document resume ed 106 218 95 slodkowski ...102. karpiiiski, jan: 0 nowy model szkoly zawodowej. (a...

DOCUMENT RESUME

ED 106 218 95 SO 008 394

AUTHOR Slodkowski, W1adyslaw, Ed.TITLE Selected Bibliography of Polish Educational

Materials. Volume 13, Number 2, 1974.INSTITUTION National Center for Scientific, Technical and

Economic Information, Warsaw (Poland). ForeignScientific Publications Dept.

SPONS AGENCY Office of Education (DHEW), Washington, D.C.REPORT NO TT-74-54005-02PUB DATE 75NOTE 75p.; For a related document, see ED 100 755

EDRS PRICE MF-S0.76 BC-83.32 PLUS POSTAGEDESCRIPTORS Adult Education; *Annotated Bibliographies;

*Comparative Education; Educational History;Educational Practice; Educational Research;Educational Sociology; Elementary SecondaryEducation; *Foreign Countries; Higher Education;*Reference Materials; Schools; Social Sciences;Teachers; Vocational Education

IDENTIFIERS *Poland

ABSTRACTOne hundred books, papers, and articles which were

available from March to May 1974 are listed in this bibliography ofPolish educational materials. Entries are arranged alphabetically byauthor or editor under the following subjects: history of education,general information on education, social and educational sciences,teacher's profession, and schools and institutions by type or level.Polish titles are followed by English translations and documentannotations. An index to authors and editors concludes thebibliography. (ND)

electedBi lio ra

ofPolish

L Education1 I

U S DEPARTMENT OF HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPROOUCED EXACTLY AS RECEIVED FROMTHE PEPSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT pr. F iCiAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

It

4

Institute for Educational ResearchSectiGn for Documentation

Chief Editor:

Wfadyslaw Slodkowski

Assistant Editors:Barbara Wieczorek

' Kara lino Krajewska

Translated:Hanna Komorowska

Compiled for the Office of Education, U. S. Department of Health,Education and Welfare, Washington D.C.

PrIntsci Ilibltolari

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Vol. 13, No. 2, 1974 TT 74-54055/02

Selected Bibliographyof

Polish Educational Materials

PUBLISHED FOR THE OFFICE OF EDUCATION, U.S. DEPARTMENT OFHEALTH, EDUCATION AND WELFARE, WASHINGTON, D.C., BY THEFOREIGN SCIENTIFIC PUBLICATIONS DEPARTMENT OF THE NA-TIONAL CENTER FOR SCIENTIFIC, TECHNICAL AND ECONOMIC

INFORMATIONWARSAW, POLAND 1975

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SELECTED BIBLIOGRAPHY OF POLISH EDUCATIONAL MATERIALS

Vol. 13 1974 No. 2

CONTENTS

I. History of Education 3IL General Information or Education 5

III. Social and Educational Sciences 12IV. Teacher's Profession 31V. Schools and Institutions (by type or level) 38

1. Preschool 382. Primary 403. Secoidary 504. Vocational 565. Higher 626. Adult 677. Special 70

Index of Authors and Editors 71

The bulk of the materials listed in the present issue was available in theperiod of time March to May 1974.

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HISTORY OF EDUCATION 3

I. HISTORY OF EDUCATION

101. D4BROWSKI, STANISLAW: Sprawy oiwiaty i wychowaniaoraz zagadnienie spolecznej roli inteligencji w programie i pu-blicystyce ruchu ludowego 1939-1945. (Educational Problemsand the Social Role of Intelligentsia in the Journalistic Activityof the Peasant Movement in the Years 1939-1945). PrzeglqdHistoryczno-Obwiatowy 1974, No. 1, pp. 71-78. Rez.

The author analyzes the ideological program and the jour-nalistic activity of the Polish peasant movement duringthe times of the Nazi occupation in the years 1939-1945.The program of cultural and social reforms was advancedby the Polish People's Association in the interwar periodis presented. The activity supporting the program is thenanalyzed with respect to the clandestine political andjournalistic activity of the peasant representatives duringthe 2nd World War. Special attention is given to the roleof the intelligentsia in the peasant movement, since strongbonds were established as early as in the interwar yearsas between the peasant movement, on the one hand, andthe intelligentsia and the working class, on the other.Collaboration of the intelligentsia and peasants was dem-onstrated during the years of the Nazi occupation ina number of collective campaign, the most important ofwhich was the educational activity carried out by severalorganizations, e.g. the People's Association, the PeasantWomen Association, the Peasant Troops, the Associationfor People's Lebor, etc. A significant role was played bythe Clandestine Teachers' Association which preparedplans of the suture structure of education and the systemof schooling in the liberated Poland. Drafts prepared bythe Clandestine Teacher's Association were then discussedby the clandestine peasant press which was especiallyinterested in the question of the promotion of educationand culture in the rural regions of the country.

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4 HISTORY OF EDUCATION

102. KARPIIISKI, JAN: 0 nowy model szkoly zawodowej. (A NewModel of the Vocational School). Nowa Szkola 1974, Nc 3,pp. 6-7.

One of the most important problems of the vocationaleducation in the present day is modernization of theschool network which should be adjusted to the socialand economic development of the country. It is also in-dispensable to raise the level of the vocational schoolsof various types by liquidating small, badly equippedschools and replacing them by multi-profile workshopschools staffed by well trained teachers. An example ishere discussed of the Set of Vocational Schools Elec-tronics in Warsaw. The group of schools was establishedby the Ministry of Electronics in cooperation with theWarsaw Educational Board. As a result of joining severalschools into a big school quarter a mw well-staffed andwell-equipped teaching center was established. Sinceother attempts of the same kind proved fully successfulas was also demonstrated by another set of vocationalschoois in Czechowice the Department for VocationalEducation at the Ministry of Education decided to preparespecial regulations for centers composed of several voca-tional schools subordinated to various Ministries.

103. MARCINIAK, JANINA: Prace z zakrest: historii wychowania,szkolnictwa i mygli pedagogicznej w .Polsce opublikowanew 1972. (Works on the History of Education, Schooling and thePedagogical Theory Published in 1972). Przegiqd Historyczno-0§wiatowy 1974, No. 1, pp. 113-147.

The article is a bibliographical guide to the educationalpublications on the subject of the history of schoolingwhich were published during the year 1972. The presentbibliography is a continuation of the bibliography pub-lished yearly in Przeglqd Historyczno-Ogwiatowy. Mate-rials have been divided into subject groups as fellows1) Handbooks from the field of the history of education,2) The development of education and schooling: a) general,b) eaucation till the 18th century, in the times of parti-

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GENERAL INFORMATION ON EDUCATION 5

tions, in the irterwar period, during the 2nd World Warand in the Polish People's Reputlic, 3) The history ofschools of various levels (primary, gneral secondary, voca-tional, teachers' colleges, higher), 4) Educators, 5) Thehistory of the out-of-school education (adult education,libraries), 6) The history of the teachers' movement(general, memoirs), and 7) Youth organizations.

104. PLESNIARSKI, BOLESLAW: 0 racjonalizm i postep. Z pracprogramowych i praktyki Komisji Edukacji Narodowej. (Ra-tionalism aria Progress. Activities of the Commission for the Na-tional Education). Towarzystwo Krzewienia Kultury Swieckiej,Warszawa 1973, 82 pp. bibl.

The publication contains nine chapters. Chapter 1 discussesthe origin of the Commission for the National Educationand its establishment in the Age of Enlightenment.Chapter 2 presents the outstanding educators, membersof the Commission. Successive chapters deal with thestructure of the Commission and with the legal actsconcerning its activity. Attention is also given to theeducational ideals promoted by the Commission and tothe curricula and teaching plans implemented to schollssupervised by the central educational authority. A discus-sion follows of the teacher training in the times of theCommission as well as of the teacher's status. Chapter 8deals with the Association for School Manuals which wasattached to the Commission for the National Education.The last chapter presents the reforms planned by theCommission which hae not been implemented in theeducational practice of the 18th century.

II. GENERAL INFORMATION ON EDUCATION

105. BANACH, CZESLAW: Rola nauk pedagogicznych w ksztalto-waniu przyszlego modelu ogwiaty i wychowania. (The Role ofthe Educational Sciences in the Formation of the Future Model

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6 GENERAL INFORMATION ON EDUCATION

of Education and Schooling). Kwartalnik Pedagogiczny 1974,No. 2, pp. 27-32.

