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Bibliografia publikacji pracowników
Państwowej Szkoły Wyższej w Białej Podlaskiej

Baza tworzona przez Bibliotekę Akademii Bialskiej im. Jana Pawła II.


Zapytanie: EDUCATION SYSTEM
Liczba odnalezionych rekordów: 2



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Nr opisu: 0000047466
Autorzy: Stanisława Katarzyna Nazaruk, Marzena Urszula Ruszkowska, Olena Budnyk, Izabela Krystyna Dąbrowska, Barbara Sokołowska.
Tytuł pracy: Experiences of the Polish teachers of primary schools in working with war refugee students from Ukraine - selected problems, limitations and implications for pedagogical practice
Tytuł czasopisma:
Szczegóły: 2024
p-ISSN: 0300-4279
e-ISSN: 1475-7575
Uwagi: Early view.
Charakterystyka formalna: artykuł w czasopiśmie zagranicznym
Charakterystyka merytoryczna: artykuł oryginalny naukowy
Charakterystyka wg MNiSW: artykuł w czasopiśmie z IF (wykaz MEiN)
Język publikacji: ENG
Wskaźnik Impact Factor ISI: 1.000
Słowa kluczowe ang.: education system ; integration ; Poland ; primary school ; refugee student ; teacher ; Ukraine ; war
https://www.tandfonline.com/doi/full/10.1080/03004279.2024.2336968
DOI: 10.21080/03004279.2024.2336968
Streszczenie: The ongoing war in Ukraine has caused that millions of people, mainly women and children, were forced to flee their country. Poland, as a country bordering Ukraine, accepted the most refugees. In consequence, Ukrainian school-age children started studying in Polish schools but preparing Polish primary schools (schools which educate children who are 6/7-15 years of age) to accept such an unimaginable number of Ukrainian students became a challenge. This was due to the fact that Polish teachers of primary schools had no previous experience of working with refugee students. The following article presents the results of the research survey conducted among 359 Polish teachers working in primary schools, the majority of whom were women (91.4%) and men (8,6%), aged 25-60 years. The research using a questionnaire technique was conducted in 4 Polish provinces that accepted the largest number of Ukrainian refugees. The aim of the research was to identify the mechanisms hindering education and integration of Ukrainian refugee students attending primary schools and to obtain information on the assistance activities provided by Polish teachers addressed to the refugee students. The developed conclusions could be used in schools in Poland and other countries.
Projekt/grant: The impact of the war situation on the education and behavior of students of Ukrainian origin studying in Poland and Ukraine : Narodowa Agencja Wymiany Akademickiej, BPN/GIN/2023/1/00017/U/00001

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Nr opisu: 0000046031
Autorzy: Marzena Urszula Ruszkowska, Magdalena Zmysłowska.
Tytuł pracy: Academic Functioning of Gifted Students in Foster Care
Tytuł czasopisma:
Szczegóły: 2023, Vol. 51, issue 2, p. 506--527
p-ISSN: 1734-2031
e-ISSN: 2391-789X
Charakterystyka formalna: artykuł w czasopiśmie polskim
Charakterystyka merytoryczna: artykuł oryginalny naukowy
Charakterystyka wg MNiSW: artykuł w czasopiśmie bez IF (wykaz MEiN)
Język publikacji: ENG
Punktacja ministerstwa: 140.000
Słowa kluczowe ang.: eastern Poland ; education system ; foster care ; gifted child ; support
https://www.jomswsge.com/Academic-Functioning-of-Gifted-Students-in-Foster-Care,166470,0,1.html
DOI: 10.13166/jms/166470
Streszczenie: This research examines the academic functioning of gifted children in foster care in Eastern Poland. Material and methods: The research was carried out in two phases from April to December 2018. The first phase was quantitative, involving surveys with directors of childcare centers. The second phase used case studies. Results: The results indicate that gifted students in foster care receive different levels of support depending on their living environments. Children in urban environments had more opportunities to develop their interests than children in rural environments. The financial situations of foster care facilities were also important, as not all facilities could pay for additional classes or tutoring. Conclusions: The research demonstrates numerous difficulties with cooperation because some educational institutions treat foster care children differently. Teachers did not understand the difficult situations children faced in foster care. Additionally, no classes were offered for gifted children. Teachers were not prepared to work with them and often created artificial pedagogical issues or treated gifted students as a problem.

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