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

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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

Czasopisma

Nowe czasopisma

Czasopisma współwydawane

Wcześniej wydawane

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

CASSS-CZ: the Czech Version of the Social Support Questionnaire for Children and Adolescents

  • Author: Jiří Mareš
  • Institution: Charles University in Prague
  • Author: Stanislav Ježek
  • Author: F. Tomášek
  • Year of publication: 2005
  • Source: Show
  • Pages: 11-25
  • DOI Address: https://doi.org/10.15804/tner.05.5.1.01
  • PDF: tner/200501/tner501.pdf

This validation study deals with verification of the Czech version of CASSS. The questionnaire comprises 60 items. Students assess the frequency of each event described by an item and its importance. The research was realized on a sample of 274 grade 6 to 9 students and yielded similar psychometric properties as the original American version of CASSS (2000). The factor analysis identified five-factor structure corresponding to the variables of parents, teacher, classmates, best friend, and people in school. Factor loadings ranged from 0.31 to 0.87 (compared with 0.52 to 0.81 in the original version) within each of the five components. The identified structure explains approximately 48 % of variance. Reliability estimated using Cronbach alpha was computed for each subscale (parents, teacher, classmates, best friend, and people in school). The coefficients ranged from 0.84 to 0.93 (compared with 0.92 to 0.95 in the original version). Cronbach alpha for the whole questionnaire is 0.95 (compared with 0.96 in the original version). The method can be used within the conditions of Czech schools to determine the actual state of individuals and groups, individual counselling and evaluation of intervention effects.

Beyond the Model of a Teacher

  • Author: Krystyna Koziołek
  • Institution: University of Silesia
  • Year of publication: 2005
  • Source: Show
  • Pages: 79-85
  • DOI Address: https://doi.org/10.15804/tner.05.6.2.07
  • PDF: tner/200502/tner607.pdf

The post-structuralist theory of literature brings a new concept of reading. A reader is not only a receiver who should decipher a linguistic code, but s/he becomes the subject of plural operations of reading: understanding, associations, evaluation, feelings and emotions. And the most important thing: reading can transform a reader’s mind and his/her sensibilities. This broad concept of reading gives the teacher of literature fantastic possibilities. The territory of literature is the esthetic and moral space, where a pupil can compare his/her experience with other better or worse subject. In the first chapter I try to show that the compulsion of reading books at school is arbitrary and makes the system of the policy of education invisible. I claim that a teacher (not the reading list) is the model of value of literature. S/He has no choice - texts in the classroom have my face and my voice and I have to personally confirm their advantage to life. In the next chapters (“Situations of Readings”, “Awakenings”, “Jealousy and Reading”, “Inducing to Infidelity”) I show how the teacher can produce “the event of reading”, using emotions of intimate reading. Every strategy that I describe - strategy of situational teaching - has the same question: whether a given narrative will work for good or ill in the life of other readers, after the last page has been turned. Will this fiction help form a character who is hypersensitive, properly sensitive, or insensitive; intellectually pretentious, thoughtful, or shallow; rash, bold, or timid; bigoted or tolerant? The answering to the questions means to win the battle of myself.

Decyzje i motywy udziału w wyborach parlamentarnych 15 października 2023 roku młodych kobiet – kandydatek na nauczycielki

  • Author: Tomasz Prymak
  • Institution: Uniwersytet w Białymstoku
  • ORCID: https://orcid.org/0000-0002-7784-9956
  • Author: Wioleta Danilewicz
  • Institution: Uniwersytet w Białymstoku
  • ORCID: https://orcid.org/0000-0002-7049-4216
  • Author: Alicja Korzeniecka-Bondar
  • Institution: Uniwersytet w Białymstoku
  • ORCID: https://orcid.org/0000-0003-1145-2996
  • Year of publication: 2024
  • Source: Show
  • Pages: 60-80
  • DOI Address: https://doi.org/10.15804/kie.2024.01.04
  • PDF: kie/143/kie14304.pdf

Decisions and motives of young female teacher candidates to participate in the October 15, 2023 parliamentary elections

In this article we present the results of the author’s research, conducted immediately after the parliamentary elections of October 15, 2023. The purpose of the research was to identify the electoral activity of people who are studying preschool and early childhood education, and preparing for the teaching profession. We consider their activities as a priority in developing pro-social attitudes of their charges. The study used the method of diagnostic survey. For the analysis presented here, we used the part on the questions of participation of female respondents in elections and sociodemographic characteristics of the respondents. The survey was conducted among 265 female students aged 18 to 26 (the average age was 21.4), in the teaching faculty in all five years. The study notes significant differences in the election declarations of respondents, compared to the general population of Poles with active voting rights. For the most part, respondents have made a choice of different ideas represented by specific electoral committees than the electorate of their parents, or people from the local environment. The voter turnout and the choices of the respondents give hope for an appreciation of democratic values and the laying of the foundation for building a civil society.

