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The article demonstrates the consequences on validity when test items are misclassified as constructed-response but in fact function as selected-response. From the review of items included in the scientific part of the national exam (2002–11) that concludes 3-year lower secondary school, 9 items, which were classified as constructed-response but functioning in content and psychometrically as selected-response, were identified. One such item was examined in a case study using IRT modelling. The study showed how guessing of correct responses to items might influence test validity when using an incorrectly classified format.
The article describes occupational therapy applied to the elderly and presents differences in the definition of occupational therapy in Poland and elsewhere, related to various methods of therapy. In Poland, occupational therapy is mainly art therapy and components of occupational and social therapy. Often it is combined with improvement of work skills. Outside Poland, occupational therapy also includesintervention in the patient’s living environment and places special emphasis on daily activities. The aim of this occupational therapy is to promote welfare and to enable people to perform their routine daily activities. Occupational therapy in Poland requires better compliance with standards developed by the international associations of occupational therapy (WFOT, COTEC).
The article describes school culture and reports studies in which this construct was used to explain student risky behaviours. School culture embraces assumptions, values and beliefs shared by the school community. Teachers’ caring attitudes and commitment, clarity of school norms and rules and the high value of academic achievement have been proved to have a positive influence on school effectiveness and student healthy development. Research on school culture, similarly to studies on school climate, integrate diverse research communities interested in school performance and the effectiveness of prevention programs.
The article describes the debate on the teacher’s role in the dynamic reality of the Polish education system and the impact of individual experience in the uptake of innovation to professional change. In the first part, teacher awareness concerning the necessary changes is considered, while in the second, the results from research using the innovative educational tool “Gramy w piktogramy” (“We play pictograms”) – supporting mathematical skills in primary education – are presented. Changes to teachers’ opinions in three dimensions (educational pessimism, educational formalism, promoting students own activities) are also included as support for the conclusions. Influencing significant change to teachers’ outlook is possible but a long-term process, both requiring sustained encouragement from education authorities and a bottom-up approach. Nevertheless, the crux of the problem is to instill the belief into teachers that profound change in primary education is vital.
The article describes the importance of spatial data resources and GIS tools in environmental education. Data resources available at European and national level andpossibilities of their use in education have been presented. Assessment of usefulness of these resources for environmental education objectives was made. Examples of useof spatial data in environmental education are presented.
The article discusses interplay between institutions in higher education (HEIs) and the socio-economic environment. Analysis of the formal and legal conditions and changes in the HEI environment shows that cooperation is becoming an increasingly important dimension in management. In this paper, a tendency in the institutionalisation of these relations and the effects of a new mechanism for distribution of benefits on their shaping was observed, and which was characteristic of the stakeholder theory presented. The empirical section investigates the regional perspective for missions and development strategies of HEIs in the presence of certain categories of external stakeholders. The study showed that HEIs most frequently addressed cooperation with representatives of business and public authorities. HEIs recognised these two types of entity as external stakeholders in the region. It was also found that type of HEI influenced its orientation to cooperation. State higher schools of vocational education were the most friendly towards cooperation with regional stakeholders.
The article discusses reading from the perspective of human inquiry into the nature of experience. The author pinpoints a dual problem. The first relates to difficulties with definition of experience in the philosophical tradition. The second is an influence of 20th century theories which replace the concept of interpretation with the concept of reading. The main thesis of the article argues for the necessity to enter a new reflection on the experience of reading away from its essentialistic tendency, to be more based on pragmatics and performatics. This could be followed by questions about how literature works, the kind of experience that is created in the process of reading and how people should be inspired to embrace literature. In view of the reading crisis and the crisis of classics these questions seem crucially important.
The article discusses the problem of the influence of vocational activity in the course of learning in upper secondary school on the process of identity formation in two areas: the dimensions of personal identity development and identity capital – a sense of adulthood and a sense of integration with the community. Two questionnaires were used: the Polish adaptations of the Dimensions of Identity Development Scale (DIDS/PL), and the Identity Stage Resolution Index (ISRI/PL). Measurements were taken twice – at the beginning and end of the 2014/2015 school year. The longitudinal study included 1322 students of all years of: basic vocational school, upper secondary vocational school and upper secondary general school. The analysis of the results revealed an increase of commitment making among those students who began to work during the school year, which occurred between the first and second round of measurements. This effect was not dependent on the type of school. It was also found that among upper secondary general school students and upper secondary vocational school students, there was a significant increase in the sense of adulthood during the year. Among upper secondary general school students, both indicators of identity capital (a sense of adulthood and a sense of integration with the community) increased among those who did not begin to work, as well as in those who began to work during the school year, in which the research was conducted.
The article discusses the specific character of changes in the assessment of the sense of social integration in the classroom between primary school third- and sixth-graders, and their social, demographic and cognitive determinants, with special consideration given to a pupil’s position in the sociometric network. The analysis of latent growth curves – based on a scalar longitudinal measurement invariance, the bifactor model of the Perceived Peer Integration Questionnaire (PPI) and three rounds of the nationwide study School determinants of educational effectiveness (N = 4349) – indicates that the second stage of learning in primary school is characterised by a more negative perception of peer integration in classroom settings, which cannot be explained by socio-demographic variables nor the relationships taking place within peer networks. This indicates that it may be linked to developmental changes rather than to the actual deterioration of peer relations.
