http://hdl.handle.net/11320/19998 2026-06-01T20:21:55Z 2026-06-01T20:21:55Z Pilch, Tadeusz Danilewicz, Wioleta http://hdl.handle.net/11320/20091 2026-04-17T06:27:22Z 2021-01-01T00:00:00Z

Tytuł: Grundtvigian Folk High Schools and Their “grassroots work” of Civil Society Participation Autorzy: Pilch, Tadeusz; Danilewicz, Wioleta Abstrakt: We will discuss about the role of Grundtvigian folk high schools and their contemporary meanings in two contexts. The first one will be the revision of its sources in the Scandinavian countries (especially in Denmark) and in Poland. The second one will be an attempt to find a connection between building a civil society based on the strong foundation of Grundtvigian schools in the Scandinavian countries and its constant corruption” is Poland. We would like to get that institution (undervalued in Poland though still functioning in Scandinavia and in many other countries) out of the past and to show its timeless “grassroots work” role in building civic attitudes.

2021-01-01T00:00:00Z Van, Thi Hien Quyen Underwood, James Tai, Li http://hdl.handle.net/11320/20089 2026-04-16T13:31:15Z 2021-01-01T00:00:00Z

Tytuł: Social Networking Platforms and Classroom Culture Autorzy: Van, Thi Hien Quyen; Underwood, James; Tai, Li Abstrakt: This article investigates how social networks affect classroom culture in secondary schools. It combines personal reflections from us as professionals, who have worked in schools and in universities in a range of different countries and contexts, with the use of research written over the last decade into this area. Stylistically this article is a conceptual article – it has a strong reflective element and its purpose within the wider academic and professional community is to generate discussion among professionals rather than to find definitive conclusions. Classroom culture is commonly divided into four dimensions: group attitudes and behaviours toward learning, group attitudes and behaviours towards interaction with peers, teacher attitudes and behaviours towards students and instruction, and parental behaviours towards children and the teacher. This framework underpins this article. Even though social networks play an important part in young students’ lives globally, most studies into the usage of social networks for education have been conducted at the level of higher education and only a few studies focus on school level. This paper therefore focuses on school level usage and possibilities. The paper concludes that whatever our views on social media, the reality is that Facebook and its many counterparts are part of current culture and are already being used by many teachers globally as learning tools. Given that they can have both negative and positive impacts on classroom culture and are becoming an inevitable part of many young students’ lives, schools have limited options. The first one is to ban social networks to make sure that there are no consequences, and this is the case in a wide range of systems and jurisdictions. However, other approaches, which can be a frequently found globally, include a managed approach to Facebook – with course, class or even teacher pages – often entirely separate to the individual teacher’s personal page.

2021-01-01T00:00:00Z Maciejewska, Monika Białobrzeska, Katarzyna http://hdl.handle.net/11320/20084 2026-04-16T11:28:10Z 2021-01-01T00:00:00Z

Tytuł: Remote Learning Under the Self-evaluation Microscope – Students’ Opinions about Their Learning During the Covid-19 Pandemic Autorzy: Maciejewska, Monika; Białobrzeska, Katarzyna Abstrakt: The impetus for the research presented in this article was the fact that universities have changed their mode of operation into distance learning as a result of the Covid- 9 pandemic. This shift was universal and forced, and triggered significant changes in the way the classes were carried out. Therefore, questions arose about how the main actors of this scene, namely teachers and students, cope with the new educational reality. The course conducted by the author of this article, covering the fundamentals of evaluation, under which students each year accomplish evaluation research projects addressing important issues related to education at the Faculty, has provided an excellent opportunity to reflect in this regard. To this end, students prepared and accomplished self-evaluation projects, the subject of which was their functioning in the remote education mode. The analysis of the collected data made it possible to distinguish the elements of remote education, which are particularly important from the perspective of young people studying in new, atypical conditions.

2021-01-01T00:00:00Z Kasprzak, Tomasz http://hdl.handle.net/11320/20082 2026-04-16T10:38:56Z 2021-01-01T00:00:00Z

Tytuł: Inclusion of Doctoral Students with Disabilities within Higher Education Autorzy: Kasprzak, Tomasz Abstrakt: The history of educating doctoral students with disabilities at Polish universities, at least in institutional terms, is not very long. From the very beginning, universities educated individuals with disabilities and it was possible as long as these people could cope on their own or with the help of their family and friendly academic staff. This study presents the situation of doctoral students with disabilities in the higher education system, indicates the results of research, as well as “good practices” and recommendations for the academic education system for the in-depth inclusion of people with disabilities in higher education.

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