The article contains a report delivered by the authorat the Party Conference of Educators which has been heldon the initiative of the Committee for Educational Sci-ences at the Polish Academy of Sciences. The author pre-sents the main tasks of the educational sciences as repre-sented by research centeres subordinated to the Ministryof Education. They are the following: 1) to carry outresearch in the field of interscience with the end to definethe teaching content for the future 10-year obligatoryschool and to prepare curricula for schools of all typesand levels, 2) to raise the quality of the educationalprocess in schools by means of establishing model educa-tional centers, 3) to prepare the draft of the new pre- andin-service training of teachers, 4) to carry out researchon the type of the educational influence exerted onchildren and adolescents by the educational institutions,mass media and the local environment, and 5) to carry outsurveys pertaining to the effects of the scLool reform.In the final part of the article the author points to somedanger in the implementation of the school reform ona national scale and stresses the significance of educatorsand researchers in the formation of the educational systemof the future.

106. JANISZOWSKA, IRENA and KUPISIEWICZ, CZESLAW (ed.):0 nowoczesnq dydaktykq. (Modern Didactics). WydawnictwaSzkolne i Pedagogiczne, Warszawa 1974, 389 pp. il. tab. bibl.

The publication was issued on the occasion of the 60thbirthday of Professor Wincenty Okori, an outstandingPolish educator, Professor at the University of Warsaw,'Head of the Institute for Educational Research and authorof numerous works translated into many languages(Russian, Czech, German, Hungarian, Japanese, etc). Thebook contains two parts. Part 1 is devoted to the life andactivities of Professor Okon and includes the full list ofhis publications as well as a list of researchers who have

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GENERAL INFORMATION ON EDUCATION 7

completed their doctoral dissertations under scientificguidance. Part 2 contains articles written by his pupils onthe subject of the general theory of instruction andparticular subject methodologies. Part 2 is subject tofurther subdivisions into the following chapters: 1) Teach-ing content, 2) The process of instruction, 3) Methods,forms and means of instruction. The articles presenttheoretical considerations, empirical research and studiesaiming at the validation and implementation of the maintheses formulated by the modern theory of instruction.

107. KUBERSKI, JERZY: 0 potrzebie badari pedagogicznych dlareformujccego sic systemu edukacji narodowej. (EducationalResearch Needed for the Reform of the National EducationalSystem). Nowa Szkola 1974, No. 2, pp. 3-6.

The coming reform of the national system of educationcalls for a systematized theoretical and empirical researchin the field of pedagogical sciences. The need to establishnew research centers which would carry out investiga-tions in the field of the organization of schooling andcurriculum construction has been stressed both in the"Report on the State of the Polish Education" and in the"Program of Activities of the Ministry of Education forthe Years 1972-1975". The article by the Minister ofEducation lists main fields in which educational researchis needed. The following problems are considered to bethe most important: 1) working out a taxonomy of educa-tional objectives for preschool centers, ten-year secondaryschools, two-year preparatory schools for the university,and vocational schools of all types, 2) constructing andvalidating new curricula for ,.ach of the above mentionedlevels of the new system of schooling, 3) integrating andcoordinating the educational influences exerted by variouseducational institutions and social groups in the processof socialization and education of children and adolescents,4) forming an improved pre- and in-service teacher train-ing system, and 5) carrying out research on the networkof schooling and on the educational management.

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108. KUBERSKI, JERZY: Reforma systemu edukacji narcdoweja badania pedagogiczne. (The Reform of the EducationalSystem and the Pedagogical Research). Kwartainik Pedagogicz-ny 1914, No. 2, pp. 17-26.

The article contains a report delivered by the Ministerof Education at the Party Conference of Educators whichwas held at the Polish Academy of Sciences, October1973. Developmental trends in the Polish educationalsystem are presented as well as research to be carriedout in connection with its modernization. The followingresearch areas are listed as the most important: 1) clar-ification of educational objectives for the future educa-tional system and selecting content for the curricula andhandbooks, 2) research on the acceleration in the intellec-tual development of children and adolescents and itsimplications for curriculum construction, 3) clarificationof educational objectives of schocls based on the obliga-tory 10-year secondary school, 4) preparation of the listof professions to be embraced by the system of the voca-tional education, working out the taxonomy of objectives,curricula and handbooks for vocational schools, 5) con-struction and application of new teaching aids for schoolsof various types and levels, 6) research on the educationalenvironment of children and adolescents as well as oninterdependencies between local and sublocal educationalinfluences, 7) research on the educational aspirations ofadolescents, 8) research on the adult education and on thelife-long education, 9) research on forms and methods ofthe educational counselling, 10) research on pre- andin-service teacher training and on the teacher's profession,11) research on the edu_ational management, 12) researchon the organization of schooling, and 13) research onprognosticating education, on the educational economicsand on the efficiency of training.

109. KUBERSKI, JERZY: W XXX-lecie Polski Ludowej. (The 30thAnniversary of the Polish People's Republic). Nowa Szkola1974, No. 5, pp. 2-4.

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GENZRAL INFORMATION ON EDUCATION 9

The author presents the state of the Polish school systemin 1944, best reflected by the numbers of 60 thousandlacking teachers and 2 millions of illiterates. Achievementsof the Polish education in the postwar period are thendiscussed at length, suggestions being also made for thefuture didactic and educational campaigns. In the author'sopinion emphasis should be given to the attitude formationof primary and secondary school learners through the civiceducation and the social sciences. Due attention should begiven to the promotion of the polytechnic education in theoverall school system. The value is also stressed of theout-of-school social work of the learners as well as of theirparticipation in cultural, educational and sport activities.In the final part of the article the author points to thesignificance of the youth organizations in the educationalprocess.

110. KUPISIEWICZ, CZESLAW: Rola i zadania nauk pedagogicz-nych w badaniach nad funkcjonowaniem systemu o§wiatyw PRL. (The Role of Educational Sciences in the Research onthe Functioning of the Educational System in the Polish Peopie'sRepublic). Kwarta/nik Pedagogiczng 1974, No. 2, pp. 5-16.

The article contains a report delivered at the Party Con-ference of Educators which was devoted to research out-lines in the Act issued at the 2nd Congress of the PolishScience, in the Act by the Polish Diet issued on October13, 1973 and in the Report on the State of Education inPoland. The author presents the develcpmental trends inthe modern civilization and their consequences for theeducational system. In the light of these considerationsthe author states that the assumptions of the modernsystem call for the promotion of the preschool education,for the introduction of the obligatory 10-year secondaryschool providing initial instruction in grades I to HI andsystematic instruction in grades IV to X, for the establish-ment of the vocational training based on the 10-yearvocational school and for the modernization of universitystudies through individualization of instruction andencouraging students to participate in research work. In

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10 GENERAL INFORMATION ON EDUCATION

the second part of the article the author presents a draftof the research plan pertaining to the educational systemin the highly developed society. Fifty eight items of theresearch plan are listed which should be worked out byresearch centers and universities subordinated to theMinistry of Education and Ministry of Science, Technologyand Higher Education. The items of the research plan aregrouped into 14 fields each corresponding to one branchof the educational sciences, i.e. social pedagogy, adulteducation, special pedagogy, vocational pedagogy, compar-ative education, history of education, educationaleconomics, preschool education, etc. A discussion is alsoincluded of research centers which should deal with theabove mentioned subjects.

111. OKOICI, WINCENTY: Dydaktyka polska wobec reformy syste-mu edukacji narodowej. (The Polish Theory of Instruction andthe Reform of the Educational System). Nowa Szkola 1974,No. 6, pp. 32-34.

The article contains an interview with Professor WincentyOkon, Head of the Institute for Educational Research inWarsaw and Head of the Department for the GeneralTheory of Instruction at the Warsaw University, on theoccasion of his 60th birthday. W. Okon discusses hisresearch work at the Institute of Education attached to theMinistry of Education, which was transformed into theInstitute for Educational Research in 1972. Much placeis devoted in the interview to doctoral dissertations writtenunder the scientific guidance of Professor Okori and toresearch carried out by his students. In the final part ofthe interview W. Okon discusses the content of thepublication entitled "The Modern Theory of Instruction"which contains the collection of articles by the researcherswho obtained their Ph. D. degree under his scientificleadership. Attention is also given to W. Okori's work on"The Educational Dictionary" and on a book entitled "TheProblem-Solving Instruction in the Modern School". Ananex is included presenting the life and publications ofW. Okori.

GENERAL INFORMATION ON EDUCATION...

