The article approaches the basic aspects of the erotetic logic in order to highlight the complexity of the inquiry situation. This complexity is overshadowed by the patterns of everyday communication (after all, everyone has asked questions multiple times). In research practice, the linguistic question form is assumed by the research problem and/or research objectives, and – in cognition based on communication processes – by research tools. The author advocates a clear distinction between questions that determine the examined object and research objectives that justify the examination of this very object. In the context of research tools, she proposes a differentiation between questions about information and questions about experiences, which is relevant to the basic questioning intention specific to quantitative (standardised) and qualitative (non-standardised) research.
{"title":"Basic Aspects of the Erotetic Logic and the Role of Questions in Empirical Cognition in Pedagogical Research Practice","authors":"Danuta Urbaniak-Zając","doi":"10.12775/pbe.2023.012","DOIUrl":"https://doi.org/10.12775/pbe.2023.012","url":null,"abstract":"The article approaches the basic aspects of the erotetic logic in order to highlight the complexity of the inquiry situation. This complexity is overshadowed by the patterns of everyday communication (after all, everyone has asked questions multiple times). In research practice, the linguistic question form is assumed by the research problem and/or research objectives, and – in cognition based on communication processes – by research tools. The author advocates a clear distinction between questions that determine the examined object and research objectives that justify the examination of this very object. In the context of research tools, she proposes a differentiation between questions about information and questions about experiences, which is relevant to the basic questioning intention specific to quantitative (standardised) and qualitative (non-standardised) research.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034123","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 process of building knowledge in the field of management of education started relatively late and it is still being developed. It is also closely interrelated with the effectiveness of educational processes. This article is meant to show the paradigm shift, which is occurring in contemporary education, in which the abandonment of the centralised models of political interventions has resulted in the search for new solutions that would fit into the current need to accelerate the development. This need is reinforced by the pace of the ongoing socio-economic changes, some of which may be difficult or impossible to predict. The situation gives birth to new, more challenging problems as well as to the need to impose new models of education management. It is therefore of utmost importance to provide an overview of the main theoretical positions and management models in education, the evaluation of which is a response to the new prerequisite to cope with risk and uncertainty. The aim of the article is, therefore, to conduct a metanalysis of these theoretical positions and models. The order of the analyses consisted of three key categories (analysis criteria) adopted by the OECD in the description of the education system: input resources, internal school processes and output resources, as well as the relationships between them as the basis for showing the ongoing changes while rejecting the existing paradigms. In English-language literature, systematic literature reviews are already standard today. Hence the proposal to use such a method, the purpose of which is to indicate the need to develop a model for managing education processes in a dynamically changing socio-cultural space based on available publications.
{"title":"Theoretical Foundations and Management Models in Education as a Response to Risk and Uncertainty. Meta-Analysis of the Effectiveness of Education Management Models","authors":"Inetta Nowosad, Anna Danuta Weissbrot-Koziarska","doi":"10.12775/pbe.2023.011","DOIUrl":"https://doi.org/10.12775/pbe.2023.011","url":null,"abstract":"The process of building knowledge in the field of management of education started relatively late and it is still being developed. It is also closely interrelated with the effectiveness of educational processes. This article is meant to show the paradigm shift, which is occurring in contemporary education, in which the abandonment of the centralised models of political interventions has resulted in the search for new solutions that would fit into the current need to accelerate the development. This need is reinforced by the pace of the ongoing socio-economic changes, some of which may be difficult or impossible to predict. The situation gives birth to new, more challenging problems as well as to the need to impose new models of education management. It is therefore of utmost importance to provide an overview of the main theoretical positions and management models in education, the evaluation of which is a response to the new prerequisite to cope with risk and uncertainty. The aim of the article is, therefore, to conduct a metanalysis of these theoretical positions and models. The order of the analyses consisted of three key categories (analysis criteria) adopted by the OECD in the description of the education system: input resources, internal school processes and output resources, as well as the relationships between them as the basis for showing the ongoing changes while rejecting the existing paradigms. In English-language literature, systematic literature reviews are already standard today. Hence the proposal to use such a method, the purpose of which is to indicate the need to develop a model for managing education processes in a dynamically changing socio-cultural space based on available publications.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034128","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}
This paper aims to map knowledge produced by associated laboratories in Portugal using the two-phase model of discourse analysis proposed by Sousa and Magalhães(2013). We analyse the mission of associated laboratories to understand what is (are) the privileged form(s) of knowing in science and the actors involved in that process. Weidentify discourse organisers (phase one of the model) and the way discourses become dominant/excluded (phase two of the model). The application of the two-phase model of discourse analysis enables us to conclude that research is being constructed as academic science in a post-academic world and researchers are presented as “in training” or as professors.
