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UWAGA!

Pracujemy nad nową stroną internetową czasopism Wydawnictwa Adam Marszałek. Jej planowany termin uruchomienia to 1 maja 2025 roku.

Ze względu na niedziałające zakładki w polskiej wersji obecnej strony czasopism prosimy kierować się na wersję angielską https://czasopisma.marszalek.com.pl/en/. Do końca bieżącego tygodnia będą tam umieszczone polskie wymogi i informacje na zmianę z angielskimi.

Przepraszamy za wszelkie niedogodności związane z obecną wersją strony.

ATTENTION!

We are working on a new website for Adam Marszałek Publishing House magazines. Its planned launch date is May 1, 2025.

Due to the broken tabs in the Polish version of the current magazine website, please refer to the English version https://czasopisma.marszalek.com.pl/en/. By the end of this week, Polish requirements and information will be placed there alternating with English ones.

We apologize for any inconvenience caused by the current version of the website.


Punktacja czasopism naukowych Wydawnictwa Adam Marszałek według wykazu czasopism naukowych i recenzowanych materiałów z konferencji międzynarodowych, ogłoszonego przez Ministra Edukacji i Nauki 17 lipca 2023 r.

Scoring of scientific journals of Wydawnictwo Adam Marszałek according to the list of scientific journals and reviewed materials from international conferences, announced by the Minister of Education and Science on July 17, 2023.


  • Athenaeum. Polskie Studia Politologiczne – 100 pts
  • Edukacja Międzykulturowa – 100 pts
  • Historia Slavorum Occidentis – 100 pts
  • Polish Political Science Yearbook – 100 pts
  • Przegląd Prawa Konstytucyjnego – 100 pts
  • The New Educational Review – 100 pts
  • Art of the Orient – 70 pts
  • Italica Wratislaviensia – 70 pts
  • Nowa Polityka Wschodnia – 70 pts
  • Polish Biographical Studies – 70 pts
  • Azja-Pacyfik - 40 pts
  • Krakowskie Studia Małopolskie – 40 pts
  • Kultura i Edukacja – 40 pts
  • Reality of Politics - 40 pts
  • Studia Orientalne – 40 pts
  • Sztuka Ameryki Łacińskiej – 40 pts
  • Annales Collegii Nobilium Opolienses – 20 pts
  • Cywilizacja i Polityka – 20 pts
  • Defence Science Review - 20 pts
  • Pomiędzy. Polsko-Ukraińskie Studia Interdyscyplinarne – 20 pts
  • African Journal of Economics, Politics and Social Studies - 0 pts
  • Copernicus Political and Legal Studies - 0 pts
  • Copernicus. Czasy Nowożytne i Współczesne - 0 pts
  • Copernicus. De Musica - 0 pts
  • Viae Educationis. Studies of Education and Didactics - 0 pts

Journals

New journals

Co-published journals

Past journals

Coloquia Communia

Coloquia Communia

Paedagogia Christiana

Paedagogia Christiana

The Copernicus Journal of Political Studies

The Copernicus Journal of Political Studies

The Peculiarity of Man

The Peculiarity of Man

Czasopisma Marszalek.com.pl

In-Person vs Distance - Perceptions of Foreign Language Teaching in Slovenian Primary Schools

  • Author: Mihaela Brumen
  • Institution: University of Maribor
  • ORCID: https://orcid.org/0000-0001-8147-3026
  • Author: Špela Kovač Sanda
  • Institution: Bogojina Primary School
  • Author: Tomaž Bratina
  • Institution: University of Maribor
  • ORCID: https://orcid.org/0000-0002-8637-5529
  • Year of publication: 2022
  • Source: Show
  • Pages: 132-143
  • DOI Address: https://doi.org/10.15804/tner.22.67.1.10
  • PDF: tner/202201/tner6710.pdf

Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.

