The purpose of this study was to determine whether, in the context of Polish primary schools, the use of electronic gradebook raises teaching effectiveness and has altogether any observable educational effects when compared to older, paper forms of record keeping. Our analyses use data from a survey conducted in 2010-2015 on a nationwide representative sample of 4,500 students from 171 primary schools. Because the electronic gradebook was not yet widely used in Poland at that time, data from this period can be used to analyze the problem stated in the title. The key tools used in our research were standardized school achievement tests and scales examining a student’s emotional integration with the school, quality of peer relations and academic self-concept. Measurements were taken after the completion of grades 3 and 6. The results of intelligence tests and indicators of the economic and social status of the student’s family were considered as control variables. Statistical analyses were performed using hierarchical linear regression models. No significant correlation was revealed between the form of the school gradebook and teaching effectiveness in reading, writing or math. Only one of the educational effects included in the study was significantly related to the form of the school gradebook: the use of an electronic form correlated negatively with the level of students’ academic self-concept. These results show that the consequences of introducing this type of e-record into schools are more complex than previously considered.
{"title":"Does the Use of Electronic Gradebooks Affect Schooling Outcomes? A Study in Polish Primary Schools","authors":"Aleksandra Jasińska-Maciążek","doi":"10.12775/pbe.2020.003","DOIUrl":"https://doi.org/10.12775/pbe.2020.003","url":null,"abstract":"The purpose of this study was to determine whether, in the context of Polish primary schools, the use of electronic gradebook raises teaching effectiveness and has altogether any observable educational effects when compared to older, paper forms of record keeping. Our analyses use data from a survey conducted in 2010-2015 on a nationwide representative sample of 4,500 students from 171 primary schools. Because the electronic gradebook was not yet widely used in Poland at that time, data from this period can be used to analyze the problem stated in the title. The key tools used in our research were standardized school achievement tests and scales examining a student’s emotional integration with the school, quality of peer relations and academic self-concept. Measurements were taken after the completion of grades 3 and 6. The results of intelligence tests and indicators of the economic and social status of the student’s family were considered as control variables. Statistical analyses were performed using hierarchical linear regression models. No significant correlation was revealed between the form of the school gradebook and teaching effectiveness in reading, writing or math. Only one of the educational effects included in the study was significantly related to the form of the school gradebook: the use of an electronic form correlated negatively with the level of students’ academic self-concept. These results show that the consequences of introducing this type of e-record into schools are more complex than previously considered.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48624813","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}
Shaping health awareness is one of the basic tasks of education, hence, creating healthy attitudes of children and young people should occupy an important place among the goals of education. In Poland, the role of a teacher as a health educator has been validated in key documents related to education and upbringing: general educational curriculum and education standards preparing for the teaching profession. The implementation of health education requires extensive subject-related and pedagogical competences from teachers. The aim of this work was to review a research in the field of preparing teachers and students of teaching specialisations for the implementation of school health education, particularly concerning: knowledge about health determinants, the position of vital values (health, physical condition and well-being) in the hierarchy of values, the scale of healthy behaviours in lifestyle and readiness to change as an important element of behaviour modification (also in the dimension of health culture). A review of the analysed studies showed a limited amount of knowledge in the field of health determinants and threats, low position of vital values in the hierarchy of values, prevalence of anti-health behaviours in lifestyle, and limited readiness of teachers and students of teaching faculties for a change regarding health-promoting behaviours.