Autonomiczność, sprawczość i innowacyjność nauczyciela we współczesnej leksykografii pedagogicznej i jurysprudencji. Analiza lingwistycznopedagogiczna

  • Author: Anna Sarbiewska
  • Institution: Badacz niezależny
  • ORCID: https://orcid.org/0000-0002-9429-8228
  • Author: Dariusz Stępkowski
  • Institution: Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
  • ORCID: https://orcid.org/0000-0002-6855-1517
  • Year of publication: 2024
  • Source: Show
  • Pages: 96-121
  • DOI Address: https://doi.org/10.15804/kie.2024.01.06
  • PDF: kie/143/kie14306.pdf

Teacher autonomy, agency and innovation in the language of contemporary pedagogical and jurisprudential terminology. A linguistic-pedagogical study

The article examines the concepts of teacher autonomy, agency and innovation from a linguisticpedagogical perspective. The research material was selected with the use of the method of searching the existing documents. The documents included selected encyclopaedic articles and legal texts concerning the teacher and his pedagogical activity. The authors used the theoretical framework of cognitive semantics in the form of conceptual integration theory when analysing the material. Autonomy as a pedagogical phenomenon has a broad and well-established lexical basis in both encyclopaedic and legal texts. The second concept, agency, has a very narrow dictionary and theoretical basis. The use of the last of the category, innovation, is limited to only some authors and their texts. Besides, the issue of innovativeness appears in legal texts sporadically and, as a rule, in relation to the school and not to the teacher. On the basis of the results obtained, it was proposed to treat the title terminological triad as an amalgam, in which the enumerated terms form a unity on the one hand, while on the other hand each of them expresses one aspect of the whole, which shows the multifaceted nature of the teacher’s pedagogical activity.

Szkoła w dyskursie polskich kabaretów

  • Author: Violetta Kopińska
  • Institution: Uniwersytet Mikołaja Kopernika w Toruniu, Polska
  • ORCID: https://orcid.org/0000-0002-5255-9995
  • Author: Urszula Lewartowicz
  • Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie, Polska
  • ORCID: https://orcid.org/0000-0002-0915-9486
  • Year of publication: 2024
  • Source: Show
  • Pages: 17-47
  • DOI Address: https://doi.org/10.15804/kie.2024.02.01
  • PDF: kie/144/kie14401.pdf

School in the discourse of polish cabarets

The study aims to identify problems related to school and school education present in cabaret discourse and the way they are presented. The cabaret is an interesting research area and field of analysis of social problems, including issues related to educational policy. The data collection method was source searching. The analytical material consisted of eight sketches of Polish cabarets, selected according to the criteria: time of publication, popularity, and topicality. The data analysis method belongs to a group of approaches called critical discourse analysis. Applications of discursive strategies described by R. Wodak and M. Reisigl were sought. The results show that in the discourse of Polish cabarets, the school is presented as a subordinate contractor of political and legal regulations. It characterises with low social prestige, which is built on the low assessment of school teaching in terms of content, the low prestige of the teaching profession, and the low assessment of the student’s role. In relations between these entities, the discourse of scolding and disciplining appears as the manifestation of power and hierarchy; of infantilisation and sexism.

Szkoła ogólnodostępna wobec inkluzji uczniów z niepełnosprawnością – diagnoza wybranych problemów

  • Author: Agnieszka Sakowicz-Boboryko
  • Institution: Uniwersytet w Białymstoku, Polska
  • ORCID: https://orcid.org/0000-0001-5595-8249
  • Author: Dorota Otapowicz
  • Institution: Uniwersytet w Białymstoku, Polska
  • ORCID: https://orcid.org/0000-0002-8036-1273
  • Year of publication: 2024
  • Source: Show
  • Pages: 63-78
  • DOI Address: https://doi.org/10.15804/kie.2024.02.03
  • PDF: kie/144/kie14403.pdf

Public school towards the inclusion of students with disabilities – diagnosis of selected problems

At the heart of inclusive education is ensuring that students with disabilities have access to high-quality education in a mainstream setting. The way to achieve this goal is to build a new model, a school better adapted to the needs of all students. The paper aims to present the school situation (educational and peer) of students with disabilities against the background of everyday educational practice implemented in many Polish mainstream schools. Adopting the position on the teachers’ fundamental role in designing the development and learning environment, the focus was mainly on their educational activities and attitudes towards inclusive education. Critical points of the didactic and educational process have been identified, which hinder the transition from school routine to education open to the diverse needs of all pupils, including those with disabilities. Significant obstacles to building cooperation, exchanging knowledge among students, and, consequently, increasing the level of social relations were identified, among which the legitimisation of individualistic values, often reinforced by the mechanism of competition, may be particularly important.