11

112. PODOSKI, KAZIMIERZ: Ksztaltowanie sic sled szkolnejw warunkach reformy systemu edukacji narodowej. (The Net-work of Schooling as Viewed in the Reform of the EducationalSystem). Nauczyciel i Wychowanie 1974, No. 2, pp. 3-19.

The author discusses the network of primary and second-ary schools in Poland, the school infrastructure after theliberation, the guidelines for the reform of schoolingadopted by the Polish Diet on October 13, 1973 and theactivity to be undertaken in the field of modernizingthe school system. On the basis of statistical data at thedisposal of the Ministry of Education and the Main Bureaufor Statistics in Warsaw the author quotes the numberof primary and secondary schools in Poland, the averagenumber of students in each type of school, the ratio of therural to the urban schools, the indices of the expenditureon education and the school equipment as well as on theschool transport. An analysis is also included of the accessto schools of various levels and of the educationalopportunity in various regions of the country. Considera-tions pertain to the principles of school distribution andlocation according to the objective criteria (the density ofthe population, its structure, location, economic level) andaccording to the subjective .criteria such as trends in theworld education, reforms of the educational system andthe numbers of the qualified teachers. In the final partof the article the draft of the school network after thecoming school reform of 1978 is presented.

113. SUCHODOLSKI. BOGDAN (ed.): Rocznik Pedagogiczny. T. 1:Oiwiata i pedagogika w Poisce i na iwiecie. (The PedagogicalAnnals, Education and Pedagogical Sciences in Poland andAbroad). Ossolineum, Wroclaw 1974, 329 pp. PAN. KomitetNauk Pedagogicznych.

The publication is the first in the series of annalswhich will replace separate publications which have beenappearing so far under the title of "Education in Polandand Abroad" in the series of "Studia Pedagogiczne". Thenew periodical will present research carried out in various

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12 SOCIAL AND EDUCATIONAL SCIENCES

research centers as well as the current educational theoriesformulated in various countries all over the world. Thepresent volume contains considerations on the tasks of theeducational sciences by B. Suchodolski, a study on thesubject of the applications of the educational sciences byR. Wroczyfiski, and article by S. Kowalski on the function-ing of the educational system in the local environmentand a discussion of the present state and needs in thefield of the art education by I. Wojnar. Part 2 entitled"Research Reports" contains results of empirical studieson attitude formation (R. Miller), gifted learners (L. Ban-dura), delinquent adolescents in houses of correction(M. Wesolowska), the organization of instruction inprimary schools (Z. Kwiecinski), the teacher's profession(B. Smolifiska, St. Janiec), the teachers' professionalneeds (J. Rutkowiak), the educational role of Labor Troops(E. F, odziewicz), the educational activity of the SocialistYouth Association (S. Radomski) social maladjustment(J. Konopnicki), inconsistency as a symptom of maladjust-ment (B. Urban), the houses of correction in the resociali-zation process (K. Kuberska-Gaca) and the organizationof the educational process in schools (researchers from theAdam Mickiewicz University in Poznan). "The PolishChronicle" contains a discussion of the Polish educationalsystem by M. Swiqtek. "The World Chronicle" presentsan analysis of the French educational reforms and adiscussion of the main issues in the pedagogical sciencesby A. Monka-Stanikowa as well as discussion of thechanges in the French schooling by T. Dowjat.

III. SOCIAL AND EDUCATIONAL SCIENCES

114. BARANKIEWICZ, HALINA: Teoretyczne podstawy i praktycz-ne Orektywy wychowania przez prace. (Theoretical Founda-tions and Practical Aspects of the Education through Work).Problemy Opiekuticzo-Wychowawcze 1974, No. 4, pp. 4-6.

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SOCIAL AND EDUCATIONAL SCIENCES 13

Education through work, one of the most importantmethods of attitude-formation in children and adolescents,aims at establishing habits of efficient fulfilling everydaytaski at home and in school. The desired educationalobjectives can be attained only in the case of a highmotivational level in learners. Positive motivation shouldbe accompanied by the full awareness of requirements onthe part of both learners and educators. Behavioralpatterns operating as the educational ideal are of greatsignificance in the education through work. Children andadolescents should develop habits to carefully plan theiractivity and to realize plans in the most efficient way.Attention should therefore be given to the scientificorganization of labor concentrating on three main factors,i.e. on the clarification of objectives to be attained, onconditions in which these objectives are to be attainedand on the selection of methods and techniques most suit-able for the purpose. Positive social motivation should beelicited by means of imparting deep knowledge of thework to be done, selecting types of activities interestingand useful for the learners, employing a variety of rewardsand showing individual and social profit. Methods ofeducating through work can only be employed in cohesivegroups of learners.

115. BIALECKI, IRENEUSZ: Kariera szkolna, studencka i zawo-dowa laureatOw olimpiad matematycznych. (Winners of theOlympic Games in Mathematics. Their School Career andProfessional Start). Dydaktyka Szkoly Wyiszej 1974, No. 1,pp. 31-52. Rez. Sum.

The article contains a report on research pertaining tothe careers of winners of the Olympic Games in Mathe-matics. Investigations embraccti a sample of 126 partic-ipants. An analysis of the data obtained covers the follow-ing items: 1) the origin and duration of interest in mathe-matics, 2) environmental factors exerting an influenceupon the school career of the subjects, 3) the educationalattainment of the winners in the course of the universitystudies as compared to the average attainment at a given

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14 SOCIAL AND EDUCATIONAL SCIENCES--department, 4) the professional careers of the winners,and 5) the distrioution of institutions and specializationschosen by the subjects.

116. GAJDAMOWICZ, HALINA: Zasady f ormulowania ideals i ce-wychowania w pedagogice. (Principles of Formulating the

Educational Ideals and Objectives in Pedagogical Sciences).Zeszyty Naukowe Uniwersytetu Lodzkiego 1973, No. 103, pp.17-26.

The author discusses the process of formulating theeducational ideals and objectives in the Polish pedagogy.Factors determined by the educational ideal are analyzedin detail such as the theory of instruction, attitude forma-tion, selection of the teaching content, teaching methods,classroom techniques, educational management, evaluationcriteria and measurement instruments. In the author'sopinion the educational ideal should be formulated interms of personality features since otherwise it will notbe able to fulfill its function in the educational system ofthe country. The following indicators should be presented:1) types of dispositions to be developed and spheres to beembraced by the educational process, 2) the degree Ofdevelopment with regard to each of these dispositions, and3) the type of the content on the basis of which disposi-tions should be developed. The educational idealformulated according to these guidelines reflects the scaleof social, political, economic and philosophical values inthe society. In the second part of the publication theauthor discusses the educational ideal versus the educa-tional objectives for particular stages of the educationalprocess. Attention is also given to sources of the educa-tional objectives. A review is also included of the writingson the subject of the clarification of the educationalobjectives.

117. GOLIICISKA, LUCYNA: Proba ustalenia genezy istoty trud-nazi w kontaktach interpersonalnych. (Sources of Difficultiesin the Interpersonal Relations). Zeszyty Naukowe UniwersytetuLOdzkiego 1973, No. 103, pp. 165-178

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SOCIAL AND EDUCATIONAL SCIENCES--- 15

The author discusses the objective difficulties in the inter-personal relations reflected in the rejection demonstratedby the partner and the subjective difficulties demonstrat-ed in personal problems connected with the techniques ofentering interaction. Research is then presented pertainingto the value of self-consciousness in overcoming obstaclesin the field of the interpersonal relations. investigationsembraced a sample of students aged 17-21 who weredivided into a group of the sociometric stars and a groupof the rejected persons obtaining no choices in the socio-gram. Examinations were carried out by means of theRosenzweig frustration test, the Allport A-S test, theRaven test, the Rotter completion test and a self-evalua-tion scale which was divided into a subtest measuring theperception of evaluation on the part of other persons anda subtest of auto-evaluation. An experiment is alsodiscussed pertaining to the impact of stress upon behaviorin the interaction process. A detailed discussion of the dataobtained is included.

118. HARWAS-NAPIERALA, BARBARA: Odpornoge na stressu dzieci przystosowanych spolecznie i dzieci niegmialych. (TheResistance to Stress in the Socially Adjusted and in Shy Chil-dren). Psychologia Wychowawcza 1974, No. 2, pp. 226-233. bibl.