{"title":"Preparation of Teachers and of Teaching Specialisation Students for the Implementation of School Health Education – a Review of Research","authors":"Grażyna Kosiba, M. Gacek, A. Wojtowicz","doi":"10.12775/pbe.2020.009","DOIUrl":"https://doi.org/10.12775/pbe.2020.009","url":null,"abstract":"Shaping health awareness is one of the basic tasks of education, hence, creating healthy attitudes of children and young people should occupy an important place among the goals of education. In Poland, the role of a teacher as a health educator has been validated in key documents related to education and upbringing: general educational curriculum and education standards preparing for the teaching profession. The implementation of health education requires extensive subject-related and pedagogical competences from teachers. The aim of this work was to review a research in the field of preparing teachers and students of teaching specialisations for the implementation of school health education, particularly concerning: knowledge about health determinants, the position of vital values (health, physical condition and well-being) in the hierarchy of values, the scale of healthy behaviours in lifestyle and readiness to change as an important element of behaviour modification (also in the dimension of health culture). A review of the analysed studies showed a limited amount of knowledge in the field of health determinants and threats, low position of vital values in the hierarchy of values, prevalence of anti-health behaviours in lifestyle, and limited readiness of teachers and students of teaching faculties for a change regarding health-promoting behaviours.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628770","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 effectiveness of health education, an important area of school education, depends on many factors. One of them is the conceptual layer expressed in the core curriculum. The aim of the research presented in this article was to check whether the learning objectives and content in Polish upper secondary school curricula are consistent with theoretical assumptions based on the achievements of health pedagogy. Qualitative and quantitative content analysis was used. First, the main assumptions of school health education were reconstructed to define analytical categories for further research (dimensions of health in a holistic model, concepts of health, pillars of health education, and methodological approaches). Then, the learning objectives and content of the 2018 core curriculum for Polish upper secondary schools were analysed. The obtained results indicate insufficient compliance of objectives and content with the assumptions of health education, which suggests the existence of a hidden program in this area already at the conceptual level.
{"title":"Health Education in Upper Secondary Schools – Assumptions and Opportunities of Implementation in the Light of the Curriculum","authors":"Dorota Pankowska","doi":"10.12775/pbe.2020.001","DOIUrl":"https://doi.org/10.12775/pbe.2020.001","url":null,"abstract":"The effectiveness of health education, an important area of school education, depends on many factors. One of them is the conceptual layer expressed in the core curriculum. The aim of the research presented in this article was to check whether the learning objectives and content in Polish upper secondary school curricula are consistent with theoretical assumptions based on the achievements of health pedagogy. Qualitative and quantitative content analysis was used. First, the main assumptions of school health education were reconstructed to define analytical categories for further research (dimensions of health in a holistic model, concepts of health, pillars of health education, and methodological approaches). Then, the learning objectives and content of the 2018 core curriculum for Polish upper secondary schools were analysed. The obtained results indicate insufficient compliance of objectives and content with the assumptions of health education, which suggests the existence of a hidden program in this area already at the conceptual level.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628028","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 present article examines the problem of applying the concept of citizenship inherent in the discourse of a political party to core curricula (CCs). The case that provides material for analysis is the coming to power of the conservative party Prawo i Sprawiedliwość [Law & Justice] (PIS) and the implemented reform of the education system, which entailed the change of CCs. The analytical tool useful for solving the analysed problem is provided by the concept of ‘discursive institutionalism’ of Vivien Schmidt, integrated with the concept of curriculum analysis, while the method of analysis comes from the group of approaches defined as Critical Discourse Analysis (CDA). The analyses focus on the programmatic level and reveal the application of ideas from the party’s programmes to the education objectives articulated in CCs. The findings of the analyses indicate a stronger-than-before emphasis on the idea of a political and national community. Particularly interesting in the analysed case is the focus on the transmission of knowledge, the upbringing according to the values affirm ing this feeling of community, combined with the simultaneous discursive limitation of the significance of civic participation.
{"title":"The Concept of Citizenship in the Polish School Education. Political Change and the Change of Core Curricula. Discourse Analysis","authors":"Violetta Kopińska","doi":"10.12775/pbe.2020.004","DOIUrl":"https://doi.org/10.12775/pbe.2020.004","url":null,"abstract":"The present article examines the problem of applying the concept of citizenship inherent in the discourse of a political party to core curricula (CCs). The case that provides material for analysis is the coming to power of the conservative party Prawo i Sprawiedliwość [Law & Justice] (PIS) and the implemented reform of the education system, which entailed the change of CCs. The analytical tool useful for solving the analysed problem is provided by the concept of ‘discursive institutionalism’ of Vivien Schmidt, integrated with the concept of curriculum analysis, while the method of analysis comes from the group of approaches defined as Critical Discourse Analysis (CDA). The analyses focus on the programmatic level and reveal the application of ideas from the party’s programmes to the education objectives articulated in CCs. The findings of the analyses indicate a stronger-than-before emphasis on the idea of a political and national community. Particularly interesting in the analysed case is the focus on the transmission of knowledge, the upbringing according to the values affirm ing this feeling of community, combined with the simultaneous discursive limitation of the significance of civic participation.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628521","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 is to present the history of changes in the significance of action research. It also attempts to operationalize it and lists its challenges that favoured a specific revival of the idea of this research trend in the second half of the twentieth century in research and educational practice. Moreover, its limitations and possible research applications in social sciences are analyzed. Also, it has been highlighted that action research is a research tradition that provides numerous problems. The term has lost its unambiguity. Action research is understood as a specific research method, an independent model of introducing and evaluating educational change, a practical teaching tool or it is even used to determine the emancipatory social movement.
