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Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland 波兰东南部师范学院师生对全纳教育的看法
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.11
Małgorzata Zaborniak-Sobczak
{"title":"Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland","authors":"Małgorzata Zaborniak-Sobczak","doi":"10.15804/tner.2022.70.4.11","DOIUrl":"https://doi.org/10.15804/tner.2022.70.4.11","url":null,"abstract":"The values teachers recognise are an important factor in their actions towards a diverse group of learners. Teacher education must systematically develop a conceptual and contextual understanding of inclusive education, and the assessment of teachers’ competencies in this area supports the building of knowledge regarding the direction of their professional development. The results of the research aimed at identifying the beliefs of teachers and students of pedagogical faculties on the values and competencies of teachers that are important in the context of inclusive education. The four core values and areas of competence of an inclusive education teacher are: differences between learners are considered a resource and an asset to education, supporting all learners, working with others, and personal and professional development of teachers. The research results show that in basic teacher education and professional development, attention should be paid to the development of competencies in the concepts of inclusive education and promoting the academic, practical, social and emotional learning of all learners.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67152971","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}
引用次数: 0
Perception of the Part-Time Teachers’ Professional Development Needs , Barriers, Feedback , and Job Satisfaction: Case of Serbia from Talis 2013 Sample 兼职教师专业发展需求、障碍、反馈与工作满意度的感知:来自Talis 2013样本的塞尔维亚案例
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.12
P. Živković
{"title":"Perception of the Part-Time Teachers’ Professional Development Needs , Barriers, Feedback , and Job Satisfaction: Case of Serbia from Talis 2013 Sample","authors":"P. Živković","doi":"10.15804/tner.22.68.2.12","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.12","url":null,"abstract":"The research aimed to determine significant relationships between selected dimensions of professional life and the work of part-time teachers in a sample of respondents in the Republic of Serbia. In testing the model on a sample from the TALIS 2013 (Teaching and Learning International Survey), which consisted of dimensions of professional development (general and specific), barriers to professional development, evaluation and job satisfaction, showed statistically significant relationships between feedback, specific needs of professional development, and less significant links between the general needs of professional development and the barriers to this development with job satisfaction. Quantitative methods were followed to report the results of the cross-sectional study. Partial least square structural equation modelling (PLS-SEM) was utilised to assess the quantitative data. Research with this sample of surveyed teachers has not been done so far.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153558","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}
引用次数: 1
Sense of Self-Efficacy and Helplessness Among Students of Higher Grades of Primary School During the COVID-19 Pandemic 新冠肺炎疫情期间小学高年级学生的自我效能感和无助感
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.69.3.08
Aleksandra Tłuściak-Deliowska
{"title":"Sense of Self-Efficacy and Helplessness Among Students of Higher Grades of Primary School During the COVID-19 Pandemic","authors":"Aleksandra Tłuściak-Deliowska","doi":"10.15804/tner.2022.69.3.08","DOIUrl":"https://doi.org/10.15804/tner.2022.69.3.08","url":null,"abstract":"Learning in unknown circumstances is a great challenge for young people, particularly those who lack the ability to regulate their emotions. This text presents the results of research on the image of the life of students in higher grades of primary school, measured by the sense of self-efficacy and the sense of helplessness. The research was conducted during the COVID-19 pandemic among 303 students. It was found that (1) students rather express their belief in their own effectiveness (agency), and, at the same time, (2) half of the students indicated the feeling of helplessness; (3) helplessness is significantly higher among girls; (4) in the case of girls, there is a clear and strong negative relation between the sense of effectiveness and the helplessness.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67150345","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}
引用次数: 1
Problematic Internet Use: Pre-Pandemic Scale of the Phenomenon Among Adolescents in the Three Visegrad Countries (Czech Republic, Poland, Slovakia) 有问题的互联网使用:维谢格拉德三国(捷克共和国、波兰、斯洛伐克)青少年现象的流行前规模
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.69.3.05
J. Pyżalski, Natalia Walter, Ł. Tomczyk
