literacy

  • Kultura tudzież rehabilitacja : Ku zmianie paradygmatu w edukacji głuchych i słabosłyszących w Polsce

    Author: Mariusz Sak
    Institution: Ośrodek SzkolnoWychowawczy dla Głuchych im. Jana Siestrzyńskiego w Warszawie
    Author: Ewelina Moroń
    Institution: Uniwersytet Wrocławski
    Author: Piotr Tomaszewski
    Institution: Uniwersytet Warszawski
    Year of publication: 2018
    Source: Show
    Pages: 99-114
    DOI Address: https://doi.org/10.15804/kie.2018.01.07
    PDF: kie/119/kie11907.pdf

    The social functioning of people with dysfunctions is an essential part of any training programme for future special education teachers. Special Education Studies involve two large class modules dedicated, among other things, to the methodology of teaching and the social functioning of children, youth and adults with disabilities. With respect to deaf and hard of hearing persons (DHH), one can speak about focusing on rehabilitation and integration of DHH students into the whole of hearing society in the broad sense of the terms: this approach is specific to Polish surdopedagogy which is one of the fields of Special Education. Consequently, Polish surdopedagogy devotes relatively little attention to deaf people’s manual communication, in particular the Polish Sign Language (PJM) or to deafness from the cultural perspective. These two dominant features of Polish surdopedagogy, i.e., the affirmation of special therapy and the ignorance of the communication aspect, will be subject to an analysis that is necessary in view of the emancipation of Deaf Studies, or of an interdisciplinary approach to the problems of deafness from the DHH community’s perspective. Deaf Studies cover the same issues as surdopedagogy. However, while surdopedagogy is based on the medical definition of deafness (inability to hear) and its effect on the functioning of people with hearing loss, the foundation for Deaf Studies is the social functioning of DHH persons among d/Deaf people, which reflects the developmental dynamics of their cultural identity within the linguistic minority, with all the consequential implications.

  • Literacy Change as a Result of the Education Reform: Comparison Among the Post-Soviet Countries

    Author: Jolita Dudaitė
    Institution: Mykolas Romeris University
    Year of publication: 2018
    Source: Show
    Pages: 17-28
    DOI Address: https://doi.org/10.15804/tner.2018.54.4.01
    PDF: tner/201804/tner5401.pdf

    In 1989 – 1991, after the collapse of the Soviet Union, it was an auspicious moment for structural changes in education systems in the new independent countries, which had been under control of the Soviet government for a long time. About three decades have passed since the beginning of the education reforms in the post-Soviet countries and several generations who studied within the framework of the reformed systems starting from the first grade have already grown up. Therefore, it is relevant to estimate the results of the reforms. One of the possible measures for estimating the results of the education system or education reform is the change in population literacy within certain education systems. The purpose of the article is to compare the results of education reforms of the post-Soviet countries based on the population literacy considered as a result of former learning. The data of the Programme for the International Assessment of Adult Competencies (PIAAC) organised by the Organisation for Economic Cooperation and Development (OECD) are used for literacy comparison. The OECD PIAAC survey databases of Lithuania, Estonia, Russia, Poland, the Czech Republic, Slovakia and Slovenia were used for comparison of the results of the reforms implemented in the post-Soviet countries. Data analysis showed that at the lower and upper secondary education levels, the most positive results of the education reform were observed in Lithuania, while in Russia, the results were negative.

  • Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness

    Author: Dacian Dolean
    Year of publication: 2016
    Source: Show
    Pages: 39-51
    DOI Address: https://doi.org/10.15804/tner.2016.45.3.03
    PDF: tner/201603/tner20160303.pdf

    Literacy skills of Roma children throughout Europe are shown to be significantly lower compared with their non-Roma peers. This fact is frequently attributed to the substandard socio-economic status (SES) of the Roma population. However, there is little empirical substantiation for the extent to which the SES of Roma children can be associated with poor literacy skills, as well as the extent to which remedial programs aimed to enhance those skills can be effective after school starts. The presented study aimed to analyze comparatively the relationship between SES and one of the literacy predictors, phonemic awareness (PA), of 171 Roma (n = 42) and non-Roma (n = 129) first-graders, and the effectiveness of a classroom intervention program aimed to enhance this skill. Results showed that a) PA of Roma 1st graders is significantly lower than that of their non-Roma peers coming from the same community, but the difference is significantly reduced after accounting for SES, b) there are important inter-ethnical differences between Roma and non-Roma when PA is correlated with socio-economic indicators, c) intervention programs aimed to increase the PA of Roma children should begin earlier than 1st grade, if expected to produce significant effects above and beyond those generated by regular classroom activities and d) the development of the PA of Roma and non-Roma children has a similar growth rate once they start receiving formal education.

