Author: The Editors
Year of publication: 2022
Source: Show
Pages: 3-5
DOI Address: -
PDF: tner/202201/tner67toc.pdf

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Author: Stanisław Juszczyk
Institution: University of Silesia
Year of publication: 2022
Source: Show
Pages: 13-14
DOI Address: -
PDF: tner/202201/tner6700.pdf

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Author: Iveta Kovalčíková
Institution: University of Prešov
ORCID: https://orcid.org/0000-0002-3077-9743
Author: Ivana Martinková
Institution: University of Prešov
ORCID: https://orcid.org/0000-0003-4352-2864
Year of publication: 2022
Source: Show
Pages: 17-29
DOI Address: https://doi.org/10.15804/tner.22.67.1.01
PDF: tner/202201/tner6701.pdf

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The presented paper focuses on the impact of intervention with the application of the SMARTS program on students’ metacognitive abilities. The metacognitive program SMARTS, which is a product of RILD1 (Research Institute for Learning and Development, Lexington, Massachusetts, the author Lynn Meltzer), was translated, adapted, and pilot-tested in the Slovak educational context conditions. In the form of qualitative intervention case studies, the paper analyses (1) the diagnostic potential of SMARTS revealing deficits in students’ metacognitive abilities (organisationorganization and prioritisationprioritization), (2) an intervention to improve a student’s specific metacognitive ability, (3) outcome (stagnation/progress/regression) of the intervention. The results obtained by direct participatory observation applied in the intervention point to a possible positive impact of the SMARTS program on the observed metacognitive abilities of students.

D-KEFS BRIEF metacognitive program SMARTS metacognitive intervention case study metacognitive skills

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Author: Hewilia Hetmańczyk
Institution: University of Silesia in Katowice
ORCID: https://orcid.org/0000-0003-4362-0245
Author: Dagmara Dobosz
Institution: University of Silesia in Katowice
ORCID: https://orcid.org/0000-0003-2230-3208
Author: Marcin Gierczyk
Institution: University of Silesia in Katowice
ORCID: https://orcid.org/0000-0001-6734-2521
Author: Jarosław Rychlik
Institution: Workshop of Law and Public Order, Warsaw
ORCID: https://orcid.org/0000-0002-1948-1882
Author: David Rempel
Institution: IU Internationale Hochschule
ORCID: https://orcid.org/0000-0002-8512-0292
Year of publication: 2022
Source: Show
Pages: 30-42
DOI Address: https://doi.org/10.15804/tner.22.67.1.02
PDF: tner/202201/tner6702.pdf

Streszczenie:

The COVID-19 pandemic has leftits mark on higher education, including first-year university students. The transition to online education has been particularly challenging for the University of Silesia and, to a far lesser extent, the International University of Applied Sciences. This study examines the academic experiences of first-year students entering university in the academic year 2020/2021. This article presents the results of a comparative study conducted on a sample of N=185 students from the University of Silesia (Poland) and N=120 students from the University of Applied Sciences (Germany) using an online questionnaire. The research showed that German students ranked the investigated issues higher; this does not mean that the University of Silesia provides a lower level of support, but that the information strategy and support elements are different.

first-year students first-year experience (FYE) COVID-19 experience university

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Author: Jolita Dudaitė
Institution: Mykolas Romeris University
ORCID: https://orcid.org/0000-0001-9695-5394
Author: Rūta Dačiulytė
Institution: Mykolas Romeris University
ORCID: https://orcid.org/0000-0002-7895-7465
Year of publication: 2022
Source: Show
Pages: 43-55
DOI Address: https://doi.org/10.15804/tner.22.67.1.03
PDF: tner/202201/tner6703.pdf

