http://hdl.handle.net/11320/19962 2026-06-01T13:13:57Z http://hdl.handle.net/11320/19994 Tytuł: Cross-cultural Education in the Formation of Supranational Communal Competence Autorzy: Nikitorowicz, Jerzy Abstrakt: The text presents the assumptions of cross-cultural education, emphasizing that in the multicultural world it is necessary to look for solutions used in the past as regards the formation and functioning of supranational communities. The author believes that currently, in light of increasing nationalisms, cross-cultural competence that enables the formation of supranational communities is indispensable. He points out that we should refer to the tradition of the Commonwealth of many nations in this respect. He considers the functioning of the Polish-Lithuanian Commonwealth, experiences of the multicultural policy of that time, where other nations were treated with appreciation and respect, as something that should be accomplished by contemporary cross-cultural education. He highlights the need to draw on that multicultural experiment, to reflect on it and analyze it in order to realize the essence of tradition of civil liberties and relationships between free people and communities based on freedom. 2019-01-01T00:00:00Z http://hdl.handle.net/11320/19991 Tytuł: Conceptualising Teachers’ Knowledge when Crossing National Boundaries Autorzy: Underwood, James; Truong, Thanh Abstrakt: The objective of this paper was to examine the meaning and function of “teachers knowledge”, both as a foundational tool used by teachers as professionals and the ways in which such knowledge is acquired, shared, and bettered. To help guide this discussion, the paper reviews the literature on related topics whilst also providing other insights and recommendations for further research. The topics have been broken down into two main parts: conceptualising teachers’ professional knowledge; and the sharing of knowledge internationally. The second of these examines the history of the topic whilst also critiquing the methods and effectiveness of sharing strategies. We find that the ways professional knowledge have been defined in public discourse are often inappropriate for the specific context of teaching. Furthermore, we find that sharing experience and knowledge between teachers is a foundational concept yet not always a straightforward matter and knowledge/experience can be a very difficult thing to transfer between one another. These obstacles can be exacerbated when it comes to the sharing of knowledge internationally, as economic disparities between participating nations can be vast and differences in culture challenging to overcome. Some nations additionally struggle in their authenticity to learn from each other. Ultimately, it is clear that “teacher knowledge” is a concept that is an area in need of further research, particularly as education reforms and curriculum adjustments are of great concern to both developing nations and their wealthier counterparts. 2019-01-01T00:00:00Z http://hdl.handle.net/11320/19988 Tytuł: Empowering Voices of Students with Learning Difficulties – Implementing Self-Regulated Learning Strategies in a Special School through Participatory Action Research Autorzy: Pui, Winnie Sin Wai Abstrakt: This paper focuses on how self-regulated learning strategies can provide opportunities for students with learning difficulties to express their ideas and reflect on their learning progress. A qualitative, multiple-method research design was used for this participatory action research in a special school in Hong Kong. Data were collected for an academic year in a Form 5 (Year 12 in the UK) class setting. The ‘C. Ind. Le Coding Scheme’ from Whitebread et al. (2009) was used in the data analysis, providing an indicator of verbal and non-verbal self-regulation. My study indicates that the teachers’ guidance and feedback could foster the students’ expressive capability. The students actively shared their ideas, and appreciated everyone’s uniqueness in their school learning. This paper offers examples of how to implement self-regulated learning strategies at subject teaching (teacher-level) and learning (student-level), this promotes and supports the voices of students with learning difficulties in a special educational context. 2019-01-01T00:00:00Z http://hdl.handle.net/11320/19987 Tytuł: A Case Study Exploring the Impact of Valuing Practices and Emotional Labour on the Well-being of one Senior Leader Autorzy: Barrow, Joanne; O’Shea, Amanda Abstrakt: This article examines the theoretical frameworks of valuing practices and emotional labour in relation to a managerial position within a Higher Education setting. Positive aspects of these frameworks are explored along with challenges that can be faced by those striving to implement these management strategies in their practice. The methods used provided both qualitative and quantitative data via key vocabulary and phrases related to valuing practice and emotional labour as identified through observation and semi-structured interview, and the frequency of key vocabulary being used. The study takes the form of a case study. There is one participant who is a Higher Education employee working in a senior managerial position, line managing a small number of staff. This individual was chosen in order to explore their use of valuing practices and emotional labour within his management approaches. Analysis of the data identified a higher range of vocabulary relating to valuing practices than emotional labour. Overall conclusions are that valuing practices support the well-being of both leaders and staff through the motivation that is inspired by knowledgeable praise. Yet the possible risks of valuing practices should also be considered, such as non-engagement of staff. Emotional labour risks the well-being of leaders more so due to a difference in organisation and individual believes and ethos. 2019-01-01T00:00:00Z