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UWAGA!

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

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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

Reality and criticism of giftedness in the spanish education system

  • Author: Andrés J. Muñoz-Mohedano
  • Author: Miguel A. Martin-Sanchez
  • Year of publication: 2016
  • Source: Show
  • Pages: 137-145
  • DOI Address: https://doi.org/10.15804/tner.2016.43.1.11
  • PDF: tner/201601/tner20160111.pdf

The paper tries to be a  critical analysis of and a  theoretical reflection on minority students: gifted children in the Spanish education system. To carry out this study and achieve the objectives set up, we took into account a qualitative methodology, framed within the constructivist paradigm in the social sciences. Being a gifted child in Spain is a problem because gifted children are not being adequately addressed, as the Ministry of Education recognizes. An objective analysis of the current situation can become a way of changing it. In addition, we have to pay attention to the principles and rights of the awareness of diversity.

Labeling in the education of gifted pupils

  • Author: Eva Machů
  • Author: Ilona Kočvarová
  • Author: Tereza Císlerová
  • Year of publication: 2015
  • Source: Show
  • Pages: 218-228
  • DOI Address: https://doi.org/10.15804/tner.2015.41.3.18
  • PDF: tner/201503/tner20150318.pdf

The study presents an analysis of teachers’ tendency to label gifted pupils. A questionnaire was used at the level of lower secondary education. It was aimed at teachers’ educational strategies in the area of enriching the curriculum for gifted pupils, and teachers’ tendency to label gifted pupils. In conclusion, labeling does not belong to educational strategies of most teachers. Gender, pedagogical qualifications and the length of teaching experience do not influence teachers’ tendency to label gifted pupils. Teachers from specialized schools for gifted pupils have a stronger tendency to label them. This tendency is weaker in the case of teachers from small schools.

Preconceptions and Their Significance in Early Identification of Potential Giftedness in Preschool-Aged Children

  • Author: Rebeka Štefánia Lukáčiková
  • Institution: Constantine the Philosopher University in Nitra, Slovakia
  • ORCID: https://orcid.org/0000-0002-9758-3198
  • Author: Jana Duchovičová
  • Institution: Constantine the Philosopher University in Nitra, Slovakia
  • ORCID: https://orcid.org/0000-0001-6602-7124
  • Author: Radka Teleková
  • Institution: Constantine the Philosopher University in Nitra, Slovakia
  • ORCID: https://orcid.org/0000-0003-0307-8922
  • Year of publication: 2022
  • Source: Show
  • Pages: 118-130
  • DOI Address: https://doi.org/10.15804/tner.2022.70.4.10
  • PDF: tner/202204/tner7010.pdf

The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.

Going all the Way: Theories, Models and Determinants of High Achievement Development

  • Author: Jiří Mudrák
  • Institution: Masaryk University in Brno
  • Year of publication: 2007
  • Source: Show
  • Pages: 127-146
  • DOI Address: https://doi.org/10.15804/tner.07.11.1.11
  • PDF: tner/200701/tner1111.pdf

In our article we present an overview of current research on giftedness, achievement and factors influencing their development. Determinants of high achievement such as abilities, social factors, deliberate practice, personality and others are discussed, ways of better support of its successful development are sought and its possible changeability is pointed out.

Discovering and Supporting Gifted Children in Kindergarten: Approaches and Practices of Preschool Teachers in Slovenia

  • Author: Mojca Kukanja Gabrijelčič
  • Institution: University of Primorska, Faculty of Education, Slovenija
  • ORCID: https://orcid.org/0000-0003-0682-613X
  • Author: Lara Lukač
  • Institution: Elementary School dr. Slavka Gruma, Slovenija
  • Author: Polonca Serrano
  • Institution: Alma Mater Europaea – ECM, Slovenia
  • ORCID: https://orcid.org/0000-0002-5240-7748
  • Year of publication: 2024
  • Source: Show
  • Pages: 92-106
  • DOI Address: https://doi.org/10.15804/tner.2024.76.2.07
  • PDF: tner/202402/tner7607.pdf

The study aimed to investigate the attitudes of preschool teachers towards gifted children. A sample of 70 Slovenian preschool teachers was included in the study. The data was collected using a quantitative data collection technique and a questionnaire as a measurement tool. The results showed that preschool teachers believe gifted children’s characteristics are most easily recognised in the preschool years, especially in the second age group (3-6 years). Most respondents (82.9%) believe it is easier to recognise giftedness in children in the general intellectual domain. Most preschool teachers consider pedagogical differentiation and individualisation important when working with gifted preschool children. More than half of the respondents (57.1%) answered that they do not use tools for discovering gifted children, and the majority of them believe that they do not know the early signs of giftedness. In conclusion, gifted children should be identified in early childhood so that their development and potential can be adequately nurtured.

Learning Disabilities and Intellectual Giftedness in Educational Context : Present State of Research and Situation in Czech Schools

  • Author: Šárka Portešová
  • Institution: Masaryk University, Czech Republic
  • Year of publication: 2008
  • Source: Show
  • Pages: 136-151
  • DOI Address: https://doi.org/10.15804/tner.08.15.2.11
  • PDF: tner/200802/tner1511.pdf

The proposed study introduces the reader to the issue of the so-called twice exceptional children – i.e.intellectually gifted learners with a handicap. In the context of school, giftedness is most frequently combined with a specific learning disability. The author pays attention to issues related to identifying this specific group of learners in school environment, to their social and emotional characteristics, problems and risks that can prevent their exceptional potential from real development. Moreover, the paper also presents a synthesis of empirically verified basic educational and educational-psychological foreign procedures and measures, which are most used in educational care for this very specific population of learners, and it acquaints the reader with the situation in the Czech Republic.

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