{"title":"Discourses on Research and Researchers: The Case of Portuguese Associated Laboratories","authors":"Sofia Branco Sousa","doi":"10.12775/pbe.2022.019","DOIUrl":"https://doi.org/10.12775/pbe.2022.019","url":null,"abstract":"This paper aims to map knowledge produced by associated laboratories in Portugal using the two-phase model of discourse analysis proposed by Sousa and Magalhães(2013). We analyse the mission of associated laboratories to understand what is (are) the privileged form(s) of knowing in science and the actors involved in that process. Weidentify discourse organisers (phase one of the model) and the way discourses become dominant/excluded (phase two of the model). The application of the two-phase model of discourse analysis enables us to conclude that research is being constructed as academic science in a post-academic world and researchers are presented as “in training” or as professors.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66631472","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}
In this paper, I revisit and reflect on my own and my research partners’ attempts at investigating the relationship between education and politics through the lens of discourse theory and discourse analysis methodology. This auto-analytical reflection corresponds to the shift in discourse studies from a technically understood discourse analysis to a more generally conceived discourse-analytical approach (Howarth & Torfing, 2005). Revisiting my own analyses made me understand better not only the specificity of the ways of conducting discourse studies in which I have been involved but also some lessobvious ontological assumptions and methodological problems of discourse studies. One such issue is that as long as discourse analysis is powerful in how it shows power relations, and thus politics within non-political phenomena like education, its application to political theory may reveal how its desire for construing social totalities grounds it in the pedagogical.
{"title":"Discourse: Education, Theory of Politics, and Politics of Theory","authors":"Tomasz Szkudlarek","doi":"10.12775/pbe.2022.016","DOIUrl":"https://doi.org/10.12775/pbe.2022.016","url":null,"abstract":"In this paper, I revisit and reflect on my own and my research partners’ attempts at investigating the relationship between education and politics through the lens of discourse theory and discourse analysis methodology. This auto-analytical reflection corresponds to the shift in discourse studies from a technically understood discourse analysis to a more generally conceived discourse-analytical approach (Howarth & Torfing, 2005). Revisiting my own analyses made me understand better not only the specificity of the ways of conducting discourse studies in which I have been involved but also some lessobvious ontological assumptions and methodological problems of discourse studies. One such issue is that as long as discourse analysis is powerful in how it shows power relations, and thus politics within non-political phenomena like education, its application to political theory may reveal how its desire for construing social totalities grounds it in the pedagogical.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66631801","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 this article was to analyse the currently functioning system of support for students with dyslexia at state universities in Poland and to identify and assess goodpractices that are already being implemented. The research method used was desk research (reviewing both formal and informal documents) and included university websites andnational and local legal regulations. The results showed that only nine (15%) state universities in Poland introduced concrete forms of support for the students with dyslexia and the faculty, such as exam concessions (six universities), consultations with a specialist (for students: six universities; for teachers: five universities), and provision of information and educational materials (nine universities). A comparison of the Polish support system for students with dyslexia with that of the UK resulted in a list of recommendations, including the extension of the examination time by 25% of the basic time, the assessment of written assignments solely on the basis of content and not on the correctness of spelling and changes in the format of an exam (from written to oral).