The author discusses the impact of the social adjustmenton behavioral patterns in stress situations with regard tothe educational situations in school. Considerations arebased on research which embraced 60 primary schoollearners in the city of Poznan. Learners Nv.re sampledaccording to the age variable (10 year olds) and accordingto the social adjustment variable (the high scoringchildren formed the control group and the low scoringones the experimental group of students). Rating scalesfor teachers and formmasters were circulated in order toobtain data pertaining to the social adjustment of thesubjects. Validation of the rating scales was then carriedout by means of the attitude scales. The experiment aimedat stating the efficiency of learning processes in shy andin socially adjusted children. A discussion of the results

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obtained embraces 1) similarities and differences of oraland written test scores in the experimental and controlgroups of students, 2) symptoms of maladjustment inschool situations, and 3) recommendations for evaluationtechniques applied to adjusted and maladjusted children.

119. JANOWSKI, ANDRZEJ: Srodowisko rodzinne i czas wolnydzieci jako przedmiot zainteresowania nauczycieli. (The FamilyEnvironment and the Leisure Time of Children in the Eyes ofthe Teacher). Problemy Opiekuliczo-Wychowawcze 1974, No. 3,pp. 19-22.

The article is designed for primary school teachers anddiscusses methods and techniques of collecting informationof the child's family atmosphere, his local environmentand leisure time. In the first part of the article thesignificance of diagnostic procedures for teachers andformmasters is considered at length. Consideration is thengiven to various forms of questionnaires, inquiries, ratingscales and projective techniques which make it possibleto obtain information on the subject of the familyatmosphere and the local environment of the child. Atten-tion is also given to the environmental interview withparents and neighbors. Covert interviews are also discus-sed which should be employed during informal talks withthe child. Observation techniques are also presented indetail. Similar methods are then considered in the field ofthe child's interests and leisure. Examples of questionnaireitems of the multiple-choice and completion type areincluded as well as instructions for carrying out interviewsand field observations.

120. KARCUL, ALICJA: Pomoc poradni w likwidowaniu trudnogciwychowawczych. (The Aid of the Advisory Center in Eliminat-ing Lhe Educational Difficulties). Ruch Pedagogiczny 1974, No. 1,pp. 86-96, tab.

The author describes the activity of the Advisory Centerin Wroclaw in the field of liquidating educational dif-ficulties encountered by parents and teachers. Examples

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are presented referring to 98 cases of children aged 7 to 11,75 cases treated on the initiative of teachers and 23 onthe initiative of parents. In all these cases the elimination.of educational difficulties was beyond the scope of theteachers' and parents' possibilities. The corpus of data isanalyzed according to the type of the educational dif-ficulty, the frequency of the difficulty and the possiblecumulation of factors resulting in developmental andeducational disturbances. Corrective and therapeuticactivities undertaken by psychologists, educators andphysicians form the advisory center are discussed atlength.

121. KUZNIK, MARIA: Srodowiskowe przyczyny niepowodzenszkolnych i sposoby zapobiegania im. (Environmental Causes ofthe School Failure and Prevention Techniques). Zeszyty Nau-kowe Uniwersytetu LOdzkiego 1973, No. 103, pp. 97-108.

The article contains a report on research on a sampleof 123 small town students revealing low educationalattainment. Investigations aimed at stating the mosttypical causes of the school failure and at finding out themost effective preventivc! measures. Research techniquesembraced case-studies, observation. interviews, teacher'squestionnaires, medical examinations and the analysis ofthe school documentation. Causes of the school failurewere stated to embrace intellectual, emotional, social,didactic. and biological factors. A discussion is presentedof the role of the family and the home environment in theschool success and the school failure of learners. Specialattention is given to the accommodation, living standards,the amount of education in parents, their participation inculture and at home atmosphere. An analysis is alsoincluded of the physical development and the health statein slow learners. In the final part of the article the authorlists preventive measures to be taken by teachers andforrnmasters of primary and secondary schools

2 helected F311)hograp1iy

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122. LAM, WLADYSLAW: Problemy wychowania plastycznego.(Problems of Fine Art Education). Ossolineum, Wroclaw 1974,127 pp.

The publication deals with the nature of fine art abilitiesin children and with the process of developing the child'ssensitivity to art. In the first part of the book the authordiscusses the role of the home environment in the arteducation, symptoms of the child's creative abilities,creative dispositions and various aspects of the creativepersonality of the school child. Emphasis is given tomethods and techniques of the art education in theprimary school and to the selection and gradation of theteaching content at lessons of the art education. Part 2 isdesigned for teachers of the art education. The authorpresents a review of synthetic and analytic techniques forthe teaching of nature drawing. Part 3 is devoted to theknowledge of the history of art which is taught 1:rth inthe primary and in the secondary school. Part 4 containsthe author's opinion concerning the character of thecreative processes in children, the language of art and itsstructure.

123 LATOSZEK, MAPEK and SIELIWONCZYK, PIOTR andLEMSKA, ALICJA: Z badati nad iwiadomnicht spoleczng nilo-dzieiy szkolnej Trojmiasta. (Research on the Social Conscious-ness of School Learners in Gdansk, Gdynia and Sopot). Kwar-talnik Pedagogiczny 1974, No. 1, pp. 165-174.

The article presents a survey on the social consciousnessof learners from the higher grades of the primary schooland from secondary schools of various types located in thetowns of the Baltic Coast. The survey was a part of anoverall research program pertaining to the school learners'attitudes toward drugs. In the part of the research whichhas been presented in the article the authors discuss theyouth as perceived by individual learners as well as theworld of adults in the eyes of adolescents. On the basisof the data collected the types of conflicts between theworld of youth and the world of adults have been analyzed

00021


as well as their role in the self-evaluating processes inadolescents. Much attention is also given to the motiva-tional level in adolescents and to the their aspirations.Techniques employed in the survey are also discussed atlength.

124. LEWIN, ALEKSANDER: Nowa ocena zachowania uczniow.(A New Method of Evaluating the Students' Iiehavior). 2ycieSzkoiy 1974, No. 5, pp. 35--41.

The author discusses a new method of evaluating thestudents' behavior in primary and secondary schools. Thenew method has been worked out at the Department ofAttitude Formation at the Institute for EducationalResearch in Warsaw. The first part of the article isdevoted to the theoretical foundations of the evaluationcriteria as well as to their application to the educationalpractice in various types of schools. In the second part ofthe article the author discusses obstacles encountered inthe course of the implementation of the new system inparticular schools and by particular teachers. A list ofpostulates is included, the most important of which arethe following: 1) to correctly organize the educationalprocess in school prior to the implementation of the newevaluation criteria, 2) `o implement the new system atseveral stages, 3) to dis =s the criteria in detail with alithe learners at each stag_ o. the implementation process,4) to ensure the participation of learner:. in the evaluation,5) to avoid situations in which the new system of evaluat-ing the learners' behavior would be the sole channel ofthe educational influence, and 6) to ensure both formativeand summative evaluation.

125. LUKASZEWICZ, RYSZARD: Wyznaczniki rozbieino§ci wzo-row 7achowan mlodzieiy. (Indices of Discrepancies in the Be-havioral Patterns of Adolescents). Ruch Pedagogiczny 1974,No. 2, pp. 226-231.

The article contains a report on research pertaining to theinterrelationship between the self-evaluation and behav-

00022


ioral patterns. Investigations were carried out in April1972 on a representative sample of terminal grade learnersaged 18 to 19 from the city of Wroclaw. The sample of 164boys and girls was stratified according to the averageamount of education in both parents and according to theaverage educational attainment in the mother tongue andin mathematics during the two school years preceding theresearch. Realistic self-evaluation, risky behavior andwithdrawal attitudes were examined by means of a mod-ified version of the Burdon test. Additional data werealso collected by means of the questionnaire and theinterview. The present article delas with a part of theresearch results pertaining to the interrelationships be-tween the behavioral pattern, the educational attainmentand the amount of education in parents. On the basis ofthe data obtained assumptions for the educational prog-nosticating procedures are listed.

126. MLODKOWSKI, JAN, ZYGMUNT: Sprawnoge dzialania wstresie jako fnkcja samokontroli. (The Efficiency of Activityin Stress Situations as an Index of the Self-Control). ZeszytyNaukowe Uniwersytetu Lodzkiego 1973, No. 103, pp. 193-205.

The article deals with the efficiency of activity as a prod-uct of a unique structure of behavior determinants andwith the structure of these determinants as a product ofthe emotive situation and the self-control mechanisms.A report is also included on research pertaining to thesignificance of the self-control for the behavioral effi-ciency in stress situations. An experiment was based onthe assumption that the activity in stress situation isdistributed according to the Jerkes-Dodson curve, thatthe changes in the curve correlate with the changes inthe objectives of the activity and that the activation ofthe self-control mechanisms increases the efficiency ofactivity. The experiment covered a chain of situationswith a varying degree of activation and an increasingstress level. Experimental and control groups differed bythe variable of self-control mechanisms activated by the

00023

SOCIAL. AND EDUCATIONAL SCIENCES 21

researcher. A quantitative and a qualitative analysis ofthe research results is included.

