is one of the key elements affecting the subjective psychological well-being of pupils. The school context is also necessary for taking appropriate preventive action and support school-age children in developing appropriate competences","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66627573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents the results that relate to the opinion of the role and value of non-formal education using interactive workshops of students taking part in a series of meetings organised by the University of Rzeszow. The main method was the diagnostic survey carried out using the CAPI technique (Computer Assisted Personal Interview). Today, it is extremely important to support the traditional formal education with its other forms. As shown in the results, students expect schools to organise non-formal education, which gives them the opportunity to develop interests that stimulate learning. Based on the presented results, we can also say that activities using interactive workshops bring very satisfactory learning outcomes, so it is worth supporting and implementing similar ways of education.
{"title":"A Sense of the Role and Value of Non-Formal Education in the Opinion of Students Participating in Interactive Workshops","authors":"T. Warchol","doi":"10.12775/PBE.2018.017","DOIUrl":"https://doi.org/10.12775/PBE.2018.017","url":null,"abstract":"The paper presents the results that relate to the opinion of the role and value of non-formal education using interactive workshops of students taking part in a series of meetings organised by the University of Rzeszow. The main method was the diagnostic survey carried out using the CAPI technique (Computer Assisted Personal Interview). Today, it is extremely important to support the traditional formal education with its other forms. As shown in the results, students expect schools to organise non-formal education, which gives them the opportunity to develop interests that stimulate learning. Based on the presented results, we can also say that activities using interactive workshops bring very satisfactory learning outcomes, so it is worth supporting and implementing similar ways of education.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66627648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the article is to indicate the possibility of adopting a research perspective that allows for the analysis of welfare as an element of school’s organisational culture. The proposed approach is presented in the form of an original research programme, which is embedded in the theory of organisation and positive psychology. The assumptions made are a proposal showing the current understanding of school as an organisation both highly flexible and effective; which is able to transform, to improve and to develop in the environment of the changing reality and to guarantee a sense of well-being to its members.
{"title":"The Importance of Teachers’ Well-Being in the School’s Organizational Culture. Research Implications/ Znaczenie dobrostanu nauczycieli w kulturze organizacyjnej szkoły. Implikacje badawcze","authors":"Inetta Nowosad, Marzanna Farnicka","doi":"10.12775/PBE.2018.022","DOIUrl":"https://doi.org/10.12775/PBE.2018.022","url":null,"abstract":"The aim of the article is to indicate the possibility of adopting a research perspective that allows for the analysis of welfare as an element of school’s organisational culture. The proposed approach is presented in the form of an original research programme, which is embedded in the theory of organisation and positive psychology. The assumptions made are a proposal showing the current understanding of school as an organisation both highly flexible and effective; which is able to transform, to improve and to develop in the environment of the changing reality and to guarantee a sense of well-being to its members.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66627613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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