{"title":"Action Research as an Element of Integrative Research Model in Social Sciences/ Badania w działaniu jako element integracyjnego modelu badań w naukach społecznych","authors":"Marzanna Farnicka","doi":"10.12775/PBE.2019.012","DOIUrl":"https://doi.org/10.12775/PBE.2019.012","url":null,"abstract":"The aim of this article is to present the history of changes in the significance of action research. It also attempts to operationalize it and lists its challenges that favoured a specific revival of the idea of this research trend in the second half of the twentieth century in research and educational practice. Moreover, its limitations and possible research applications in social sciences are analyzed. Also, it has been highlighted that action research is a research tradition that provides numerous problems. The term has lost its unambiguity. Action research is understood as a specific research method, an independent model of introducing and evaluating educational change, a practical teaching tool or it is even used to determine the emancipatory social movement.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66627962","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 paper is to present possible typologies of experience and to point out the need to allow for the multidimensionality of experience categories in pedagogical research. Since experience is primarily a philosophical concept, the first section presents a generally acceptable definition of experience. The second section refers to the main philosophical, epistemological and methodological typologies of experience. The last of the typologies which may be of particular use in pedagogy has been discussed in the third section. It describes experience as an activity, its production (result), and a way of perceiving something. This typology organises the types of understanding experiences in pedagogical literature, considering all the elements of the educational relation. Reflections on the understanding of experience in pedagogy lead to the conclusion that the discipline cannot ignore different typologies of experience or the multidimensional contexts of its occurrence and experience itself turns out to be the category that integrates different levels of pedagogical knowledge. At the same time, it was confirmed that one may not analyse ontological, epistemological and methodological concepts or categories in pedagogy in isolation from philosophical considerations. Otherwise, one may be exposed to ignorance or unjustified simplifications.
{"title":"Typologies of the Understanding of the Experience Notion in Pedagogy","authors":"Leszek Waga","doi":"10.12775/PBE.2019.008","DOIUrl":"https://doi.org/10.12775/PBE.2019.008","url":null,"abstract":"The aim of this paper is to present possible typologies of experience and to point out the need to allow for the multidimensionality of experience categories in pedagogical research. Since experience is primarily a philosophical concept, the first section presents a generally acceptable definition of experience. The second section refers to the main philosophical, epistemological and methodological typologies of experience. The last of the typologies which may be of particular use in pedagogy has been discussed in the third section. It describes experience as an activity, its production (result), and a way of perceiving something. This typology organises the types of understanding experiences in pedagogical literature, considering all the elements of the educational relation. Reflections on the understanding of experience in pedagogy lead to the conclusion that the discipline cannot ignore different typologies of experience or the multidimensional contexts of its occurrence and experience itself turns out to be the category that integrates different levels of pedagogical knowledge. At the same time, it was confirmed that one may not analyse ontological, epistemological and methodological concepts or categories in pedagogy in isolation from philosophical considerations. Otherwise, one may be exposed to ignorance or unjustified simplifications.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628162","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 is mainly focused on the analysis of the issue of human disability as a phenomenon and condition and in the context of contemporary tendencies of interpreting disability postulated by the International Classification of Functioning, Disability and Health (ICF) (2001). Attention is paid mostly to the issue of blurring the borders between non-disability and disability in relation to meeting the needs of people identified as non-disabled and disabled, as well as dangers resulting from such an approach.