127. MUSZYNSKI, HELIODOR: Organizacja iycia spoleczno§ciuczniowskiej w szkole. (Organizing the Life of the Learners'Community in School). 2ycie Szkoly 1974, No. 5, pp. 3-8.

The article is devoted to the educational function of thelearners' community in school. In the author's opinion thelearners' community exerts an influence on its membersand as such reveals a personality-forming function. Onthe other hand, however, the community functions asa model social environment thus enabling the learners toplay a variety of social roles which train them for thefuture functioning in the adult society. Attention is givento the significance of the socialization process in thecourse of which the learners at primary and secondaryschools should encounter social roles and interpersonal .

relations similar to those characteristic for the socialistsociety. Therefore, model microsocieties should be estab-lished in each school with the end to attain the educa-tional objectives in the field of socialization and attitudeformation.

128. NIEMIERKO, BOLESLAW: Trafnoge testu osiggniqe szkolnych.(Validity of School Attainment Tests). Nowa Szkola 1974, No. 4,22 pp.

The suitability of the school attainment test is restrictedand depends on its content, str.ucture, testing conditionsand the type of inferences to be made on the basis of thescores obtained. Measuring the validity of the schoolattainment test embi ices a considerable number of anal-yses and procedures which can be divided into fourgroups corresponding to four types of the test validity:1) the internal validity of the test which consists in theadequacy of the test content and the curriculum contentand structure, i.e. the type of the test validity to beobtained by means of analyzing the educational objectivesof the curriculum, analyzing the structure of the curricu-

00024


lum content and preparing an adequate plan of theattainment test, 2) the diagnostic validity consisting inthe correspondence of scores obtained on the attainmenttest and on the other test parallelly administered, 3) theprognostic validity consisting in the possibility to predictresults of the learning process on the basis of the scoreobtained on the attainment test, and 4) the theoreticalvalidity of the test measured by the degree of confirma-tion of the theoretically correct hypotheses through thescores obtained on the attainment test.

129. POLNY, ROMAN: Bt.dania wynikow nauczania. (Evaluation ofthe Educational Attainment). Zeszyty Naukowe UniwersytetuLodzkiego 1973, No. 103, pp. 27-41.

The efficiency of the process of instruction is here definedas a function of the school intrastructure, effort and theworking time of both teachers and learners. End productsof the process of instruction should be sought in knowl-edge growth and attitude changes, since the educationalprocess consists in changing attitudes th, ough impartingknowledge and is based on the cognitive activity of thelearners shaped by the teachers according to the educa-tional ideal and the educational objectives. Therefore theevaluation of the educational attainment should comprise:a) the scope of information acquired, b) the level ofunderstanding the phenomena, c) the level of evaluatingphenomena and problems, d) planning the activity ina problem-situation, and e) self-instruction. In the finalpart of the article some selected measurement instru-ments, scoring and evaluating scales.

130. POSPISZYL, KAZIMIERZ: Cywilizacja wspolczesna a trod-noici w socjalizacji mlodzieiy. (The Modern Civilization andthe Socialization Process). Szkola Specjalna 1974, No. 2, pp.104-105.

The article contains the text of the inauguration lecturedelivered at the beginning of the academic year 1973/1974at the State Institute for Special Pedagogy in Warsaw.

00025


The typical character of the modern civilization is discus-sed, emphasis being given to the factors underlying themost common disturbances in the development of chil-dren and adolescents Three main groups of problemsconnected with the nixlern civilization are discussed indetail, i.e. the rhythm Ind speed of the everyday life,the intensification of the superficial interpersonal rela-tions, and the overburdening of the learners at all levelsof the educational system. A discussion follows of themost common reactions of children and adolescents to thoobstacles encountered in the modern civilization. Specialattention is drawn io aggressive attitudes in adolescentsand to the overall approach to problems of frustrationand aggression.

131. POSPISZYL, KAZIMIERZ: Znaczenie teari; H. J. Eysenckaw badaniach nad mlodzieig wykolejonq. (The Significance ofEysenck's Theory for the Resoarch on the :le Unguent Youth).Kwartalnik Pedagogiczny 1974, No. 1, pp. 117-142.

The article contains a review of '4. J. Eysenck's opinionsconcerning the etiology of the s,cial maladjustment anddelinquency. The author presents his own attempts at thevalidation of Eysenck's theoretical assumption that ex-troversion is a factor determining delinquent activities.In the research report included in the article the authordraws a comparison between the research on the subjectwhich had been completed in the Western countries andhis own empirical study of the problem. In the surveyinitiated by the author intermediate categories of ado-lescents have been introduces.. i.e. a category of ado-lescents subject to resocialization and a category of partlydelinquent youth. No significant differences in the IQ ofthe subjects were noted Correlations were then soughtas between extroversion on the one hand and the type ofthe delinquent activity, on the other. Statistically signif-icant differences were noted between the extroversionlevel in thieves and that in other types of delinquents.Thieves demonstrated a relatively low level of extro-version, which was not the case in prostitutes and alcohol

00026

24 SOCIAL AND EDUCATIONAL SCIENCES--- ------ - _

addicts. The Maudsley Personality Inventory revealed thehighest level of neurosis in delinquent male adolescents,somewhat lower in prostitutes, still lower in boys andgirls demonstrating insignificant social maladjustmentand the lowest in thieves.

132. PRZYCHODZINSKA-KACICZAK, MARIA: Dziecko i muzyka.(The Child and Music). Nasza Ksiegarnia, Warszawa 1974,185 pp.

The author discusses the nature, structure and develop-ment of musicalness in children from the point of view oftheir overall intellectual, emotional and somatic growth.In the first chapters much attention is given to symptomsof the child's interest in music and to the basic musicskills. Remarl:s are also included concerning the possi-bility to speed up their development. An analysis followsof individual differences in the level of musicalness andof the etiology of the lack of musicalness in some children.Successive chapters are devoted to the educational valuesof music for the development of interests, emotions andcognitive abilities in children. Stages are also discussedin the development of music skills starting from theprimitive forms of practising music through gettingacquainted with instruments to the collective activity inschool music groups. An annex is included presentingseveral composers and musicians who became famous inearly childhood.

133 Przysposobienie do iycia w rodzinie. (Preparation for the Lifein the Family). Problemy Opiekuriczo-Wychowawcze 1974, No.6, XX pp., bibl.

An annex to the periodical "Problemy Opiekunczo-Wy-chowawcze" has been prepared by the Institute for SchoolCurricula in connection with the introduction of the newsubject-area entitled "Preparation for the Life in theFamily" to the curriculum of the secondary school. Theauthors discuss the selection and gradation of the contentto be discussed with the learners, analyze the specific

00027


character of the new subject-area, recommend methodsof conducting classroom discussions and present theresults of a one-year survey during which the curriculumwas being validated on a sample of experimental schools.J. Maciaszkowa presents a detailed characteristics of thecurriculum, W. Dewitz discusses the methodology of theteacher's work at lessons of the preparation for the lifein the family, M. Pietkiewicz reports on a conferencepertaining to the teaching of the new subject-area andon a course for school inspectors from the Local Educa-tional Boards, E. Dobrowolska analyzes the sociologicalaspects of the family influence, and B. Kamitiska presentsthe bibliography of writings on the subject of the modernfamily. Opinions of the learners on the subject of theselection and gradation of the teaching content are alsoquoted.

134. RATAJEK, ZDZISLAW: Doskonalenie procesu kontroli wyni-kow nauczania. (Improving the Process of Evaluating theEducational Attainment). Nowa Szkola 1974, filo. 4, 23 pp.

The article presents a review of basic shortcomings andof the most common faulty procedures in evaluating theeducational attainment. Attention is given to the followingerrors: 1) lack of the systematic, formative evaluation,2) domination of oral forms of evaluation, 3) lack ofcorrespondence between the form of evaluation and thespecific character of the teaching content in a givensubject-area, and 4) the subjectivity of evaluation. Theabove mentioned errors have been detected in the courseof a survey which embraced 46 primary schools in theregion of Kielce. An analysis of the results followsdevoted to the diagnosis of the forms of evaluation em-ployed by primary school teachers. In the final part ofthe article postulates are advanced on the subject ofmodifications which should be introduced to the procedureof school evaluation. Attention is given to the properselection of oral and written forms of testing, to thechoice of testing techniques according to the type andscope of the teaching content and to the use of basic

00028

26 SOCIAL AND EDUCATIONAL SCIENCES..

metrological principles iri the school work. Necessity isalso pointed out to prepare a bank of test items to be usedby teachers either directly or as model techniques.