{"title":"Problematic Internet Use: Pre-Pandemic Scale of the Phenomenon Among Adolescents in the Three Visegrad Countries (Czech Republic, Poland, Slovakia)","authors":"J. Pyżalski, Natalia Walter, Ł. Tomczyk","doi":"10.15804/tner.2022.69.3.05","DOIUrl":"https://doi.org/10.15804/tner.2022.69.3.05","url":null,"abstract":"The increased time spent using the Internet and smartphones is prevalent primarily among adolescents. This group is currently of particular interest to media educators and psychologists studying the impact of ICTs on quality of life. An example of the negative changes associated with the intensive computerisation of various spaces is the uncontrolled and inadequate use of the Internet, referred to as problematic Internet use (PUI). This text contributes to the discussion on the extent of PUI among adolescents (12–16 years) in the Czech Republic (N=1555), Poland (N=501), and Slovakia (N=478). Based on the collected data, it was found that: 1) Polish and Czech adolescents are similar in terms of the intensity of PUI symptoms (adolescents from Slovakia are characterised by lower levels of PUI); 2) The vast majority of young people do not exceed PUI thresholds that could be considered alarming; 3) Lack of sleep or neglecting meals in favour of Internet use are the least frequent factors in the study group; 4) Most often adolescents declare that they are bored when they do not have access to the Internet; 5) Adolescents are a nonhomogeneous group in terms of the intensity of occurrence of PUI traits, but only 0.3% of adolescents in the Czech Republic and 0.4% in Poland had all 6 PUI factors present in maximum intensity.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67150621","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}
引用次数: 0
The Importance of Teacher Support and Equity in Student Engagement and Achievement in Low SES School Contexts 低社会经济地位学校环境中教师支持和公平对学生参与和成就的重要性
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.69.3.12
J. Česnavičienė, Loreta Bukšnytė-Marmienė, Agnė Brandišauskienė
{"title":"The Importance of Teacher Support and Equity in Student Engagement and Achievement in Low SES School Contexts","authors":"J. Česnavičienė, Loreta Bukšnytė-Marmienė, Agnė Brandišauskienė","doi":"10.15804/tner.2022.69.3.12","DOIUrl":"https://doi.org/10.15804/tner.2022.69.3.12","url":null,"abstract":"Low socioeconomic status (SES) is often seen as a risk factor for lower academic achievement, so this study explains how teacher support and equity are related to higher student engagement and achievement in low SES school contexts. Based on the results, student behavioural engagement is related to their achievement. The results of the multiple regression analysis show that teacher support and equity predict student emotional engagement statistically significantly, while behavioural engagement predicts only equity. No significant teacher support and equity prognostic values were found for student achievements. The study’s results encourage further research and the search for answers to the question of what kind of teacher behaviour creates a favourable learning environment for all students in low SES context schools.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67151723","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}
引用次数: 1
Self-Perceived Employability Scale – Polish Adaptation 自我感知就业能力量表-波兰适应
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.01
Ewa Domagała-Zyśk, P. Mamcarz, Klaudia Martynowska, Agnieszka Fudali-Czyż, A. Rothwell
{"title":"Self-Perceived Employability Scale – Polish Adaptation","authors":"Ewa Domagała-Zyśk, P. Mamcarz, Klaudia Martynowska, Agnieszka Fudali-Czyż, A. Rothwell","doi":"10.15804/tner.2022.70.4.01","DOIUrl":"https://doi.org/10.15804/tner.2022.70.4.01","url":null,"abstract":"Employability, understood as a set of achievements – skills, knowledge, personal qualities – that make graduates employable and successful in their profession, is more and more often a subject of research, both in the context of improving the educational offer of universities, as well as examining the quality of life and professional satisfaction of graduates. Employability is differentiated from employment – the state of having a job. In today’s unstable job market where temporary contracts and protean-type careers dominate – equipping graduates with the resources to effectively change or modify their career path is crucial. The paper aims to present the psychometric proprieties of a Polish adaptation of the A. Rothwell and Arnold Self-Perceived Employability Scale. The final version consists of 9 items and has good psychometric properties. The study of the perceived employability of students provides important knowledge regarding the graduates’ competencies, and it is an important factor in modifying the educational offer at universities and planning graduates’ satisfying careers in the contemporary unstable job market.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67151901","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}
引用次数: 0
“Does Change Last?”: Evaluating the Strengths-Based Intervention for Families Raising Children with Autism “改变会持续吗?”:评估自闭症儿童家庭的优势干预
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.69.3.16
Olha Stoliaryk, T. Semigina
