school climate

  • Kultura szkoły versus klimat szkoły

    Author: Inetta Nowosad
    Institution: Uniwersytet Zielonogórski
    Year of publication: 2018
    Source: Show
    Pages: 41-53
    DOI Address: https://doi.org/10.15804/kie.2018.01.03
    PDF: kie/119/kie11903.pdf

    The article attempts to analyse the notions of school culture and school climate as well as their definitions, scopes and the applied research approaches. Although such activities have been undertaken and presented both in English and German literature, they have failed to constitute a separate field of analysis in Poland and as such, have been merely addressed on the margins of other problems. In this article, the author points out the positions of researchers who have identified the need to clarify the separate identity of the notions and for this purpose, to adopt appropriate research approaches, often leading, as the author attempts to illustrate, to diverse conclusions.

  • Formative Assessment Practices and the School Social Climate. A New Approach to the Subject Based on a Study Conducted in Poland

    Author: Aleksandra Tłuściak-Deliowska
    Institution: The Maria Grzegorzewska University
    Author: Monika Czyżewska
    Institution: The Maria Grzegorzewska University
    Year of publication: 2019
    Source: Show
    Pages: 30-41
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.02
    PDF: tner/201901/tner5502.pdf

    The topic of formative assessment has rarely been addressed in Polish educational research studies, and the connection between formative assessment and the school climate has, until now, never been examined. The subject of this quantitative study were the formative assessment practices used by elementary school teachers and the school social climate. The participants were students (N=491) and teachers (N=60). Findings indicate that: (1) to a varying degree, teachers use activities that make up formative assessment, (2) schools differ significantly in their formative assessment practices, (3) the social climate at these schools is positive, (4) formative assessment practices are positively correlated with the school climate.

  • School experiences retrospectively: relationship between recall of bullying experiences and perception of schools by pedagogy students

    Author: Aleksandra Tłuściak-Deliowska
    Year of publication: 2016
    Source: Show
    Pages: 167-178
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.14
    PDF: tner/201601/tner20160114.pdf

    The presented study explored the memories of 332 pedagogy students about the bullying experiences and their former schools. Findings indicate that: (1) young adults have very different experiences with bullying, (2) time spent at middle school was assessed as the worst, (3) general judgment of school was correlated with bullying experiences, especially students who were involved in bullying problems as a victim or bystander were less positive in their appraisals of school. The study provides a unique account of how young adults view their school experiences. Data is discussed in terms of its psycho-educational implications.

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