135. SKAR2YNSKA, KRYSTYNA: Skutecznoie tykladow nagrOdi kar o reinej sile. (The Effectiveness of Punishment and Re-ward). Psychologia Wychowawcza 1974, No. 2, pp. 161-179,bibl. Rez.

The article reports on the experiment pertaining to theefficiency of punishment and reward. The laboratoryexperiment embraced 150 women aged 18-23, students atthe Advanced Teachers' College in Warsaw. The samplewas divided into five groups of 30 persons, four of whichfunctioned as experimental and one as a control group.The research objective was to state the efficiency ofmanipulating various types of sanctions as well as to statetypes of changes occurring in the subject. Research re-vealed the highest value of strong punishment and of mildreward. Consideration was then given to the character ofrelationship between the subject and the experimenterwith regard to the degree of friendliness and hostility.

136. SUCHODOLSKI, BOGDAN and SWIDA, HANNA (ed.): Osobo-woge w spoleczetistwie i kulturze. (Personality in the Societyand Culture). Ossolineum, Wroclaw 1974, 305 pp. Studia Pe-dagogiczne, Vol. 30.

The publication contains a collection of articles on thesubject of the relations between the social and culturalstructure and personality. Considerations are based onempirical studies as well as on the theoretical and method-ological assumptions from the field of psychology,sociology and education. A. Folkiewska discusses thementality which in her opinion underlies all types of theverbalized social consciousness. An analysis of the inter-relationship between the mentality and the ideologyrefers to the verbalized consciousness as reflected in theworks of Mannheim, Bloch, Fromm and Mills. A. Jawlowska discusses the contestation movement in the Western

00029


countries as an example of the group consciousnessformed in the well-defined social and cultural setting.M. Nowicka-Koziol analyzes the ideology of the contesta-tion movement and the content and ideas included in themodern sociological, philosophical and literary texts.H. Swida discusses personality as a system of attitudestoward the outer world, J. Karbowski considers personal-ity in the system of symbols from the world of art, S. Ru-cifiski deals with the characteristic features of personalityengaged in the social and cultural activity, S. Koziolpresents the impact of the relations between personalityand culture upon the formation of creative attitudes, andL. Orlicka discusses the set of philosophical and sociolog-ical problems connected with the creative personality.

137. TYSZKOWA, MARIA: Charakterystyka typowych grodowiskwychowawczych: rodzinnego, szkolnego i pozaszkolnego. (Char-acteristics of Typical Educational Influences School, Familyand the Local Environment). Prob/emy Opiekunczo-Wycho-wawcze 1974, No. 3, pp. 2-6.

The author discusses three main types of the educationalinfluence from the point of view of the formation of thechild's personality. The influence of the family is analyzedwith regard to the structure of the family, the type ofthe emotional links with the family and the familyideology, i.e. models of emotions, motivations and expecta-tions toward other members of the family and toward theouter world. The influence of school is discussed againstthe background of the significant- person- theory. The lackof masculine models to be followed by boys because ofthe increasing feminization of the teacher's profession ispointed out. The role of the school peer group in theformation of norms and aspirations is also discussed atlength. Attention is then given to the local environmentof the child. The author stresses the significance of be-havioral patterns presented by the local environment andpoints to the specific system of control over children andadolescents in the residential quarter. Much place is alsodevoted to the informal groups of children and adolescents

00030


exerting positive influence when based on common cogni-tive interests and causing delinquency in weak individualswhen left without supervision and guidance. Ways ofpreventing negative influences of the peer group are alsodiscussed.

138. WARZYNSKI, FRANCISZEK, MICHAL: Badania eksperymen-talne pracy jednostek w malej grupie. (Research on the Func-tioning of the Individual in the Small Group). Zeszyty NaukoweUniwersytetu Lodzkiego 1973, No. 103, pp. 149-163.

The article contains a report on research, the objectiveof which was to state the impact of the type of the groupon the activity of the individual, the interrelationshipsbetween the type of the activity (rivalry parallel work,cooperation), the impact of the observed situation uponthe attainment of the individual and the significance ofthe personality characteristics for the level of attainmentin each of the above situations. Inv,...stigations embraceda sample of the secondary school studies. Small groupswere formed on the basis of the data furnished by socio-grams and by the Raven's test. Each individual was tofulfill the experimental task alone, in a group revealingfriendly attitudes, in a group revealing hostile attitudesand in an indifferent group. Additional data were obtainedby means of personality scales, inventories and interviews.

139. WOLCZYK, JERZY: Szkola grodowiskowa szkolq przysztoici.(The Community School as School of the Future). 2ycie War-szawy 1974, No. 75, p. 5.

The author discusses the educational objectives of thecommunity school which he considers to be the mostsignificant factor in the formation of the educationalsociety. In the author's opinion, the community schoolshould promote pedagogical knowledge in all types of theout-of-school educational environment, i.e. among parents,social workers in clubs of interests, staff of the youthcenters in residential quarters, etc. It should also eliminatediscrepancies between various types of the educational

00031


influence exerted upon the young people, cooperate withall institutions in the field of education and culture ingiven environment and ensure uniform educational influ-ence in the course of the socialization process. Learnersin such a school should acquire habitats of self-instruction,learn to participate in the life-long education and formskills to properly dispose of their leisure time. Thecommunity school should therefore function as an insti-tution open to all sorts of changes occurring in the sur-rounding environment. With regard to the above mention-ed tasks of the community school the author gives dueattention to the pre- and in-service training of teachersfor the community schools of the future.

140. WOLCZYK, JERZY and WROCZYICISKI, RYSZARD (ed.): Pe-dagogika i potrzeby spoleczne. (Education and the Demands ofthe Society). PWN, Warszawa 1974, 195 pp.

The publication has been prepared on the basis of re-search results drawn from a diagnostic survey pertainingto the employment of graduates from various educationaldepartments of the Polish universities and colleges. In-vestigations were initiated in 1970 by the Department forSocial Pedagogy at the University of Warsaw in coopera-tion with the University of Lodi and the Silesian Uni-versity. A detailed analysis is presented of eight employ-ment groups classified according to the type of theeducational institution, i.e. 1) school, 2) institutions ofthe out-of-school education and youth organizations,3) tutelar institutions, 4) educational institutions of carefor children and families, 5) educational advisory centers,6) centers for promoting culture and education, 7) in-dustrial plants and social institutions of other types, and8) medical centers and special schools.

141. WROCZYICISKI, RYSZARD: Pedagogika spoleczna. (The SocialPedagogy). PWN, Warszawa 1974, 371 pp. tab. bibl.

The publication is partly based on the book by the sameauthor entitled "Introduction to the Social Pedagogy"

00032


(1966), the content being much more ample and detailed.The prasent study is devoted to the complex structure ofthe educational processes in the modern society and inthe constantly increasing scope ot the developmentalstimuli operating in the environment, much attentionbeing given to typological and methodological problems.The following questions are discussed at length: 1) thescope and tasks of the social pedagogy, 2) environmentand its influence on the educational process, 3) methodsof diagnosing the environment, 4) the out-of-school edu-cational environment: family, residential quarter, em-ployment institution, peer groups, 5) parallel education,leisure, 6) tutelar pedagogy, its scope, methods and tasks,and 7) civilization and the structure of education andschooling.

142. ELAZKIEWICZ, MAREK: Wychowanie i ksztalcenie a orga-nizacja grodowisk lokalnych. (Education and the Organizationof the Local Environment). Nowa Szkota 1974, No. 4, pp. 13-16.

The article is devoted to the significance of links betweenthe educational system on the one hand and the localenvironment, on the other. Socialization of the childtakes place under the influence of the intentional andunintentional factors. The author distinguishes the follow-ing types of the social impact: 1) natural education, e.g.family and peer groups, 2) intentional educational influ-ence (schools, social and political organizations), and 3) themass-media. Two systems of the total education can, there-fore, be attempted at. The first one aims at concentratingthe child's activities within one educational institution,while the second aims at the integration and coordinationof a vast number of institutions and social groups influ-encing the child in the socialization process.From the pedagogical point of view the best solutionseems to be the organization of the local educationalenvironment which would embrace education, instruction,participation in culture and recreation. The main elementsof such a system would be the following: the family, thekindergarten, the 10-year secondary school, medical

00033

TEACHER'S PROFESSION 31

psychological and social centers. A group of personscontrolling such a system should embrace the representa-tives of the residential quarter and of the institutionsmentioned above. The committee of this kind would beresponsible for the sum of the educational activities ina given local environment.

