Marek Smulczyk | University of Warsaw (original) (raw)
Papers by Marek Smulczyk
Kwartalnik Pedagogiczny, 2019
Selection processes at the threshold of upper secondary school: meritocracy or status determinism... more Selection processes at the threshold of upper secondary school: meritocracy or status determinism
The article presents the results of analyses of the impact of the socioeconomic status (SES) of the student’s family on the selection processes at the threshold of upper secondary school. It was checked whether SES affects these processes only through the results of the lower secondary school examination or there is a direct impact of this factor. The data used came from the nationwide survey of upper secondary school students, which was a Polish extension of OECD’s PISA study. The results of path modeling prove that there is a direct impact of status factors on the selection processes and its strength is similar to the SES effect mediated by the results of the lower secondary school (gimnazjum) examination.
PL:
W artykule przedstawia się wyniki analiz wpływu statusu społecznego (SES) rodziny ucznia na procesy selekcyjne na progu szkoły ponadgimnazjalnej. Sprawdzono, czy SES oddziałuje na te procesy jedynie za pośrednictwem wyników egzaminu gimnazjalnego, czy też istnienie bezpośredni wpływ tego czynnika. Wykorzystano dane z ogólnopolskiego badania uczniów szkół ponadgimnazjalnych, będącego rozszerzeniem cyklicznych badań PISA OECD. Wyniki modelowania ścieżkowego dowodzą, że istnieje bezpośredni wpływ czynników statusowych na procesy selekcji i jego siła jest zbliżona do efektu SES mediowanego przez wyniki egzaminu gimnazjalnego.
Psychologiczny konstrukt resilience jest definiowany jako zdolność osoby do skutecznego dostosowa... more Psychologiczny konstrukt resilience jest definiowany jako zdolność osoby do skutecznego dostosowania się do zadań życiowych w obliczu niekorzystnej sytuacji społecznej lub bardzo niekorzystnych warunków (Masten, 2001). Academic resilience to jeden z wymiarów resilience odnoszący się dla uczniów, którzy mimo doświadczania trudności, wykazują wysoki poziom osiągnięć szkolnych W artykule przedstawiono teoretyczne ustalenia dotyczące zjawiska academic resilience, łącząc je z przeglądem badań empirycznych. Zaprezentowano również stan wiedzy nad praktycznymi aspektami wzmacniania resilience u uczniów.
Psychological construct of resilience is defined as a person's ability to successfully adapt to life tasks in the face of socially disadvantageous situation or very unfavourable conditions (Masten, 2001). Academic resilience is one of the dimensions of resilience aimed at students who, despite experiencing difficulties, show a high level of academic achievements. The article presents theoretical findings of the phenomenon of academic resilience, combining them with an overview of empirical research. It also shows the state of knowledge on the practical aspects of strengthening the resilience of students.
W kontekście edukacyjnym resilience jest ujmowana jako zwiększone prawdopodobieństwo sukcesu w na... more W kontekście edukacyjnym resilience jest ujmowana jako zwiększone prawdopodobieństwo sukcesu w nauce, mimo doświadczania przeciwności spowodowanych przez wrodzone cechy jednostki, warunki życiowe, czy doświadczenia. W artykule przedstawiono koncepcję resilience, uwzględniając etymologię nazwy, mechanizmy leżące u podstaw tego zjawiska, nurty badawcze oraz związki tej koncepcji z funkcjonowaniem szkolnym. Zaprezentowano argumenty, że academic resilience może być istotnym fenomenem dla wszystkich uczniów uczestniczących w procesie nauki.
Słowa kluczowe: resilience, academic resilience, osiągnięcia szkolne, czynniki chroniące, czynniki ryzyka, status społeczno-ekonomiczny.
