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The Shaping of Concepts and Philosophical Thinking in the Conscience of a Child

. Piłat R. (2007). On the essence of notions . Warszawa. Postek H. (1999). Philosophy for children. Daily upbringing . no 7/8. Raters M.L. (2010). A philosopher without beard . To get to like thinking Warszawa. Reuter M. (2014). Children’s theory of mind, and the development of upbringing functions. Philosophical and Literary Review. no 2. Stępień A.B. (2007). Introduction to philosophy . Lublin. Tischner J. (2011). Thinking according to the values . Kraków. Weischedel W. (2002). Through the kitchen door to Philosophy

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The Directions of the Development of the Russian System of Education in the 21st Century

Abstract

The article entitled The Directions of the Development of the Russian System of Education in the 21st century came into existence as a result of the continuation of research on the Russian education initiated with publishing of the series of articles in the 1990s as well as the book Democratic Transformation of Education in Russia, Krakow 2003. The first section of this article is devoted to the current structure of Russian education emphasizing its differences while comparing it to Polish education. The second section is a critical analysis of the state of Russian education at its all levels during the first two decades of the 21st cent., taking into account the changes the system has undergone since the period of Perestroika (1985-1989). The analysis is conducted from the perspective of the social situation of Russia undergoing disadvantageous demographic transformations, with the education influenced to a great extent by ineffective economy as well as Russia`s accession to the Bologna Accords. The final section presents the tendencies of the development of the Russian system of education taking into consideration its unfavorable socio-economic conditions and the lack of stabilization in the country. These are the main directions of the development of global and specific character, resulting from multicultural needs of citizens of this multinational state.

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Parents as tutors for the development and education of a child

Abstract

The family is a model of society for the child. Relationships provide information on how adults relate to each other. The child observes the world of adults and their behavior. The condition for full protection of child’s development and maturity is love for the environment, acceptance of parents and family’s cohesion. Proper implementation of parentalroles, recognition of the rights and duties of the child and providing conditions for comprehensive development, determining the high value of the family’s educational environment. They can develop and develop values in people, without inhibitions and prejudices, joyful and open to the world. The family is the first person bringing up children. A properly functioning family creates the most perfect conditions for the maturity and development of a human being. Parents are the most important teachers in the development and education of a child to maturity.

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Professional Development of Information Technology and Technical Education Teachers

Abstract

Due to normal work duty and responsibilities, the responsibility for students’ motivation and self-development motivates teachers for continuous training and thus to expand their own competencies. It is especially important in case of teachers who graduate technical and information technology (IT). IT teachers should be familiar with the latest technology as well as innovative solutions in the field of didactics of technical subjects.

This article concerns issues related to the professional development of information technology and technical education teachers in Poland. An analysis of documents shows the stages of professional development. It also highlights the requirements necessary to fulfill on different levels of a teacher’s professional career.

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A New Model of Education and Upbringing in Polish School

System of Education” and the Research Methods. [in:] The Changes in the System of Education . Results of Empirical Studies, ISP. Warszawa. Szczepański J. (1989). Social Conditionings of the Development of Education . Warszawa. Śliwerski B. (1998). Contemporary Theories and Currents of Up-bringing . Kraków. Śliwierski B. (2004). Reforming the Education in Poland, [in:] Z. Kwieciński, B. Śliwierski, (ed.), Pedagogika. part 2, Warszawa. Szluz B. (2006). Professional Promotion of Teachers as a Problem of the Education Reform., [in:] A

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The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia

References 1. Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher education: Tracking an academic revolution. A report prepared for the UNESCO 2009 World Conference on Higher Education. Retrieved March 15, 2015 from http://www.uis.unesco.org/Library/Documents/trends-global-higher-education-2009-world-conference-en.pdf 2. Alturki, U. (2014). The development of online distance education in Saudi Arabia. eLearn Magazine, Retrieved July 14, 2015 from http://elearnmag.acm.org/archive.cfm?aid=2673861 3. Berberoglu, B

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Mobbing in the Workplace-Causes and Consequences

. Warszawa: Difin. Jędrejek, G. (2011). Mobbing. Means of Legal Protection. Warszawa: Wolters Kluwer Polska. Kmiecik-Baran, K., Rybicki, J. (2003). Mobbing- the Threat of a Contemporary Workplace. Gdańsk: Pomorski Instytut Demokratyczny. Kokot, A. (2011). Mobbing. Threat of Vocational Life of an Employee. Bydgoszcz: Wydawnictwo KPSW. Leymann, H. (1990). Mobbing and Psychological Terror at Work-places. Violence and Victims , 5(2). Leymann, H. (1996). The Content and Development of Mobbing at Work. European Journal of Work and

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Design and Development of a Self-Assessment Tool and Investigating its Effectiveness for E-Learning

Gog, T. and Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. In Learning and Instruction, 22, (pp. 121-132). 12. Krathwohl, D.R. (2002). A Revision of Bloom’s Taxonomy. OHIO. The H.W. Wilson Company. 13. Mandernach, B.J. (2003). Quality True-False Items. Retrieved 09 October 2012 from Park University Faculty Development Quick Tips. 14. Marinagi, C. (2011). Web-based adaptive self-assessment in Higher Education. In A. Méndez- Vilas (ed

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Tutoring as a method of creative development of a gifted child

Abstract

The study includes the possibility of extending tutoring over gifted children at a younger school age. Ability is defined as a complex of innate predispositions and abilities that in favorable conditions enable the student to achieve significant successes in a certain type of activity. In this sense, the creation of educators fosters the gifting of life and educational space. The authors present an aesthetic approach to realizing the specific educational needs of a talented child who has been developing dynamically in Ukraine in recent decades. Ability is treated as a phenomenon of achieving a special level of development of mental and emotional processes, manifesting itself especially in the child’s movement, sensory, perceptual responses to the surrounding world.

Tutor in the work with gifted children should be a coordinator of development of his abilities, moderator of creative situations. It must also give the child an individual development trajectory. Tutor’s task is to lead a talented child into a „field of creative achievements”, where he will have the opportunity to perceive the ideal cultural patterns of relation to the world and to carry out his own creative attempts based on personal impressions and fascinations.

An algorithm for individual tutoring has been proposed, which aims to provide a child capable aesthetic and educational environment based on creative correlation with nature. Examples of how the tutor organized the linguistic creativity of a talented child during the minutes of admiring nature.

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Emotions Experienced by Learners and their Development through Communication with the Tutor-Counsellor

on January 15, 2015 from http://www.ncolr.org/jiol/issues/PDF/2.3.4.pdf 15. Ingleton, C. (2000). Emotion in learning - a neglected dynamic. In R. James, J. Milton & R. Gabb (Eds.), Research and development in higher education of Cornerstones of Higher Education (Vol. 22, pp. 86-99). Melbourne: Research and Development Society of Australasia. 16. Jones, A., & Issroff, K. (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education, 44 (4), 395-408. 17. Juutinen, S., & Saariluoma

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