  • Kolonializm, kolonizacja i dekolonizacja w filozofii wychowania Paulo Freirego

    Author: Piotr Stańczyk
    Year of publication: 2017
    Source: Show
    Pages: 58-73
    DOI Address: https://doi.org/10.15804/kie.2017.03.04
    PDF: kie/117/kie11704.pdf

    This article aims at reconstruction of crucial for pedagogy of emancipation notions associated with colonisation and decolonisation. This objective includes both literally and metaphor meanings of colonisation and decolonisation used by P. Freire in his philosophy of education. Thus I will present modified by P. Freire conception of closed society as a relic of colonial society and I will also present his notion of colonisation and decolonisation of minds as an objective action for basic literacy during decolonisation processes in Africa in the seventies. The main reason of such purpose of this text is that colonisation is the crucial point and the main cause of emancipation in Freire’s conception of social movements in general and popular education in particular. On the other hand decolonisation is an archetypal form of emancipation, thus taking into account present social inequalities theory of P. Freire is still totally valid.

  • Between Exclusion and Inclusion. Social Transgressions of Illiterate People in Western Culture

    Author: Ewa Przybylska
    Year of publication: 2017
    Source: Show
    Pages: 144-155
    DOI Address: https://doi.org/10.15804/kie.2017.02.10
    PDF: kie/116/kie11610.pdf

    The article attempts to explore the problem of functional illiteracy in the rich countries of the West. The author presents situations of adult illiterate people living in the world of Western culture who-deprived of the ability to read and write -surpass social and symbolic barriers in everyday life, struggling for survival and human dignity. The idiomatic phrase “the torture of Tantalus” symbolizes a person’s pain resulting from the desire of owning things which are close but remain unobtainable. Through their complex biographies, the author indicates crucial moments in their lives: the decision to acquire reading and writing skills, and the pivotal point directly after the accomplished literacy course. If one deprives these people of professional assistance, it reduces their chances to materialise the expectations connected with reading and writing skills. The aim of the article is to draw attention to the phenomenon of adult illiteracy, which became a major task in educational policy and adult education also in many highly developed countries.

  • Adult literacy in the Roma community: two case studies

    Author: Hristo Kyuchukov
    Year of publication: 2017
    Source: Show
    Pages: 138-143
    DOI Address: https://doi.org/10.15804/em.2017.02.08
    PDF: em/7/em708.pdf

    W artykule zaprezentowano wyniki dwóch projektów z udziałem dorosłych Romów z Bułgarii i Szwecji. Romowie posiadali umiejętność czytania i pisania w ich języku ojczystym – romskim, a w procesie alfabetyzacji użyto podejścia ekologicznego. Proces ten zakłada, że tło kulturowe i kulturowe środowiska uczących się powinny zostać użyte jako główne narzędzie w procesie alfabetyzacji. Rezultatem obu projektów było nie tylko osiągnięcie przez biorących w nich udział Romów umiejętności piśmienniczych w języku romskim, ale także zdobycie wiedzy na temat ich historii i kwestii tożsamościowych.

  • Assessing Slovak Teachers’ Literacy and Related Non-cognitive Skills in the International Measurements PIAAC

    Author: Marcela Šarvajcová
    Institution: Constantine the Philosopher University
    Author: Ľubomír Rybanský
    Institution: Constantine the Philosopher University
    Author: Monika Štrbová
    Institution: Constantine the Philosopher University
    Year of publication: 2021
    Source: Show
    Pages: 133-146
    DOI Address: https://doi.org/10.15804/tner.21.66.4.11
    PDF: tner/202104/tner6611.pdf

    The study presents the results of PIAAC measurements and focuses on teachers as mediators of education and their achievements in literacy and skills in reading and writing at home and at work. Multiple regression analysis is used in the research to examine the influence of independent variables - earnings, age, gender and reading index - on the level of teachers’ literacy. Values of the coefficient of determination vary from 0.05 (Poland) to 0.23 (Belgium). The results are compared at the country level and show the position of Slovak teachers in these measurements. Also, they highlight the most successful countries and point to the countries with positions similar to Slovakia. Based on the research findings, it can be stated that the higher level of literacy is associated with a higher level of writing and reading activities at work more than at home. An important finding is also the result that in all countries, the literacy level declines with age.

  • „Co robi alfabetyzacja?”. O potrzebie i priorytetach badań pedagogicznych nad fenomenem niepiśmienności

    Author: Ewa Przybylska
    Institution: Uniwersytet Mikołaja Kopernika w Toruniu
    Year of publication: 2014
    Source: Show
    Pages: 66-84
    DOI Address: https://doi.org/10.15804/kie.2014.04.06
    PDF: kie/104/kie10406.pdf

    The article points out the need of educational research on the illiteracy phenomenon in the societies, where compulsory education is enforced. The scale of illiteracy and lack of knowledge about functional illitera cy in the present time poses a number of challenges for science. The most important are: identification of groups with reading and writing deficits and etiology of illiteracy phenomenon, reflection on the essence of functionally illiterate adults learning, the role of school and other agents of socialization in reading and writing development, literacy opportunities in the workplace or the contribution of the arts to popularize adult literacy and breaking social taboo, which is inability to read and write in highly developed countries.

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