Abstract:
In the educational context, resilience is recognized as an increased probability of school success, despite experiencing adversity caused by the individual characteristics as well as living conditions or experiences. The article presents the concept of resilience taking into account the etymology of the term, the mechanisms underlying this phenomenon, trends of the research and its relationship to the school functioning. They presented arguments that academic resilience can be an important
phenomenon for all students participating in the learning process.
Keywords: resilience, academic resilience, school achievements, protective factors, risk factors, socioeconomic status.
Domański, H., Federowicz, M., Pokropek, A., Przybysz, D., Sitek, M., Smulczyk, M., Żółtak, T. (20... more Domański, H., Federowicz, M., Pokropek, A., Przybysz, D., Sitek, M., Smulczyk, M., Żółtak, T. (2016). Effect of social origin and Abilities on educational choices. In: ZHAO Kebin, LU Peng (eds..). Beyond the transition. Social change in China and Central-Eastern Europe (pp. 93-119). Social Sciences Academic Press (China).
In our research we explored the moderating effect of trait-anxiety on improving academic performa... more In our research we explored the moderating effect of trait-anxiety on improving academic performance during one year. A large sample of 3457 adolescents (1695 girls and 1762 boys) aged from 16 to 17 years took part in the Polish extension in 2009 of the OECD (Organisation for Economic Co-operation and Development) Program for International Student Assessment (PISA) measuring mathematics, reading and science skills. After 12 months they completed the academic performance test once again, and trait and state-anxiety was measured using STAI (State-Trait Anxiety Inventory). Trait-anxiety moderated the change in performance in mathematics but not in science or reading. A high level of trait-anxiety impaired mathematics skills development. Additionally three models for mathematics, reading and science were tested in which state-anxiety predicted 2010 academic performance in these domains.
W artykule tym przedstawiliśmy cele badawcze, metodologię pomiaru, sposoby realizacji i najważnie... more W artykule tym przedstawiliśmy cele badawcze, metodologię pomiaru, sposoby realizacji i najważniejsze wyniki analiz pochodzących z pięciu paneli edukacyjnych. Zaletami danych panelowych są stosunkowo większe możliwości wnioskowania o zależnościach przyczynowych i monitorowanie losów życiowych jednostek. Zadaniem tego przeglądu było podsumowanie doświadczeń badawczych pod kątem sformułowania rekomendacji dotyczących problemów dotyczących realizacji tych badań. Przedstawiliśmy je w drugiej części koncentrując się na kwestiach pomiaru kompetencji edukacyjnych, rekrutacji respondentów i metodach „utrzymania panelu”.
Learning and Individual Differences, 2014
This study investigates predictors of reading literacy and its improvement during one year of edu... more This study investigates predictors of reading literacy and its improvement during one year of education in secondary school. In a sample of 3352 Polish students attending vocational school and 3 types of high-schools (1708 males and 1644 females, mean age 16.7 at the beginning of the study), reading literacy was measured twice in the first and the second year of secondary education using the Program for International Student Assessment (PISA) tools. During the year, intelligence was also assessed and trait-and state-anxiety test was implemented after the second reading measurement. Results showed that vocational school students had lower reading scores than high-school students in the first reading test and this difference grew larger by the second test. Girls not only outperformed boys in reading but improved their skills during the year more than boys as well. We observed positive effects of intelligence and negative overall effect of trait-and state-anxiety. SES only predicted intelligence and first time reading performance.
![Research paper thumbnail of Erratum to “Predicting Reading Literacy and its Improvement in the Polish National Extension of the PISA Study: The Role of Intelligence, Trait- and State-Anxiety, Socio-Economic Status and School-Type” [Learning and Individual Differences 33 (2014) 1–11]](https://attachments.academia-assets.com/45242159/thumbnails/1.jpg)
](Learning and Individual Differences, 2014
In the article "Predicting reading literacy and its improvement in the Polish national extension ... more In the article "Predicting reading literacy and its improvement in the Polish national extension of the PISA study: the role of intelligence, trait-and state-anxiety, socio-economic status and school-type" published in 33rd volume of Learning and Individual Differences, there was a mistake in writing of the surname of the second author: instead of "Tomasz Żułtak", there should be "Tomasz Żółtak".