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Human capital, together with financial and material resources, is an important factor in the economy of society. Human capital can be defined in different ways, but knowledge, abilities, skills, competences, or literacy, in general, are essential parts. It can be said that literacy is the cornerstone of human capital. According to the basic principles of the theory of employment, factors such as education, gender, age, health, marital status, and emigration have a major impact on participation in the labour market. However, in scientific discourse, there is a strong emphasis on these factors and the importance of literacy. However, there is a lack of studies specifically analysing the links between literacy and participation in the labour market. In particular, it is important to analyse whether literacy is equally important for participation in the labour market in different regions and countries. This article analyses the link between participation in the labour market and literacy in the Central European region. Six Central European countries are analysed based on the International Survey of Adult Skills OECD PIAAC. An analysis of the main parameters showing how a person participates in the labour market suggests there is a link between a person’s literacy and their working status, type of employment contract, managerial position, and economic sector.

numeracy reading literacy adults PIAAC labour market problem solving

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Author: Nordin Mamat
Institution: Sultan Idris Education University
Author: Abdul Talib Hashim
Institution: Sultan Idris Education University
Author: Abdul Rahim Razalli
Institution: Sultan Idris Education University
Author: Mohd Mahzan Awang
Institution: The National University of Malaysia
Year of publication: 2022
Source: Show
Pages: 56-67
DOI Address: https://doi.org/10.15804/tner.22.67.1.04
PDF: tner/202201/tner6704.pdf

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This study explored multicultural pedagogy in pre-school education and how it plays an important role in strengthening the social interactions among children. The Multicultural Pedagogy approach in teaching children has established the multi-ethnic (PERPADUAN/Unity) pre-school. It is a qualitative study with data drawn from observation and interview sessions aimed to identify strategies in nurturing social interaction among multi-ethnic children. Through purposive sampling, a teacher with twenty-five children and parents from various ethnicities were selected. This study revealed that practising multicultural pedagogy reflects the diversity of ethnics strengthening social interaction. The teacher exposed the children to the cultures of every ethnic group to ensure they have understood other cultures from different ethnicity. When the children are exposed to the elements of different cultures, a sense of acceptance and tolerance attitude can be fostered. This strategy nurtured national integration, encouraging interactions among multi-ethnic children, stimulating acceptance and tolerance between children and creating a school environment that reflects the diversity of ethnicities. Core multicultural elements have been found in the PERPADUAN/Unity School. Overall findings from the current study provide new evidence illustrating how multicultural pedagogy implemented strengthens social interaction in early childhood education.

multi-ethnic pre-school multicultural pedagogy social interaction

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Author: Mas’ud Muhammadiah
Institution: Universitas Bosowa
Author: Muliadi Muliadi
Institution: Universitas Muslim Indonesia
Author: Andi Hamsiah
Institution: Universitas Bosowa
Author: Fitriani Fitriani
Institution: STKIP YPUP Makassar, Indonesia
Year of publication: 2022
Source: Show
Pages: 68-79
DOI Address: https://doi.org/10.15804/tner.22.67.1.05
PDF: tner/202201/tner6705.pdf

Streszczenie:

The aim of this study is to examine how ethics influence students’ cognitive and affective-based trust during COVID-19 pandemic and explore their information seeking activity when faced with limitations learning process. The sample consists of 610 participants through a survey study with Structural Equation Modeling to test the research hypotheses. We found both ethics has positive and significant effect to trust (e.g., cognitive- and affective-based trust), which subsequently positively effects on information seeking among students’ toward Facebook as a tool to promote their activities, The recent study’s has contributed to the academic field shows that Facebook is a tool for communication and interaction with others by seeking information, which ethics and trusts an essential exogenous factor. In practical area, education stakeholders’ should address and identify their students’ to improve their learning performance. Also, it should focus on enhancing the contents and processes of its students’ interactions to foster communication and value propositions in creating unique and valuable experiences.

trust ethics information seeking social media

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Author: Krzysztof Sas-Nowosielski
Institution: Jerzy Kukuczka Academy of Physical Education in Katowice
ORCID: https://orcid.org/0000-0002-9569-5954
Author: Sylwia Szopa-Wiśnios
Institution: Jerzy Kukuczka Academy of Physical Education in Katowice
ORCID: https://orcid.org/0000-0002-1263-6685
Year of publication: 2022
Source: Show
Pages: 80-90
DOI Address: https://doi.org/10.15804/tner.22.67.1.06
PDF: tner/202201/tner6706.pdf