{"title":"Students with Dyslexia in Universities in Poland – Description of the Legal Situation and Good Practices","authors":"Michalina Ignaciuk, Marta Łockiewicz","doi":"10.12775/pbe.2022.024","DOIUrl":"https://doi.org/10.12775/pbe.2022.024","url":null,"abstract":"The aim of this article was to analyse the currently functioning system of support for students with dyslexia at state universities in Poland and to identify and assess goodpractices that are already being implemented. The research method used was desk research (reviewing both formal and informal documents) and included university websites andnational and local legal regulations. The results showed that only nine (15%) state universities in Poland introduced concrete forms of support for the students with dyslexia and the faculty, such as exam concessions (six universities), consultations with a specialist (for students: six universities; for teachers: five universities), and provision of information and educational materials (nine universities). A comparison of the Polish support system for students with dyslexia with that of the UK resulted in a list of recommendations, including the extension of the examination time by 25% of the basic time, the assessment of written assignments solely on the basis of content and not on the correctness of spelling and changes in the format of an exam (from written to oral).","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49107915","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}
Beata Przyborowska, Piotr Błajet, Małgorzata Fopka-Kowalczyk
Since 2020, the entire world has been struggling with the SARS-CoV-2 pandemic. The constant increase in the number of sick and dying people and the need for quarantine and social distancing have significantly affected the functioning of people, regardless of their background, age and activities. This article aims to examine the level of well-being among the academic community of Nicolaus Copernicus University in Poland based on the concept of Ken Wilber. To this end, a self-administered questionnaire was developed to assess the overall well-being, as well as the respondents’ well-being related to emotions, relationships, health, and the sense of security and satisfaction experienced during the pandemic. A total of 1,164 university employees and 1,601 doctoral and other students participated in the study. Teachers represented the highest levels of overall well-being, scoring higher than doctoral students and undergraduates. The older the respondents, the higher the perceived levels of overall well-being. These findings indicate that doctoral and other students are struggling with reduced levels of well-being and a reduced sense of the quality of life, displaying signs of emotional difficulties, anxiety and fear.
{"title":"The Well-Being of the Academic Community During the COVID-19 Pandemic","authors":"Beata Przyborowska, Piotr Błajet, Małgorzata Fopka-Kowalczyk","doi":"10.12775/pbe.2022.029","DOIUrl":"https://doi.org/10.12775/pbe.2022.029","url":null,"abstract":"Since 2020, the entire world has been struggling with the SARS-CoV-2 pandemic. The constant increase in the number of sick and dying people and the need for quarantine and social distancing have significantly affected the functioning of people, regardless of their background, age and activities. This article aims to examine the level of well-being among the academic community of Nicolaus Copernicus University in Poland based on the concept of Ken Wilber. To this end, a self-administered questionnaire was developed to assess the overall well-being, as well as the respondents’ well-being related to emotions, relationships, health, and the sense of security and satisfaction experienced during the pandemic. A total of 1,164 university employees and 1,601 doctoral and other students participated in the study. Teachers represented the highest levels of overall well-being, scoring higher than doctoral students and undergraduates. The older the respondents, the higher the perceived levels of overall well-being. These findings indicate that doctoral and other students are struggling with reduced levels of well-being and a reduced sense of the quality of life, displaying signs of emotional difficulties, anxiety and fear.\u0000 ","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66631689","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 mechanisms of financing are key in reducing educational differences. Therefore, the provision of financing for systemic solutions and structures that facilitate the development of inclusive education is one of the key factors influencing the creation of this education model and its practical implementation. Among the organs responsible for organizing and implementing inclusive education in Poland are units of local government, which by implementing the local policy are obliged to take into account solutions that promote inclusion both in broadly understood social and educational activities. The objective of this study is to present research results pertaining to the role of local government units in shaping inclusive education and in promoting the idea of inclusion, as well as the preliminary identification of good practice in this field. The research was conducted using the focus interview method. The focus groups consisted of selected representatives the faculties/departments of education of municipal local government units which were diverse in terms of structure. It can be seen that the activities of local government units are important in terms of creating inclusive education and that they constitute the basis for the dissemination of good practice. A significant role is also assigned to the documents they create, such as municipal strategies and education financing plans.