The aim of the study was to compare two groups of volunteers who work with people with disabiliti... more The aim of the study was to compare two groups of volunteers who work with people with disabilities: volunteers working in organizations led by social innovators and volunteers who are not affiliated to such organizations. The results show a different picture of both groups in the area of the declared value, objectives and attitudes towards people with disabilities. Volunteers working with social innovators have lower rates of misanthropy, higher individual indicators of social capital, a higher rate of partnership and innovative attitude. The paper presents demands, how to work with people with disabilities to maximize their integration into society and create social change.
This study investigates predictors of reading literacy and its improvement during one year of edu... more This study investigates predictors of reading literacy and its improvement during one year of education in secondary school. In a sample of 3352 Polish students attending vocational school and 3 types of high-schools (1708 males and 1644 females, mean age 16.7 at the beginning of the study), reading literacy was measured twice in the first and the second year of secondary education using the Program for International Student Assessment (PISA) tools. During the year, intelligence was also assessed and trait- and state-anxiety test was implemented after the second reading measurement. Results showed that vocational school students had lower reading scores than high-school students in the first reading test and this difference grew larger by the second test. Girls not only outperformed boys in reading but improved their skills during the year more than boys as well. We observed positive effects of intelligence and negative overall effect of trait- and state-anxiety. SES only predicted intelligence and first time reading performance.
In our research we explored the moderating effect of trait-anxiety on improving academic performa... more In our research we explored the moderating effect of trait-anxiety on improving academic performance during one year. A large sample of 3457 adolescents (1695 girls and 1762 boys) aged from 16 to 17 years took part in the Polish extension in 2009 of the OECD (Organisation for Economic Co-operation and Development) Program for International Student Assessment (PISA) measuring mathematics, reading and science skills. After 12 months they completed the academic performance test once again, and trait and state-anxiety was measured using STAI (State-Trait Anxiety Inventory). Trait-anxiety moderated the change in performance in mathematics but not in science or reading. A high level of trait-anxiety impaired mathematics skills development. Additionally three models for mathematics, reading and science were tested in which state-anxiety predicted 2010 academic performance in these domains.
M. Karwowski (red.). Ścieżki rozwoju edukacyjnego młodzieży – szkoły pogimnazjalne. Trafność wskaźników edukacyjnej wartości dodanej dla szkół maturalnych.
The study is the rst stage of a longitudinal project aimed at monitoring links between basic sk... more The study is the rst stage of a longitudinal project aimed at monitoring links between basic skills, educational quali cations and labor market outcomes in Poland. We focus on speci c aspects concerning educational and occupational choices of young Poles and of broader issues of social strati cation and mobility in post-industrial societies. In addition to theory, our research is also driven by social policy issues designed to deliver practical recommendations for educational and labor market policies.
Kwartalnik Pedagogiczny, 2019
Selection processes at the threshold of upper secondary school: meritocracy or status determinism... more Selection processes at the threshold of upper secondary school: meritocracy or status determinism
The article presents the results of analyses of the impact of the socioeconomic status (SES) of the student’s family on the selection processes at the threshold of upper secondary school. It was checked whether SES affects these processes only through the results of the lower secondary school examination or there is a direct impact of this factor. The data used came from the nationwide survey of upper secondary school students, which was a Polish extension of OECD’s PISA study. The results of path modeling prove that there is a direct impact of status factors on the selection processes and its strength is similar to the SES effect mediated by the results of the lower secondary school (gimnazjum) examination.