{"title":"In Search for Optimal Educational, Rehabilitative and Supportive Solutions for People with Disabilities in the Context of Postulates Put Forward in the International Classification of Functioning, Disability and Health (ICF)","authors":"M. Zaorska","doi":"10.12775/PBE.2019.009","DOIUrl":"https://doi.org/10.12775/PBE.2019.009","url":null,"abstract":"This paper is mainly focused on the analysis of the issue of human disability as a phenomenon and condition and in the context of contemporary tendencies of interpreting disability postulated by the International Classification of Functioning, Disability and Health (ICF) (2001). Attention is paid mostly to the issue of blurring the borders between non-disability and disability in relation to meeting the needs of people identified as non-disabled and disabled, as well as dangers resulting from such an approach.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628227","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}
Magdalena Ciechowska, Justyna Kusztal, M. Szymańska
The article presents autoethnography in the context of posthumanistic student education as a way not only for a deep self-knowledge, but also for understanding other people. In this context, the authors seek answers to questions about the essence of autoethnography as a re search method and its significance for personalized intra-personal and intra-active peda gogical training. By pedagogues/educators we mean people who lead others to maturity. The article presents innovative research techniques conducive to auto-ethnographic cognition and examples of application of autoethnography in the education of pedagogical students.
{"title":"Autoethnography in Intrapersonal and Intra-Active Training of Pedagogues. Selected Aspects and Application Possibilities","authors":"Magdalena Ciechowska, Justyna Kusztal, M. Szymańska","doi":"10.12775/PBE.2019.010","DOIUrl":"https://doi.org/10.12775/PBE.2019.010","url":null,"abstract":"The article presents autoethnography in the context of posthumanistic student education as a way not only for a deep self-knowledge, but also for understanding other people. In this context, the authors seek answers to questions about the essence of autoethnography as a re search method and its significance for personalized intra-personal and intra-active peda gogical training. By pedagogues/educators we mean people who lead others to maturity. The article presents innovative research techniques conducive to auto-ethnographic cognition and examples of application of autoethnography in the education of pedagogical students.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942933","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 article aims at presenting a method rooted in philological science in order to analyze freeform interviews with elements of narration. The method presented is a compilation of two methods: communicative grammar and narratology. Both of the aforementioned methods were created in order to analyse narrative texts. In the case of the former method, the discipline in which particular texts were created is of no importance. The latter method, on the other hand, is used mainly for literary analyses. The communicative grammar method originated from Polish linguistics, provides a possibility of conducting in-depth linguistic analyses. When used for interview analyses, communicative grammar may help a researcher overcome their subjective approach and get, as close as possible, to the contents uttered by a respondent indirectly. Application of the discussed method also facilitates the process of overcoming cultural differences between a researcher and a respondent. The article presents methodological assumptions of both discussed methods as well as different ways of using the methods for analysis of interviews conducted from the perspective of social sciences.
{"title":"Communicative and Linguistic Method of a Narrative Text Analysis/ Komunikacyjno-lingwistyczna metoda analizy tekstu narracyjnego","authors":"A. Krawczyk","doi":"10.12775/PBE.2019.011","DOIUrl":"https://doi.org/10.12775/PBE.2019.011","url":null,"abstract":"The article aims at presenting a method rooted in philological science in order to analyze freeform interviews with elements of narration. The method presented is a compilation of two methods: communicative grammar and narratology. Both of the aforementioned methods were created in order to analyse narrative texts. In the case of the former method, the discipline in which particular texts were created is of no importance. The latter method, on the other hand, is used mainly for literary analyses. The communicative grammar method originated from Polish linguistics, provides a possibility of conducting in-depth linguistic analyses. When used for interview analyses, communicative grammar may help a researcher overcome their subjective approach and get, as close as possible, to the contents uttered by a respondent indirectly. Application of the discussed method also facilitates the process of overcoming cultural differences between a researcher and a respondent. The article presents methodological assumptions of both discussed methods as well as different ways of using the methods for analysis of interviews conducted from the perspective of social sciences.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628297","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":"On the Need to Strengthen Social Capital in Pro-Inclusive Education and Supporting People with Disabilities","authors":"Zdzisława Janiszewska-Nieścioruk","doi":"10.12775/PBE.2019.006","DOIUrl":"https://doi.org/10.12775/PBE.2019.006","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":"66627898","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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