See also: 164.

IV. TEACHER'S PROFESSION

143. ALEKSANDRZAK STANISLAW: Dzialalnoie wydawniczaZwiqzku Nauczycielstwa Polskiego. (The Editorial Activity ofthe Polish Teachers' Association). Przeglqd Historyczno-Oawia-towy 1974, No. 1, pp. 13-140.

The article contains a review of -the editorial activity ofthe Polish Teachers' Association against the backgroundof the social and political situation of the country as wellas of the editorial activity of other publishing houses.The first publications aiming at consolidating the teachers'moment were: a periodical "Ruch Pedagogiczny'' thatstarted to appear in 1912 and a weekly "Glos Nauczy-cielski" first published in 1917. The author distinguishesthree stages in the development of the editorial activitywithin the Polish Teachers' Association The first onecorresponds to the interwar period and is characterizedby a rapid development of press A vast number ofperiodicals intended for teachers and educators wereestablished. as well as a number of pedagogical titles forparents and school children. A new publishing house"Nasza Ksiegarnia" was also created which issued hand-books, teaching aids, popular science and pedagogicalbooks. A vast number of regional periodicals of the PolishTeachers' Association started to appear. The secondperiod covers the years of the Nazi occupation when themain activity of the publishing house "Nasza Ksiegarnia"consisted in distributing books published previously

00034

32 TEACHER'S PROFESSION

among centers of the clandestine Polish education. Severalnew handbooks were also published in clandestine press,together with a clandestine periodical for teachers witha supplement for school children. The third period coversthe years of the Polish People's Republic. The publishinghouse ("Nasza Ksiegarnia") became a state publishinghouse and concentrated on books for children and ado-lescents. The Polish Teachers' Association publishesa considerable number of monthlies and weelies and isin charge of the editorial plans of "Nasza Ksiegarnia".

144. CICHY, BOGUSLAW: Status gminnego dyrektora szkid. (TheStatus of the District Collective School Principal). Nowa Szkola1974, No. 4, pp. 5-8.

The author discusses basic changes in the organization ofthe educational system in the smallest administrative unitsof the country, i.e. in the what are called districts. Onthe force of the Ordinance by the Minister of Educationall schools in a given district are to be headed by a districtcollective school principal. For the first time in thehistory of the Polish educational system the head ofa school is at the same time fulfilling tasks of the educa-tional manager. The head of the collective district schoolis now responsible not only for the implementation ofregulations adt, anced by the educational authorities butalso for those issued by the local administration. All theschools functioning in a given district Are to be supervisedby the headmaster in cooperation with the head of thedistrict. The same cooperation holds true for the prepara-tion of the educational expenditure plans. District collec-tive school headmasters are appointed by school inspectorsin charge of the education in particular regions of thecountry. Duties of the headmaster embrace the manage-ment and supervision of all types of educational andcultural institutions in his district. In the final part of thearticle a list is included of the legal acts concerning therights and duties of the district collective school head-master.

00035

TEACHER'S PROFESSION- - - 33

145. GODLEWSKI, MICHAL and KRAWCEWICZ, STANISLAWand WUJEK, TADEUSZ (ed.): Pedagogika. Podrccznik akade-micki. (Pedadogy. A University Handbook). PWN, Warszawa1974,693 pp., tab. bibl.

The publication is intended for university students andhas been prepared by educators in cooperation with therepresentatives of such other disciplines as psychologyand sociology. The first chapter discusses the place of theeducational sciences in the system of sciences, the scopeof pedagogy, its main concepts and methods employed.Correlations are then anal zed as between pedagogy andpsychology, sociology, philo ophy, economics, biology andpraxiology. Considerations follow of the educational idealsand the educational objectives in the moral educationand attitude formation. Several chapters are devoted tothe general theory of instruction. Attention is given tc,the main didactic systems, to the clarfication of objectivesin the teaching and learning processes, to the selectionand gradation of the teaching content and to methods,forms and techniques of instruction at various stages andlevels of the educational system. Successive chaptersdiscuss main characteristics of educational systems, theirstructure and objectives, an analysis being included of theeducational systems in the socialist countries in generaland of the Polish educational system in particular.Considerations follow of the teacher's profession, the socialrole of the teacher, his pre- and in-service training andthe adaptation to the profession. Attention is also given tothe Polish Teachers' Association and to the Teacher'sCharter. Final chapters are devoted to the developmentaltrends in the present-day educational sciences, i.e. to themost common reforms of the educational systems, to theidea of the life-long education and to the links betweenthe modern technology and schooling.

146. KROL, FRANCISZEK: Wizytatorzy metodycy przedmiotowinowym elemen tem nada al pedagogicznego. (School InspectorsSpecialized in Particular Subject-Areas in the Local EducationalBoards). Nowa Szkola 1974, No. 4, pp. 15-17.

3 sticeted Bibhography

00036


The author discusses the role and tasks of school inspectorsspecialized in particular subject-areas in the field of rais-ing the professional qualifications of teachers. Specializedschool inspectors are selected from outstanding teachersand methodologists, their main task, therefore, is toprovide assistance and methodological guidance for theirless experienced colleagues. Their main task is to workout a diagnosis of the teacher's work as well as to preparea list of changes to be introduced to his educationalactivity with the aim to improve the quality of instructionin a given subject-area. Attention is given to the attitudesof the school inspectors toward the teachers, since teachersshould be partners rather than objects of the whippingcriticism. Much place is also devoted to forms and methodsof work with the teachers.

147. PUSLECKI, WLADYSLAW: 0 systemie Bracy wizytatorowmetodykow z nauczycielami. (The System of Cooperationbetween the School Inspector and the Teacher). Nowa Szkola1974, No. 3, pp. 14-15.

The Ministry of Education has recently issued new regu-lations concerning the work of school inspectors specializedin particular subject-areas who are employed by the LocalEducational Board. On the example of the activity ofschool inspectors in the district of Slubice the authordiscusses several possible forms of the inspector's work inthe field of raising the professional qualifications ofteachers in his district. Attention is given to the individualwork of the school inspector with the teacher whichconsists in working out an evaluation of methods employedby the teacher, listing changes to be introduced in thestructure and form of lessons and seeing to the properimplementation of his requirements. Much place is alsodevoted to the group work with teachers of a given subject.Group work is conducted by the school inspector assistedby a committee formed by 5-7 leading teachers in thedistrict. Each of these teachers organizes demonstrationclasses and provides assistance for his colleagues alongside

00037


with the Local Educational Board. Another form of group-work is then discussed, i.e. the formation of small groupsembracing teachers of a given subject in two or threeneighboring schools. In the final part of the article aredescribed district methodological conferences as a form ofraising the professional qualifications of urban and ruralteachers.

148. RADWAN, ZBIGNIEW: Ksztalcenie kierowniczej kadry oiwia-towej. (Training Educational Managers). Nowa Szkota 1974,No. 3, pp. 9-11.

The training of the educational managers is discussed inthe article from the point of possible improvements in thecurricula and methods or pre- and in-service coursesprovided by the Department for Training EducationalManagers at the Institute for Teacher Training. Thefollowing forms of training are anaylzed: 1) postgraduatecourses established as extramural studies for active educa-tional managers, 2) courses for the newly appointed man-agers planned as an obligatory training for managers,3) selective preparatory courses for candidates applyingfor posts of educational managers, 4) subject courses forschool inspectors, and 5) organized self-instruction atvarious levels. The establishment of all these courses isforeseen for the years 1973-1975, their full functioningto allow after the year 1975.

149. RYBARCZYK, MARIA: ISZ c7yli Inspekcja Szkolna. (SchoolInspection). Glos Nauczycielski 1974, No. 21, 3 pp.

The Main School Inspection was established in 1972 onthe force of the Ordinance by the Minister of Educationwith the end to facilitate the modernization processesin the Polish schooling. The Main School Inspection hasa right to control all types of educational institutions atany level and in any scope that is found desirable. A yearlater Voivodship School Inspection Offices started to workin each administrative unit of the country. School inspec-tion of the new type became indispensable because of the

3

00038


changed legal and economic status of the teacher's profes-sion as well as because of the school reform whichembraced both the curricula and the system of managingeducation. School inspection is to control the quality andspeed of implementation with regard to various educa-tional and economic guidelines of the Ministry of Edu-cation. They are also supposed to introduce changes andamendments to the programs prepared by schools of othereducational institutions in the case of dissatisfactoryquality of work. Until now, a complex survey has beeninitiated on the state of investments in the field ofeducation, on school equipment and on the proper inter-pretation of all the items included in the Teacher's Char-ter. Due attention is being given to interpersonal relationswithin the teaching staff.