PL:
W artykule przedstawia się wyniki analiz wpływu statusu społecznego (SES) rodziny ucznia na procesy selekcyjne na progu szkoły ponadgimnazjalnej. Sprawdzono, czy SES oddziałuje na te procesy jedynie za pośrednictwem wyników egzaminu gimnazjalnego, czy też istnienie bezpośredni wpływ tego czynnika. Wykorzystano dane z ogólnopolskiego badania uczniów szkół ponadgimnazjalnych, będącego rozszerzeniem cyklicznych badań PISA OECD. Wyniki modelowania ścieżkowego dowodzą, że istnieje bezpośredni wpływ czynników statusowych na procesy selekcji i jego siła jest zbliżona do efektu SES mediowanego przez wyniki egzaminu gimnazjalnego.
Psychologiczny konstrukt resilience jest definiowany jako zdolność osoby do skutecznego dostosowa... more Psychologiczny konstrukt resilience jest definiowany jako zdolność osoby do skutecznego dostosowania się do zadań życiowych w obliczu niekorzystnej sytuacji społecznej lub bardzo niekorzystnych warunków (Masten, 2001). Academic resilience to jeden z wymiarów resilience odnoszący się dla uczniów, którzy mimo doświadczania trudności, wykazują wysoki poziom osiągnięć szkolnych W artykule przedstawiono teoretyczne ustalenia dotyczące zjawiska academic resilience, łącząc je z przeglądem badań empirycznych. Zaprezentowano również stan wiedzy nad praktycznymi aspektami wzmacniania resilience u uczniów.
Psychological construct of resilience is defined as a person's ability to successfully adapt to life tasks in the face of socially disadvantageous situation or very unfavourable conditions (Masten, 2001). Academic resilience is one of the dimensions of resilience aimed at students who, despite experiencing difficulties, show a high level of academic achievements. The article presents theoretical findings of the phenomenon of academic resilience, combining them with an overview of empirical research. It also shows the state of knowledge on the practical aspects of strengthening the resilience of students.
W kontekście edukacyjnym resilience jest ujmowana jako zwiększone prawdopodobieństwo sukcesu w na... more W kontekście edukacyjnym resilience jest ujmowana jako zwiększone prawdopodobieństwo sukcesu w nauce, mimo doświadczania przeciwności spowodowanych przez wrodzone cechy jednostki, warunki życiowe, czy doświadczenia. W artykule przedstawiono koncepcję resilience, uwzględniając etymologię nazwy, mechanizmy leżące u podstaw tego zjawiska, nurty badawcze oraz związki tej koncepcji z funkcjonowaniem szkolnym. Zaprezentowano argumenty, że academic resilience może być istotnym fenomenem dla wszystkich uczniów uczestniczących w procesie nauki.
Słowa kluczowe: resilience, academic resilience, osiągnięcia szkolne, czynniki chroniące, czynniki ryzyka, status społeczno-ekonomiczny.
Abstract:
In the educational context, resilience is recognized as an increased probability of school success, despite experiencing adversity caused by the individual characteristics as well as living conditions or experiences. The article presents the concept of resilience taking into account the etymology of the term, the mechanisms underlying this phenomenon, trends of the research and its relationship to the school functioning. They presented arguments that academic resilience can be an important
phenomenon for all students participating in the learning process.
Keywords: resilience, academic resilience, school achievements, protective factors, risk factors, socioeconomic status.
Domański, H., Federowicz, M., Pokropek, A., Przybysz, D., Sitek, M., Smulczyk, M., Żółtak, T. (20... more Domański, H., Federowicz, M., Pokropek, A., Przybysz, D., Sitek, M., Smulczyk, M., Żółtak, T. (2016). Effect of social origin and Abilities on educational choices. In: ZHAO Kebin, LU Peng (eds..). Beyond the transition. Social change in China and Central-Eastern Europe (pp. 93-119). Social Sciences Academic Press (China).