The article discusses the specific character of changes in the evaluation of the sense of social integration in the classroom between third and sixth graders in primary school, and their social, demographic and cognitive determinants, with special consideration given to the position in the sociometric network. The analysis of latent growth curves – based on a scalar longitudinal measurement invariance, a bifactor model of the Perceived Peer Integration Questionnaire (PPI) and three rounds of the nationwide study School conditions of education effectiveness (N = 4349) – indicate that the second stage of learning in primary school is characterised by more negative perceptions of social integration in classroom settings, which cannot be explained either by socio-demographic variables or the relationships taking place within peer networks. This indicates that it might be linked to developmental changes rather than the actual worsening of peer relations.
The article documents a preliminary description of Polish teacher attitudes based on data collected from a representative sample of teachers describing their work habits and occupational experience in and out of school. Cluster analysis allowed identification of five distinct groups. Of particular note but difficult to describe in detail is the group who dedicate exceptionally long hours to work. The most numerous cluster includes those who could be described as “needing support”, who have little work experience and spend relatively little time engaged with their work.
The article explores „the school climate” construct and its implementation in research of school institutions effectiveness. Like individuals have their unique „personality”, the schools have their own „climate”. Neither the personality of individuals nor school climate can be explained by a sum of individual qualities. Results of the researches indicate that a positive school climate is related to lower rates of risky youth behaviours. School-based prevention activities should include a creation of a climate that supports youth positive development within a school institution.
The article explores young people’s reluctance to read literature and how to motivate a generation of digital natives to reach for a book. The author reflects on literary education inspired by a literary criticism workshop. Special attention is drawn to the most recent literature as particularly motivating because it poses a challenge to both teachers and pupils. Additional approaches for teachers to consider in order to nurture an affinity for reading include rejection of instrumentalism in literary education (e.g. teaching to the test) and expression of the teacher’s personal fascination with literature and organization of classes in “the free zone of reading”.
The article focuses on the role and importance of external examinations in our school system. The starting point for research presented in the paper are expected alterations which should have occurred after the introduction of external examinations and bringing the next stage of education secondary school into being. The main research problem was to determine the positive and negative influence of external examinations system on the educational process and assessment in secondary school. The most important was to determine the dimension of external examinations influences on school assessment system and question, how they would affect the cognitive realm and the personality of students. Inappropriate use of external examinations system may cause irreversible (not always beneficial) changes in students graduating from those schools.
The article focuses on the value of reading and the enjoyment of this activity by pupils of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of pupils’ families. The aim of the analysis is to find out if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of national surveys on reading among pupils of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009.
The article focuses on the value of reading and the enjoyment of this activity by students of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of students’ families. The aim of the analysis is to learn if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of the national study on reading habits and attitudes among students of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009.
The article highlights the importance of children’s primary school experience in their transition to secondary school. Research regarding aspects of their experience is presented, mainly relevant to organization of the teaching process. Secondary education poses new challenges for children. These are described using empirical data collected in a survey of the opinions of teachers and children. An image emerges of school as an environment not conducive to adaptation to the demands of individual subject learning from the perspective of personal development.
The article is an attempt to position the Britishcultural studies tradition within contemporaryacademic debate. Although “cultural studies”is being used as a very broad term to describetheories situated between critical sociology, literarytheory, media studies and philosophy, theauthors point to the Birmingham School as thefoundation of what subsequently evolved intothe contemporary Theory. Drawing on theclassics from CCCS, the article presents currenttheoretical discourses used to reinvigorate culturalstudies and seeks new possibilities withinposthumanities and speculative realism (objectoriented-philosophy).
The article is based on students’ compositions from the Lower Secondary School Students Competence Assessment 2011 and discusses the sources of problems in assessing the linguistic accuracy of students’ written work. The reasons are both strictly linguistic in nature (e.g. it not always being clear how to classify certain textual phenomena) and extralinguistic (e.g. different examiners inconsistently evaluate the same errors). Examiners’ decisions are important in the lower secondary school examination as a quantitative scale is used to determine students’ final scores according to the number of errors identified by the examiner. The analysis presented demonstrates the unreliability of this approach. To mollify this situation, we should conduct teacher support activities and modify the method of evaluating linguistic aspects of students’ work in the public examination system.
The article is drawn from interviews and a questionnaire survey conducted on lower secondary school pupils, their teachers, parents and librarians and from analysis of student essays on reading. It attempts to answer a few pivotal questions: What kind of attitudes are reported by lowe secondary school pupils to compulsory and non-compulsory literature, and what conditions those attitudes? What are the differences between the reading attitudes of boys and girls? What is the role of the internet in developing readership? What information useful for teachers to motivate pupils to read literature can be found in the students’ essays on perception of reading? Results point to the opportunity for a break-through for Polish language teachers to attract young people, particularly boys, to reading, by looking for new approaches to motivation which respect the needs and pragmatism of their generation and their familiarity with interaction.
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