{"title":"“Does Change Last?”: Evaluating the Strengths-Based Intervention for Families Raising Children with Autism","authors":"Olha Stoliaryk, T. Semigina","doi":"10.15804/tner.2022.69.3.16","DOIUrl":"https://doi.org/10.15804/tner.2022.69.3.16","url":null,"abstract":"The study evaluated the effectiveness of the intervention for families raising children with autism aimed to improve the family’s quality of life, strengthen its capacity, and expand rights and opportunities. The experimental intervention was implemented at the Educational and Rehabilitation Center for Children with Autism “Trust” (Lviv, Ukraine). It had one experimental group (30 people) and two control groups (60 people). The effectiveness and duration of the intervention effects were assessed using a before/after study design with the same questionnaire. Findings from the survey evidence the effectiveness of the intervention, in particular, for expanding the family’s capabilities, its capacity, improving relationships in family subsystems, increasing parental competence, and improving well-being. Limitations of the intervention are discussed.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67151951","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}
引用次数: 1
Actor and Sapper in the Classroom: A Method of Evaluation and Students’ Results 课堂上的演员和工兵:一种评价方法和学生的成绩
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.15
Karolina Skop, Irena Polewczyk
{"title":"Actor and Sapper in the Classroom: A Method of Evaluation and Students’ Results","authors":"Karolina Skop, Irena Polewczyk","doi":"10.15804/tner.22.68.2.15","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.15","url":null,"abstract":"In the presented study, researchers consider if the evaluation method impacts early education students’ results and their beliefs about themselves. The results prove significant relation between the method of evaluation and students’ results (with the same questions). The reliability of evaluation depends on the type of diagnosed skills (language or mathematical skills). In an oral examination in the presence of the class, children achieve better results in the linguistic test. Higher scores on mathematical tests were noted in the case of written exams. Research conclusions could be used as a hint for early education teachers and an interesting area for other studies and consideration.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67154118","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}
引用次数: 0
Stress and Motivation in EFL Teaching-Learning Context 英语教学情境中的压力与动机
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.08
Milica M. Čolović, M. Prodanović, Elizabeta M. Vejnović
{"title":"Stress and Motivation in EFL Teaching-Learning Context","authors":"Milica M. Čolović, M. Prodanović, Elizabeta M. Vejnović","doi":"10.15804/tner.2022.70.4.08","DOIUrl":"https://doi.org/10.15804/tner.2022.70.4.08","url":null,"abstract":"This paper aims to shed some light on the correlation between teacher stress, on the one hand, and motivation of teachers and students, on the other hand – observed in an EFL environment. The data sample comprising responses given by EFL teachers and students from the primary education cycle was collected via the teacher stress measurement scale and motivation for learning scale, applied for teachers and students, respectively. Apart from the basic descriptive statistics used to describe the relationship between the variables, the paper’s methodology is also characterised by applying the Pearson correlation coefficient. The results led to interesting conclusions; while, as expected, workload directly affects stress levels of teachers, who, following the results, are highly motivated to work with teenagers, contrary to what could be believed, teacher motivation is not directly related to student motivation, what could be further analysed in the future studies.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67152685","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}
引用次数: 0
Problem Behaviour of Pupils with Specific Learning Disabilities in Teachers’ Reflections 教师反思中特殊学习障碍学生的问题行为
New Educational Review Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.12
Vladimíra Zemančíková, Iva Mikulová
{"title":"Problem Behaviour of Pupils with Specific Learning Disabilities in Teachers’ Reflections","authors":"Vladimíra Zemančíková, Iva Mikulová","doi":"10.15804/tner.2022.70.4.12","DOIUrl":"https://doi.org/10.15804/tner.2022.70.4.12","url":null,"abstract":"The research aimed to find out the manifestations and rate of occurrence of problem behaviour among pupils with specific developmental learning disabilities in teachers’ reflections. Differences in the rate of occurrence of pupils’ problem behaviour were compared with regard to their current level of education, position in the class, and academic achievement. Data were gathered by content analysis of text documents – pupil pedagogical profiles including the Conners Rating Scale for teachers (1969, 1999). Data were processed by SPSS, the method of statistical inference, Mann-Whitney U-test, and Kruskal-Wallis analysis of variance. A variability of SLD pupils’ behaviours was discovered. The most pronounced manifestations included internalising problem behaviours; externalising problem behaviours were mostly disruptive and inattentive behaviours. SLD pupils with poor academic achievement were characterised by significantly more frequent manifestations of problem behaviour.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153107","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}
引用次数: 0
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