Yearbook of Pedagogy最新文献_第8页

Z Żalem Żegnamy

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0025

Bogusław Śliwerski

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Pożegnanie Profesor Marii Dudzikowej Przez Forum Młodych Pedagogów Przy Komitecie Nauk Pedagogicznych Pan

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0024

Nasza Kochana Pani

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Nagroda Naukowa Im. Władysława Spasowskiego Z Pedagogiki W 2018 Roku

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0031

Z. Kwieciński, Bogusław Śliwerski

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After experiences in writing my master’s thesis in the eye of the work of my doctoral dissertation. The essay about my struggle with my research technique 在经历了写硕士论文的经历之后，我的博士论文的工作又开始了。这篇文章是关于我在研究技巧上的挣扎

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0018

Mateusz Szafrański

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Monika Skura, Ja–Inny. Relacje Społeczne Osób Z Niepełnosprawnością, Wydawnictwa Uw, Warszawa 2016, S. 192

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0022

A. Mazurek

{"title":"Monika Skura, Ja–Inny. Relacje Społeczne Osób Z Niepełnosprawnością, Wydawnictwa Uw, Warszawa 2016, S. 192","authors":"A. Mazurek","doi":"10.2478/rp-2018-0022","DOIUrl":"https://doi.org/10.2478/rp-2018-0022","url":null,"abstract":"Książka Moniki Skury zasługuje na uwagę. Nie bez znaczenia jest tematyka, która wynika wprost z zainteresowań naukowych autorki, a nie znajduje się na peryferiach jej działalności badawczej, co pozwoliło na rzetelną eksplorację interdyscyplinarnego ujęcia inności. Nie po raz pierwszy autorka odwołuje się do filozofii, by spojrzeć na społeczne postrzeganie niepełnosprawności. W dziesięć lat po analizie Gadamerowskiej hermeneutyki1 (Skura, 2006) spogląda na koncepcję Innego w ujęciu Emmanuela Lévinasa. W myśli francuskiego fenomenologa poszukuje źródła postrzegania odmienności i, podążając za Lévinasem, postuluje, by odejść od przemocowego poświęcenia różnorodności w dążącym do homogeniczności świecie i spojrzeć na niepełnosprawność jako różnicę stanowiącą wartość, możliwość zbudowania w spotkaniu z Innym własnej niezależności i drogi do wyjścia z Toż-samości, odejścia od samego siebie i otworzenia się na transcendentny świat. Sednem rozważań autorka uczyniła analizę doświadczenia relacji z Innym – człowiekiem niepełnosprawnym – przez osoby z niepełnosprawnością ruchową: od deprywacji, odrzucenia i strachu związanego z kulturą immanencji do autentycznego spotkania twarzą w twarz opartego na gotowości nawiązania międzypodmiotowej relacji i poznania Innego. Pod względem formalnym konstrukcji monografii nie można zarzucić większych uchybień. Tekst został zredagowany starannie, poprawnie pod względem językowym, a układ publikacji jest proporcjonalnie rozplanowany. Rozległe nawiązania bibliograficzne świadczące o rzetelnym przygotowaniu teoretycznym","PeriodicalId":393809,"journal":{"name":"Yearbook of Pedagogy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129668456","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

„New media” usage in the context of improving the quality of life of elderly from Poland “新媒体”在提高波兰老年人生活质量背景下的使用

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0008

Maciej Zychowicz

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Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs 以色列阿拉伯学校教师对有特殊需要的学生融入社会的态度

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0012

Enas Majadley

{"title":"Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs","authors":"Enas Majadley","doi":"10.2478/rp-2018-0012","DOIUrl":"https://doi.org/10.2478/rp-2018-0012","url":null,"abstract":"Summary The program for the integration of children with special needs in the regular educational frameworks supports and encourages the integration of children with a variety of special needs, temporary or ongoing, within the context of regular education, and sees integration as both a goal and value. The integration program is operated through a training and treatment system in the educational frameworks, which were formulated according to the special needs of those students. With the increase in the trend towards integration in Israel and the expectation that this trend will grow in the future, it is essential to continue to explore teachers’ perceptions and attitudes regarding integration as well as their needs for training and continuing education. The Arab education system in general and the issue of caring for children with special needs in school, in particular, are at huge gaps. The purpose of this paper is to review the literature on mainstream teachers’ attitudes towards integration and, more recently, inclusion and to show the need of design research on attitudes of teachers in schools in Arab society in Israel towards the integration of students with special needs into regular classes.","PeriodicalId":393809,"journal":{"name":"Yearbook of Pedagogy","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116184011","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

Emotional culture. In searching of new concepts of the school practice 情感文化。在探索新概念的学校实践中

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0005

Renata Góralska

引用次数: 1

How to make research in school?-some examples off applying qualitative and mixed research strategies in analyzing of school environment on the basis of discussion about research strategies 如何在学校做研究?在探讨研究策略的基础上，列举了定性研究策略和混合研究策略在学校环境分析中的应用实例

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0014

Magda Karkowska

{"title":"How to make research in school?-some examples off applying qualitative and mixed research strategies in analyzing of school environment on the basis of discussion about research strategies","authors":"Magda Karkowska","doi":"10.2478/rp-2018-0014","DOIUrl":"https://doi.org/10.2478/rp-2018-0014","url":null,"abstract":"Summary Content presented in this article is focused on the reflection of the factors determining the choice of research strategy in the analysis of school environment. Some of the elements to be examined refer to the structural and functional model of a school, others to the interpretative model. As the assumptions about the nature of school reality are completely different within these models, depending on how the school is perceived, there are different ways of designing and conducting research. It is arguable whether derived from a structural and functional model of school (the school as an environment education, positivist paradigm) only quantitative analysis are justified, and after the adoption of the interactive model (the school as a system of socio-cultural, interpretative paradigm) only qualitative research should be conducted? The choice, at the first glance, quite obvious is a matter of more complex, because the strategy of research procedure also depends on some another factors: the order in which the study is carried out, the subject and the scope of the analysis, the experience of the researcher and to some extent, to the fact who are beneficients of the results. In the first part of this article author is trying to deal with these relationships, in the second part, there are presented a few examples of analysis when using qualitative methods or strategies. Most of them are realized within the model of so-called mixed research. They are only some examples presented and they should be understood as exemplifications, not in –depth exploration. Described problems might be explained and explored in the future using other methods and techniques, as well as combining them.","PeriodicalId":393809,"journal":{"name":"Yearbook of Pedagogy","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121335127","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

Pożegnanie Wybitnej Pedagog – Profesor Marii Dudzikowej

Yearbook of Pedagogy Pub Date : 2018-12-01 DOI: 10.2478/rp-2018-0023

Bogusław Śliwerski

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