Observing Teachers’ Emotional Expression in Their Interaction with Students

  • Author: Simona Prosen
  • Institution: University of Ljubljana
  • Author: Helena Smrtnik Vitulić
  • Institution: University of Ljubljana
  • Author: Olga Poljšak Škraban
  • Institution: University of Ljubljana
  • Year of publication: 2013
  • Source: Show
  • Pages: 75-85
  • DOI Address: https://doi.org/10.15804/tner.13.31.1.06
  • PDF: tner/201301/tner3106.pdf

The purpose of the study is to establish the types of emotions that are expressed by primary school teachers, their frequency, and the situations that trigger them. Teachers were observed by primary education students during their practical work at school. The observations of 108 teachers in 93 primary schools in Slovenia were analysed. The results show that teachers express a variety of emotions with the unpleasant ones prevailing. Anger was the most frequently expressed emotion. The situations that triggered emotions were varied. Among them, students’ discipline and academic achievement triggered the majority of pleasant and unpleasant emotions in teachers.

Social Climate in the School Classes for Gifted Children Compared with Regular School Classes

  • Author: Marta Flešková
  • Institution: Matej Bel University, Banská Bystrica, Slovak Republic
  • Year of publication: 2005
  • Source: Show
  • Pages: 105-112
  • DOI Address: https://doi.org/10.15804/tner.05.6.2.10
  • PDF: tner/200502/tner610.pdf

In this article we examine the results of the research on social climate in the school classes for gifted children in comparison with regular classes of the 1st stage elementary school. The research sample was made up by 36 children from 3 classes for gifted children and 73 pupils from regular classes. The research has proved some dissimilarity among monitored school classes as to how they perceive social climate evaluated by means of the questionnaire My Class Inventory. Gifted children have more difficulties in relationships, they are more competitive, less satisfied, and they feel to burdened by learning than pupils from regular classes.

Perspectives on the Open Educational Resources

  • Author: Bing-Yuh Lu
  • Institution: Catholic St. Mary’s Medicine, Nursing and Management College, Taiwan
  • Author: Ming-Li Tung
  • Institution: Tungnan University, Taiwan
  • Year of publication: 2012
  • Source: Show
  • Pages: 161-171
  • DOI Address: https://doi.org/10.15804/tner.2012.27.1.13
  • PDF: tner/201201/tner2713.pdf

This study introduced the open educational resources (OER) aided learning in a computer aided classroom. The course materials included the OER, composed in English, and a textbook translated into Taiwan’s traditional Chinese. Furthermore, the OER improved students’ conceptual understanding of both language and professional knowledge. Finally, the conceptual color plate analysis was employed to evaluate the related factors among universities, students, and teachers. Based on the statistics of the previous OER studies, it is predictable that OER aided learning may be popular in the future. Besides, the library plays a very important role in life-long learning, and will be crucial in the future because advanced guides and indexing of digital contents and OER can give the self-learner a better tool for life-long learning.

Brainpower in the Classroom: The Impact of Knowledge Management on Secondary School Teachers

  • Author: Adesoji A. Oni
  • Institution: University of Lagos, Akoka-Yaba, Lagos, Nigeria.
  • ORCID: https://orcid.org/0000-0001-6774-2672
  • Author: Görkem Avcı
  • Institution: Bartın University, Turkey
  • ORCID: https://orcid.org/0000-0002-4489-1613
  • Year of publication: 2024
  • Source: Show
  • Pages: 181-194
  • DOI Address: https://doi.org/10.15804/tner.2024.77.3.14
  • PDF: tner/202403/tner7714.pdf

This study examined knowledge management and teacher job performance in public secondary schools. The study adopted a descriptive survey research design. A multi-stage sampling procedure was used to select 400 respondents for the study. The data obtained through the instrument were analysed using percentage and Pearson Moment Correlation Coefficient statistical tools. The study’s findings showed that knowledge support, knowledge competency, knowledge sharing, knowledge mapping, and knowledge infrastructure are related to teachers’ job performance. The study’s findings recommended that school principals should encourage knowledge sharing by organising strategies for teachers to share knowledge among themselves; promote collaborative teaching and supervise its effectiveness; cultivate a good practice of accurate record keeping as this will enhance organisational knowledge mapping.

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