In our research we explored the moderating effect of trait-anxiety on improving academic performa... more In our research we explored the moderating effect of trait-anxiety on improving academic performance during one year. A large sample of 3457 adolescents (1695 girls and 1762 boys) aged from 16 to 17 years took part in the Polish extension in 2009 of the OECD (Organisation for Economic Co-operation and Development) Program for International Student Assessment (PISA) measuring mathematics, reading and science skills. After 12 months they completed the academic performance test once again, and trait and state-anxiety was measured using STAI (State-Trait Anxiety Inventory). Trait-anxiety moderated the change in performance in mathematics but not in science or reading. A high level of trait-anxiety impaired mathematics skills development. Additionally three models for mathematics, reading and science were tested in which state-anxiety predicted 2010 academic performance in these domains.
W artykule tym przedstawiliśmy cele badawcze, metodologię pomiaru, sposoby realizacji i najważnie... more W artykule tym przedstawiliśmy cele badawcze, metodologię pomiaru, sposoby realizacji i najważniejsze wyniki analiz pochodzących z pięciu paneli edukacyjnych. Zaletami danych panelowych są stosunkowo większe możliwości wnioskowania o zależnościach przyczynowych i monitorowanie losów życiowych jednostek. Zadaniem tego przeglądu było podsumowanie doświadczeń badawczych pod kątem sformułowania rekomendacji dotyczących problemów dotyczących realizacji tych badań. Przedstawiliśmy je w drugiej części koncentrując się na kwestiach pomiaru kompetencji edukacyjnych, rekrutacji respondentów i metodach „utrzymania panelu”.
Learning and Individual Differences, 2014
This study investigates predictors of reading literacy and its improvement during one year of edu... more This study investigates predictors of reading literacy and its improvement during one year of education in secondary school. In a sample of 3352 Polish students attending vocational school and 3 types of high-schools (1708 males and 1644 females, mean age 16.7 at the beginning of the study), reading literacy was measured twice in the first and the second year of secondary education using the Program for International Student Assessment (PISA) tools. During the year, intelligence was also assessed and trait-and state-anxiety test was implemented after the second reading measurement. Results showed that vocational school students had lower reading scores than high-school students in the first reading test and this difference grew larger by the second test. Girls not only outperformed boys in reading but improved their skills during the year more than boys as well. We observed positive effects of intelligence and negative overall effect of trait-and state-anxiety. SES only predicted intelligence and first time reading performance.
Learning and Individual Differences, 2014
In the article "Predicting reading literacy and its improvement in the Polish national extension ... more In the article "Predicting reading literacy and its improvement in the Polish national extension of the PISA study: the role of intelligence, trait-and state-anxiety, socio-economic status and school-type" published in 33rd volume of Learning and Individual Differences, there was a mistake in writing of the surname of the second author: instead of "Tomasz Żułtak", there should be "Tomasz Żółtak".
The aim of the study was to compare two groups of volunteers who work with people with disabiliti... more The aim of the study was to compare two groups of volunteers who work with people with disabilities: volunteers working in organizations led by social innovators and volunteers who are not affiliated to such organizations. The results show a different picture of both groups in the area of the declared value, objectives and attitudes towards people with disabilities. Volunteers working with social innovators have lower rates of misanthropy, higher individual indicators of social capital, a higher rate of partnership and innovative attitude. The paper presents demands, how to work with people with disabilities to maximize their integration into society and create social change.
This study investigates predictors of reading literacy and its improvement during one year of edu... more This study investigates predictors of reading literacy and its improvement during one year of education in secondary school. In a sample of 3352 Polish students attending vocational school and 3 types of high-schools (1708 males and 1644 females, mean age 16.7 at the beginning of the study), reading literacy was measured twice in the first and the second year of secondary education using the Program for International Student Assessment (PISA) tools. During the year, intelligence was also assessed and trait- and state-anxiety test was implemented after the second reading measurement. Results showed that vocational school students had lower reading scores than high-school students in the first reading test and this difference grew larger by the second test. Girls not only outperformed boys in reading but improved their skills during the year more than boys as well. We observed positive effects of intelligence and negative overall effect of trait- and state-anxiety. SES only predicted intelligence and first time reading performance.