{"title":"The Activities of Local Government Municipal Units in Shaping Inclusive Education in Poland","authors":"Beata Skotnicka, Sebastian Mrózek","doi":"10.12775/pbe.2022.030","DOIUrl":"https://doi.org/10.12775/pbe.2022.030","url":null,"abstract":"The mechanisms of financing are key in reducing educational differences. Therefore, the provision of financing for systemic solutions and structures that facilitate the development of inclusive education is one of the key factors influencing the creation of this education model and its practical implementation. Among the organs responsible for organizing and implementing inclusive education in Poland are units of local government, which by implementing the local policy are obliged to take into account solutions that promote inclusion both in broadly understood social and educational activities. The objective of this study is to present research results pertaining to the role of local government units in shaping inclusive education and in promoting the idea of inclusion, as well as the preliminary identification of good practice in this field. The research was conducted using the focus interview method. The focus groups consisted of selected representatives the faculties/departments of education of municipal local government units which were diverse in terms of structure. It can be seen that the activities of local government units are important in terms of creating inclusive education and that they constitute the basis for the dissemination of good practice. A significant role is also assigned to the documents they create, such as municipal strategies and education financing plans.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66632162","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 purpose of the paper is to present the results of research concerning contemporary levels and forms of political participation of young people involved in selected youth organisations operating in Poland. The research was qualitative. Data collection involved a search of secondary data sources. All the available documents posted on the websites of the investigated organisations, including their statutes, rules and regulations, and reports and accounts covering activities and operations, as well as social media (FB) posts, were analysed. An induction method was used to provide an analysis of the content of the data for the “participation” category. Our results show that the main forms of political participation that the youth organisations demonstrate in the analysed documents are social and educational campaigns, demonstrations and notifications of important dates with different intensities on the local, national, and international levels.
{"title":"Levels and Forms of Political Participation in Selected Youth Organisations Operating in Poland","authors":"Magdalena Cuprjak, Celina Czech-Włodarczyk","doi":"10.12775/pbe.2022.023","DOIUrl":"https://doi.org/10.12775/pbe.2022.023","url":null,"abstract":"The purpose of the paper is to present the results of research concerning contemporary levels and forms of political participation of young people involved in selected youth organisations operating in Poland. The research was qualitative. Data collection involved a search of secondary data sources. All the available documents posted on the websites of the investigated organisations, including their statutes, rules and regulations, and reports and accounts covering activities and operations, as well as social media (FB) posts, were analysed. An induction method was used to provide an analysis of the content of the data for the “participation” category. Our results show that the main forms of political participation that the youth organisations demonstrate in the analysed documents are social and educational campaigns, demonstrations and notifications of important dates with different intensities on the local, national, and international levels.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46994089","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 COVID-19 pandemic could be regarded as a chronic psychological burden that may lead to prolonged, unmanageable stress, e.g. burnout. Previous studies on COVID-19 have indicated that pandemic burnout was frequent in the general population and could beregarded as a risk factor for psychopathological symptomatology (e.g. depression, anxiety).This study used a network approach to investigate the associations between pandemic burnout symptoms and symptoms of depression and anxiety among Polish adolescents. A total of 389 adolescents participated in a survey in two stages: in June 2021 (shortly after students’ return to schools after the COVID-19 lockdowns were lifted; n = 181) and in September 2021 (shortly after the beginning of the new school year; n = 208). Data were collected by means of a survey aimed at measurement of anxiety, depression, and symptoms of COVID-19 burnout. The network analysis indicated that (1) pandemic burnout is rather a separate syndrome of symptoms compared to depression and anxiety; (2) emotional and mental exhaustion symptoms such as feelings of hopelessness andworthlessness were central to pandemic burnout; (3) the stability of the pandemic burnout symptoms was relatively low, indicating that this syndrome could be dynamic or internally heterogenic.
