evaluation

  • Health Promoting Schools in Poland: an Evaluation of Health Promotion Implementation at Schools with a National Certificate

    Author: Katarzyna Borzucka-Sitkiewicz
    E-mail: katarzyna.borzuckasitkiewicz@us.edu.pl
    Institution: University of Silesia in Katowice
    Author: Katarzyna Kowalczewska-Grabowska
    E-mail: katarzyna.kowalczewska-grabowska@us.edu.pl
    Institution: University of Silesia in Katowice
    Year of publication: 2018
    Source: Show
    Pages: 28-38
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.02
    PDF: tner/201803/tner5302.pdf

    The ‘Health Promoting School’ model provides a framework for school-based health promotion (HP) activities, which have become a major theme in the health and educational strategy in Europe. However, the issue of HP implementation is complex. The general purpose of this article is to report on the findings of a nationwide survey that examined the extent of HP implementation at schools in Poland. The research results presented in this paper are part of a broader research project which was conducted at the University of Silesia in Katowice (Poland) in cooperation with the University of Limerick (Ireland). The research was conducted by means of the questionnaire: “National Questionnaire on SPHE and Health Promoting Schools”, developed by the staff of the University of Limerick and adapted to Polish conditions. The questionnaires were sent to schools in Poland holding the National Health Promoting School (HPS) Certificate, one hundred and three of which were completed and returned and then analysed with respect to quantity and quality. Considering the theoretical assumptions of the idea analysed, the information obtained from the respondents describing health promotion at their schools was grouped into four categories: school environment; core curriculum and learning; partnership; policy and planning. It was determined that the work of these schools emphasises mostly two elements in building a health promoting school: the school environment along with core curriculum and learning, while the two other elements (partnership; policy and planning) are more poorly implemented.

  • Gender Differences when Assessing the Impact of Inquiry-Based Science Education

    Author: Martina Kekule
    Author: Vojtěch Žák
    Author: Zuzana Ješková
    Author: Katarína Kimáková
    Year of publication: 2017
    Source: Show
    Pages: 100-114
    DOI Address: https://doi.org/10.15804/tner.2017.48.2.08
    PDF: tner/201702/tner20170208.pdf

    The study focuses on the implementation of inquiry-based science education (IBSE) within the 7FP ESTABLISH project and its impact on pupils. The project included the creation of education units and realization of courses for teachers with the goal of educating teachers on IBSE. This was then followed by the implementation of IBSE education units into the teaching schedule of teachers who completed the respective courses. The impact of IBSE on pupils was evaluated using adopted and adjusted evaluation tools. The evaluation focused on the impacts on pupils’ intrinsic motivation for learning natural sciences, understanding the importance of natural sciences for society and pupils’ epis- temological beliefs. The study discusses the results obtained in Slovakia and focuses especially on gender differences.

  • The Educational Value of Control and Evaluation Activities

    Author: Wojciech Kojs
    E-mail: wojciech.kojs@gmail.com
    Institution: WSB University in Dąbrowa Górnicza,
    Year of publication: 2019
    Source: Show
    Pages: 103-114
    DOI Address: https://doi.org/10.15804/tner.19.57.3.08
    PDF: tner/201903/tner5708.pdf

    Education is a metaprocess focused on causing changes in individual and social resources of experience, knowledge, skills, attitudes, beliefs and aspirations, as well as in the state of health and physical fitness. This system of processes consists of many diverse interrelated interactions, actions, acts, deeds and activities, with many related elements and components, and among them control and evaluation activities. The purpose of the article is to present the results of analyzes and thoughts related to the determination of the role of these activities among other educational acts, related in particular to cooperation and mutual interaction. It goes well beyond the commonly accepted so-called school and colloquial understanding of these terms. They are treated primarily as cognitive and research activities, as well as valuing activities, as subject-making, person-forming and sociogenic tools. The basis of the research was a diachronic-synchronous model of the full, broadly understood act of educational activity. The resulting conclusions indicate their fundamental role in education.

  • Academic Reflective Practice: Tools Supporting the Self-Evaluation Approach

    Author: Lidia Bielinis
    E-mail: lidia.bielinis@uwm.edu.pl
    Institution: University of Warmia and Mazury in Olsztyn
    ORCID: https://orcid.org/0000-0002-7727-6385
    Year of publication: 2020
    Source: Show
    Pages: 210-227
    DOI Address: https://doi.org/10.15804/kie.2020.02.12
    PDF: kie/128/kie12812.pdf

    The aim of the text is to analyse author’s own reflective research practice and to give an account of a few exemplifications of tools supporting the self-evaluation process of own academic work, carried out under a case study strategy. Contemporarily, the process of empirical material collection and analysis can be supported by various computer-assisted technologies. The article attempts to present their employment in the self-evaluation approach and the value they have when they are used in qualitative inquires.

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