In our research we explored the moderating effect of trait-anxiety on improving academic performa... more In our research we explored the moderating effect of trait-anxiety on improving academic performance during one year. A large sample of 3457 adolescents (1695 girls and 1762 boys) aged from 16 to 17 years took part in the Polish extension in 2009 of the OECD (Organisation for Economic Co-operation and Development) Program for International Student Assessment (PISA) measuring mathematics, reading and science skills. After 12 months they completed the academic performance test once again, and trait and state-anxiety was measured using STAI (State-Trait Anxiety Inventory). Trait-anxiety moderated the change in performance in mathematics but not in science or reading. A high level of trait-anxiety impaired mathematics skills development. Additionally three models for mathematics, reading and science were tested in which state-anxiety predicted 2010 academic performance in these domains.
M. Karwowski (red.). Ścieżki rozwoju edukacyjnego młodzieży – szkoły pogimnazjalne. Trafność wskaźników edukacyjnej wartości dodanej dla szkół maturalnych.
The study is the rst stage of a longitudinal project aimed at monitoring links between basic sk... more The study is the rst stage of a longitudinal project aimed at monitoring links between basic skills, educational quali cations and labor market outcomes in Poland. We focus on speci c aspects concerning educational and occupational choices of young Poles and of broader issues of social strati cation and mobility in post-industrial societies. In addition to theory, our research is also driven by social policy issues designed to deliver practical recommendations for educational and labor market policies.
Academic resilience is one of the dimensions of resilience reserved for students who, despite com... more Academic resilience is one of the dimensions of resilience reserved for students who, despite coming from disadvantaged backgrounds, exhibit high levels of academic achievement (Finn and Rock, 1997; Rouse, 2001; Waxman and Huang, 1996).
The educational research literature calls these students resilient because they overcome adversity to achieve academic success.
Research on academic resilience is important both from the pure scientific angle and from the educational policy perspective. Resilience is phenomena that underline meritocratic mechanisms and might be treated as the source of information for educational interventions.
Conference presentation at: Social Changes of the Silk Road Nations, Shanghai, October 2015
The study is conducted within the project: "The study concerning development of the methodology o... more The study is conducted within the project: "The study concerning development of the methodology of estimation of the educational added value index (EWD)". Project has been co-financed with EU funds by the European Social Fund.
The study is conducted within the project: "The study concerning development of the methodology o... more The study is conducted within the project: "The study concerning development of the methodology of estimation of the educational added value index (EWD)". Project has been co-nanced with EU funds by the European Social Fund National Study of Polish Adolescents was performed in November 2009. This representative survey was conducted on a sample of approximately 4000 individuals. The survey was a second wave of longitudinal study of adolescents. In this step the 16 and 17-year-old students from various types of schools (General upper secondary school basic-vocational secondary school and vocational school) were examined. This part of the study concerns results of relationship between peer relations, school environment and social competences of Polish adolescents.
The study is conducted within the project: "The study concerning development of the methodology o... more The study is conducted within the project: "The study concerning development of the methodology of estimation of the educational added value index (EWD)". Project has been co-nanced with EU funds by the European Social Fund National Study of Polish Adolescents were conducted in November 2009. This representative survey was carried out on a sample of approximately 4000 individuals. The study was conducted in various schools on 16 and 17-year-old students. The survey was a second stage of longitudinal study of adolescents. This part of the study concerns the results of examined relationship between intelligence and social context of Polish adolescents.
to develop instrument to measure an intensity of specific patterns of readiness to interpersonal ... more to develop instrument to measure an intensity of specific patterns of readiness to interpersonal aggressive behavior ( Inventory of Readiness to Interpersonal Aggression -IRIA); analysis of existing knowledge concerning regulatory mechanisms of aggressive behavior lead to conclusion that: -situational evoked anger (and related emotions) and lack of emotional control can be considered as a pattern of readiness underlying post-frustration, reactive aggressive behavior; -developed in a course of socialization specific habits and schemata/scripts can be considered as a pattern of readiness underlying task-oriented, normative (instrumental) aggression; -formed in a course of socialization stable, immanent motivation (understand as a personality construct) to aggress can be considered as a pattern of readiness underlying need-oriented, proactive interpersonal aggressive behavior.