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Assessing the correlates of older adults’ leisure-time physical activity (PA) is essential to effectively promote these populations’ active lifestyles. Few studies have been published about PA correlates of older adults in Poland. The aim of this study was thus to identify correlates of self-reported PA of older adults. Participants were 577 members of senior citizen clubs aged 70.72±8.04 years. Questionnaires were used to collect data of PA, psychological, perceived social and environmental variables related to PA. Results of regression analyses with four levels of PA as dependent variables and psychosocial factors as independent variables showed that all models were significant, explaining the variance from 8% (walking) to 20% (VPA). Age and accessibility of fitness facilities were significant predictors in the final regression equation used to explain all levels of PA except walking. Time spent on TV predicted walking, LPA and MPA.

senior clubs determinants physical activity

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Author: Jarek Janio
Institution: Santa Ana College, USA
ORCID: https://orcid.org/0000-0002-8672-5621
Author: Aleksander Cywiński
Institution: University of Szczecin
ORCID: https://orcid.org/0000-0002-3945-9607
Author: Lidia Marek
Institution: University of Szczecin
ORCID: https://orcid.org/0000-0002-8705-2510
Author: Krzysztof Łuszczek
Institution: University of Szczecin
ORCID: https://orcid.org/0000-0003-1862-5028
Author: Elzbieta Perzycka
Institution: University of Szczecin
ORCID: https://orcid.org/0000-0002-7829-3806
Author: Eunika Baron-Polańczyk
Institution: University of Zielona Góra
ORCID: https://orcid.org/0000-0002-8163-5491
Author: Waldemar Lib
Institution: University of Rzeszów
ORCID: https://orcid.org/0000-0002-4559-9198
Author: Wojciech Walat
Institution: University of Rzeszów
ORCID: https://orcid.org/0000-0002-3158-1923
Author: Tomasz Warzocha
Institution: University of Rzeszów
ORCID: https://orcid.org/0000-0001-8393-3989
Year of publication: 2022
Source: Show
Pages: 91-101
DOI Address: https://doi.org/10.15804/tner.22.67.1.07
PDF: tner/202201/tner6707.pdf

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For decades, critics of higher education have been asserting that competencies students can demonstrate upon course completion are much better predictors of what students know and can do than time spent in courses or grades. However, assessment of student learning has not been adopted by faculty and their leaders, and the effort is normally addressed as a bureaucratic demand. The objective was to identify topics that could help shape the discourse regarding the assessment of student learning. The study revealed that the universities in Poland are ready to ensure graduating students competencies demanded by the contemporary world.

Delphi method student learning outcomes higher education

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Author: Kokom Komalasari
Institution: Universitas Pendidikan Indonesia
ORCID: https://orcid.org/0000-0001-6370-5639
Author: Iim Siti Masyitoh
Institution: Universitas Pendidikan Indonesia
ORCID: https://orcid.org/0000-0001-5038-2076
Year of publication: 2022
Source: Show
Pages: 102-113
DOI Address: https://doi.org/10.15804/tner.22.67.1.08
PDF: tner/202201/tner6708.pdf

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This study seeks to: 1) to generate a product of a living values-based authentic assessment model in civic learning in high school; 2) to test the effectiveness of the model on the character development of students. Research and Development design was employed. Data were collected through questionnaires, attitude scales, interviews, and focus group discussions. An interactive analysis model, quantitative descriptive, and the two-difference test mean were utilised to analyse the data. Participants in the study were Students and Civics Education teachers in ten high schools in Bandung, Indonesia. Results reveal: 1) the model product comprised attitude assessment, self-assessment, and peer assessment which integrates the values of life into the assessment aspects of learning material according to the curriculum; 2) The results of model trials indicate that significant differences arise in the character development of students before and after the application of the model.

living values authentic assessment high school character Civic Education

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