{"title":"Pandemic Burnout, Depression, and Anxiety Among Adolescents: A Network Analysis","authors":"M. Moroń, Karina Atłas","doi":"10.12775/pbe.2022.026","DOIUrl":"https://doi.org/10.12775/pbe.2022.026","url":null,"abstract":"The COVID-19 pandemic could be regarded as a chronic psychological burden that may lead to prolonged, unmanageable stress, e.g. burnout. Previous studies on COVID-19 have indicated that pandemic burnout was frequent in the general population and could beregarded as a risk factor for psychopathological symptomatology (e.g. depression, anxiety).This study used a network approach to investigate the associations between pandemic burnout symptoms and symptoms of depression and anxiety among Polish adolescents. A total of 389 adolescents participated in a survey in two stages: in June 2021 (shortly after students’ return to schools after the COVID-19 lockdowns were lifted; n = 181) and in September 2021 (shortly after the beginning of the new school year; n = 208). Data were collected by means of a survey aimed at measurement of anxiety, depression, and symptoms of COVID-19 burnout. The network analysis indicated that (1) pandemic burnout is rather a separate syndrome of symptoms compared to depression and anxiety; (2) emotional and mental exhaustion symptoms such as feelings of hopelessness andworthlessness were central to pandemic burnout; (3) the stability of the pandemic burnout symptoms was relatively low, indicating that this syndrome could be dynamic or internally heterogenic.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48579340","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 higher education sector is increasingly subject to formal evaluation practices. Individuals, institutions and entire systems are assessed, evaluated and ranked by actors from the public and private sectors. Existing research often focuses on the goals, values and criteria of academic evaluation. In this article, however, we discuss evaluation as a discursive practice consisting of academics positioning themselves across different social arenas. Closer scrutiny will be applied to the evaluation of (extra-academic) impact as defined by the British Research Excellence Framework (REF). Based on interview data collected in the context of REF 2014, we analyse how academics negotiate their subject positions linguistically and socially across different academic arenas. As positioning experts, academics respond to the challenges of institutional evaluation by switching between different and often contradictory logics. We present both the theoretical background – social perspectives on polyphonic subjectivity – and a methodological approach to evaluation as a practice of positioning and repositioning by academics in the social world of academia.
{"title":"“It’s Creative Stuff!” The REF Impact Agenda and the Discursive (Re)Positioning of Academics","authors":"Johannes Angermuller, M. Wróblewska","doi":"10.12775/pbe.2022.017","DOIUrl":"https://doi.org/10.12775/pbe.2022.017","url":null,"abstract":"The higher education sector is increasingly subject to formal evaluation practices. Individuals, institutions and entire systems are assessed, evaluated and ranked by actors from the public and private sectors. Existing research often focuses on the goals, values and criteria of academic evaluation. In this article, however, we discuss evaluation as a discursive practice consisting of academics positioning themselves across different social arenas. Closer scrutiny will be applied to the evaluation of (extra-academic) impact as defined by the British Research Excellence Framework (REF). Based on interview data collected in the context of REF 2014, we analyse how academics negotiate their subject positions linguistically and socially across different academic arenas. As positioning experts, academics respond to the challenges of institutional evaluation by switching between different and often contradictory logics. We present both the theoretical background – social perspectives on polyphonic subjectivity – and a methodological approach to evaluation as a practice of positioning and repositioning by academics in the social world of academia.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66631364","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：