Empowerment jako usprawnienie aktywności nauczyciela

  • Author: Małgorzata Kabat
  • Institution: Uniwersytet im. Adama Mickiewicza w Poznaniu, Polska
  • ORCID: https://orcid.org/0000-0001-6323-8225
  • Year of publication: 2024
  • Source: Show
  • Pages: 131-150
  • DOI Address: https://doi.org/10.15804/kie.2024.02.07
  • PDF: kie/144/kie14407.pdf

Empowerment as an improvement in teacher activity

The paper aims to present the concept of empowerment as a means to modernise the teacher’s organisational activity. As a result of literature review, the article provides an interpretation of empowerment, emphasising its potential to drive transformative changes in various educational contexts. Additionally, the text elucidates the benefits that can arise from restructuring the current school system, teaching methods, and collaborative practices. The research conducted by the McKinsey group was used to highlight the personal qualities essential for the effective implementation of empowerment across different organisational forms. Furthermore, attention is directed towards the drawbacks of empowerment, including the potential for teacher abuse of power and coercion, resulting in the suppression of student subjectivity and independent action. To sum up all the considerations, it is underscored that the teacher and students, with their unique strengths and weaknesses, play pivotal roles in organising the teaching process, fostering a school team dynamic through the application of empowerment principles.

Prospective Teachers’ Attitudes to their Profession

  • Author: Jan Lašek
  • Institution: University of Hradec Králové
  • Author: Šárka Wiesenbergová
  • Institution: University of Hradec Králové
  • Year of publication: 2007
  • Source: Show
  • Pages: 129-136
  • DOI Address: https://doi.org/10.15804/tner.07.13.3.10
  • PDF: tner/200703/tner1310.pdf

The article concentrates on the attitudes of the future teachers toward their profession. We were interested in what kind of information about their future profession (together with prejudice, stereotypes etc.) the students have and how they feel about it from their personal perspective. We used a questionnaire with 69 items Likert scale. 34 men and 104 women, all of them university students of teacher training, represented the respondents. They live in villages, small and big cities; their parents are (are not) teachers, they have (have not) a certain teacher as a model. Female students, who have a model and parents who are teachers, have more realistic attitudes towards their profession, but altogether we have obtained the results of positive attitudes of the respondents towards the job from the whole group, which is a good ground for them.

From the Research on Teachers’ Professional Identity

  • Author: Beata Pituła
  • Institution: Silesian University
  • Year of publication: 2012
  • Source: Show
  • Pages: 129-137
  • DOI Address: https://doi.org/10.15804/tner.12.30.4.10
  • PDF: tner/201204/tner3010.pdf

The text is a report on the pilot research on teachers’ professional identity where the Twenty Statement Test was applied to the group of 200 primary school teachers. It constitutes an attempt to define teachers’ self-concept. The object of the research was teacher identity and its aim was teachers’ professional identity diagnosis. The presented description is a fragment of a broader project conducted among primary school teachers of the city of Bytom. On the basis of the collected material a certain general teacher self-concept outline may be created as teachers seem to characterize themselves most frequently by means of the self-assessment category and least frequently by the ambitions and aims category.

Opportunities and Risks of the Use of the Mobile Phone in the Process of Education

  • Author: Tomasz Huk
  • Institution: Silesian University
  • Year of publication: 2012
  • Source: Show
  • Pages: 249-258
  • DOI Address: https://doi.org/10.15804/tner.12.30.4.20
  • PDF: tner/201204/tner3020.pdf

The article reveals diagnostic research findings which concerned teachers’ opinions in the scope of opportunities and risks of the use of mobile phones by students in meeting educational targets. The formulated conclusions identify teachers’ attitudes regarding the use of cellular networks by students within school premises, thus also becoming a reference point in future activities aimed at implementing mobile-learning at school.

Teaching Styles in Teachers Educating Romany Pupils

  • Author: Erika Novotná
  • Institution: University of Prešov, Slovakia
  • Author: Milan Portik
  • Institution: University of Prešov, Slovakia
  • Year of publication: 2012
  • Source: Show
  • Pages: 256-269
  • DOI Address: https://doi.org/10.15804/tner.2012.27.1.21
  • PDF: tner/201201/tner2721.pdf

Lack of teacher training programmes specifically oriented on educating Romany pupils with socially disadvantaged backgrounds is considered by the authors to be one of the reasons why they perform poorly at school. The study is interpreting research conclusions based on lessons analyses in Romany classrooms.

School Culture as the Predictor of Job Satisfaction with Respect to Teachers’ Perceptions: A Causal Study

  • Author: Fatih Bektaş
  • Institution: Atatürk University, Turkey
  • Author: Mehmet Fatih Öçal
  • Institution: Ağrı İbrahim Çeçen University, Turkey
  • Year of publication: 2012
  • Source: Show
  • Pages: 295-305
  • DOI Address: https://doi.org/10.15804/tner.2012.27.1.24
  • PDF: tner/201201/tner2724.pdf

In this study, it was aimed to determine the school culture’s effect on job satisfaction based on primary school teachers’ perceptions. The sample of this study was composed of 291 teachers working in 10 primary schools located in Erzurum city center. The sample was chosen by means of the maximum variation method. The data for this study was gathered with the help of School Culture and Job Satisfaction Scales. In the data analysis, Pearson Product Moment Correlation and Multiple Linear Regression analyses were used. The findings of this study revealed that there was a positive correlation between school culture and job satisfaction according to teachers’ perceptions. In addition, the school culture was statistically determined to be an important predictor variable of job satisfaction.

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