Nastolatki w Polsce deklarują, że są „przeciętnie” szczęśliwi. Niewielu jest przekonanych, że „ma... more Nastolatki w Polsce deklarują, że są „przeciętnie” szczęśliwi. Niewielu jest przekonanych, że „mają najlepsze możliwe życie”, ale deklarują satysfakcję z życia na poziomie zbliżonym do średniej OECD.
Artykuł z serii Edukacja pod lupą, Głos Nauczycielski 19/2017
Jak się mają badania PISA 2015 do gimnazjów? O tym dowiecie się Państwo z kolejnego odcinka cyklu... more Jak się mają badania PISA 2015 do gimnazjów? O tym dowiecie się Państwo z kolejnego odcinka cyklu tworzonego przez ekspertów Evidence Institute na łamach „Głosu Nauczycielskiego” .
Artykuł powstał w ramach cyklu "Edukacja pod lupą". Więcej informacji: http://www.evidenceinstitute.pl/edukacja-pod-lupa/
Academic resilience. Sukcesy szkolne polskich uczniów zmagających się z trudnościami. Polscy uczn... more Academic resilience. Sukcesy szkolne polskich uczniów zmagających się z trudnościami.
Polscy uczniowie resilient cechują się bardziej pozytywnymi postawami wobec nauki i czytania
w porównaniu z kolegami z rodzin o wyższym statusie. Prawie połowa uczniów resilient podejmuje studia.
Artykuł powstał w ramach cyklu "Edukacja pod lupą". Więcej informacji: http://www.evidenceinstitute.pl/edukacja-pod-lupa/
Każdy nauczyciel miał wielu uczniów, którzy mimo niekorzystnej sytuacji życiowej radzili sobie do... more Każdy nauczyciel miał wielu uczniów, którzy mimo niekorzystnej sytuacji życiowej radzili sobie dobrze w szkole. Dzieje się tak dzięki ich dużemu nakładowi pracy, zdolnościom, ale również ich osobowości.
Artykuł powstał w ramach cyklu "Edukacja pod lupą". Więcej informacji: http://www.evidenceinstitute.pl/edukacja-pod-lupa/
W prezentowanej książce rozważania teoretyczne oraz podporządkowane im pytania i hipotezy badawcz... more W prezentowanej książce rozważania teoretyczne oraz podporządkowane im pytania i hipotezy badawcze są związane ze zjawiskiem academic resilience, definiowanym jako zwiększone prawdopodobieństwo sukcesu w szkole mimo doświadczania przeciwności spowodowanych przez przypisane cechy jednostki, jej warunki życiowe i przeżycia. Uczniowie określani jako academic resilient utrzymują wysoki poziom osiągnięć szkolnych pomimo obecności stresujących warunków i wydarzeń w trakcie nauki. W pracy przedstawiono nowe podejście do analizy zjawiska academic resilience, w którym uwzględniono nie tylko status społeczny, wyniki egzaminów zewnętrznych oraz różnice indywidualne między uczniami, ale również ich ścieżkę edukacyjną. Zjawisko cademic resilience jest ujmowane jako czynnik odgrywający rolę w procesach ruchliwości społecznej oraz procesach selekcji do szkół ponadgimnazjalnych.
Raport Fundacji Evidence Institute i Związku Nauczycielstwa Polskiego. Raport do pobrania ze steo... more Raport Fundacji Evidence Institute i Związku Nauczycielstwa Polskiego. Raport do pobrania ze steony z www.evidenceinstitute.pl oraz www.znp.edu.pl