150. SOBOCKA-GARBALSKA, ANNA: Teoria organizacji zaczadza-nia w procesie kierowania szkolq. (The Theory of Managementin the Process of Managing Schools). Nowa Szkola 1974, No. 6,PP. 7 -9.

The author discusses the activity of the Central Method-ological Institute since the year 1966 in general andthe activity of its School Managing Department in par-ticular. Attention is given to the cooperation of theDepartment with the Chair for the Theory of Managementat the Lublin University. Considerations follow of theactivity in the field of school managing at the Institutefor Teacher Training in Warsaw which was established in1972. The author points to the introduction of the uniformsystem of training educational managers, to the increasein the number and quality of in-service training coursesfor headmasters and heads of educational institutions ofvarious types, to the modernization of curricula for train-ing educational managers which now include theoreticalsubjects pertaining to the theory of management andleadership and to the research on the application ofgeneral management theories to the educational manage-ment.

00039


151. SZAFRANEK, RYSZARD and STACHEL, JANUSZ: Z badarinad doskonaleniem nauczycieli doradztwa rolniczego. (Researchon Training Teachers of Agricultural Counselling). 0§tviata Do-rostych 1974, No. 2, pp. 89-94.

In 1971 a new subject was introduced to the curriculaof secondary agricultural schools which was named "theagricultural counselling". The educational objective in thissubject-area was to prepare the learners for the tasks ofthe agricultural activity organizer and counsellor in thedistrict agricultural service. In connection with the changein the curriculum a survey was completed in 1972 ona sample teachers of agricultural counselling in 13 second-ary agricultural schools in the region of Bialystok, Gdansk,and Olsztyn. The survey aimed at stating the amount ofeducation in teachers of agricultural counselling, diagnos-ing their in-service training and self-instruction and list-ing the most common difficulties in the process of raisingtheir professional qualifications. Data have been collectedby means of questionnaires and inquiries. A detailedanalysis of the professional qualifications of the teachersunder examination follows as well as a diagnosis of theirin-service training. A list of difficulties is also included,the most common of which are overburdening with schoolactivities, difficult access to libraries and educationalcenters, and problems with replacing teachers absent fromschools in connection with the in-service training courses.

152. ZEBROWSKI, JAN: Ksztaltowanie i sytuacja zawodowa peda-gogow. (Training Educators. Their Professional Status). PWN,Warszawa 1974,257 pp.

The publication aims at a full presentation of the socialfunction of the clademic education in the light of thecareers of graduates from the Higher School for Educationin Gdansk. Inwdtigations embraced graduates from day-departments, extramural departments and evening coursesprovided by tine Higher School for Education in the years1961-1965 and 1968-1970. Phase 1 of the research wascompleted in 1967 and covered 232 graduates who obtained

00040

38 SCHOOLS AND INSTITUTIONS

their M.A. degrees during the years 1961-1965. Phase2 embraced 91 graduates who obtained their degrees inthe period of years 1968-1970. Questionnaires werecirculated among all the graduates. Additional data werecollected by means of interviews. An additional samplewas selected which was composed of managers of educa-tional institutions and industrial plants employing themembers of the first-rank sample. All the managers wereexamined by means of interviews and questionnaires.Research was completed by a documentation analysis em-bracing reports on the educational activity of graduatesfrom the archives of the Local Educational Boards. In-vestigations covered all types of educational institutions,i.e. preschool educational centers, primary schools, generalsecondary, non-full and full vocational secondary schools,for the mentally and physically handicapped, centers ofout-of-school education and vocational advisory centers.On the basis of the data obtained the author analyzes theprofessional status of educators, the value of trainingobtained at the university, demands of the educationalinstitutions with regard to the pre-service training of theiremployees, the living standard of educators and their rolein the social and cultural life of the region.

See also 119, 168.

V. SCHOOLS AND INSTITUTIONS(by type or level)

V. 1. PRESCHOOL

153. JAKOWICKA, MARIA: Praktyczna przydatnoge badazi dojrza-loici szkolnej. (The Practical Value of the Research on theSocial Readiness). 2ycie Szkoly 1974, No. 3, pp. 1-6.

The article contains a report on the research whichembraced eight groups of grade I children in the regionof Zielona G6ra. The research objective was to state the

00041

SCHOOLS AND INSTITUTIONS 39

value of school readiness testing for the organization ofinstitution in grade I of the primary school. The samplewas tested by means of the school readiness test batteryconstructed by B. Wilgocka-Okori. Curricula, teachingmethods and the individualization system were thenworked out accordingly. Children entering each schoolwere divided into two groups, a group of six-year-oldsand a group of seven-year-olds. With the aim to obtaindata valid for various types of the social environment theexperiment embraced big children as well as suburbanand rural ones. The author discusses the prognostic valueof the test battery as well as its diagnostic properties.Stress is given to the organization of the teaching and thelearning process in groups of children bearing uniformcharacteristics. Selection and gradation of activities whichwould stimulate the development of the child withoutexceeding the well-defined level of difficulty are discus-sed at length.

154. KWIATOWSKA, MARIA: NowoczesnoS'e przedszkola. (TheModern Kindergarten). Nowa Szkola 1974, No. 5, pp. 12-14.

The author stresses the fact that each nursery schooland each kindergarten should function according to theachievements of the modern psychology and pedagogy.Attempts to attain such level are being made through theconstruction and validation of the new curricula fornursery school and kindergarten activities. In the lightof the new curricula kindergartens should concentrateon two main questions, i.e. on ensuring the manysideddeve:opment of the child with the aim to properly preparehim for the school learning and on ensuring comfort inits physical, emotional and social aspects. The modernkindergarten should thus stimulate the child's activeness,prevent disturbances in the satisfactory development ofthe organism and undertake therapeutic medical andeducational activities in the cases of retardation. Stressshould, therefore, be given to methods employed bykindergarten teachers, since the educational inspirationproves to be no less important than the child's spontaneous

00042


cognitive activity. The complete set of problems connectedwith the preschool education is dealt with by the Depart-ment for Training Kindergarten Teachers at the Institutefor Teacher Training.

155. LOBOCKI, MIECZYSLAW: Wychowanie w klasie szkolnej.Z zagadnieli dynamiki grupowej. (Education in the School Class.Some Selected Problems of Group Dynamics). WydawnictwaSzkolne i Pedagogiczne, Warszawa 1974, 343 pp. bibl. Rez. Sum.

The publication is based on the pedagogically orientedresearch from the field of the social psychology with aspecial emphasis given to the psychology of small groups.Therefore, classroom dynamics, as discussed by the author,pertains to problems of leadership, group cohesiveness,group norms and group structure. The theory of groupdynamics is presented at length in the first part of thepublication. Part 2 is fully devoted to problems of theschool class in the light of the social psychology. Attentionis given to the utilization of knowledge concerning schoolclass dynamics for the attainment of the educationalobjectives. The following questions are considered:1) group activities in the school class, 2) educationalleadership in the school class, 3) cooperation and competi-tion in the school class, 4) verbal interactions, and 5) socio-techniques in the educational activity of the teacher. Part3 bears a methodological character and presents a reviewof methods suitable for the diagnosis of group dynamics.Observation techniques, rating scales, sociometric tech-niques, questionnaires, directed compositions, sociogramsand experimental techniques are presented. A considerablenumber of references have been made to research in thefield of the social psychology.

See also 157. 169.

V. 2. PRIMARY

156. CACKOWSKA, MARIA and WOJCIECHOWSKA, BARBARA:Analiza porownawcza efektywnoici dwu metod nauki czytania.

4-43


(A Comparative Study of the Value of Two Methods in theTeaching to Read). Kwartalnik Pedagogiczny 1974, No. 1, pp.87-101.

The authors discuss the similarities and differences of twomethods in the teaching to read. The first, called thesynthetic-analytical method has been used in Poland formany years and is still used in the- primer written byM. Falski. The second one has been worked out by D. El-konin in the Soviet Union. In a series of experiments thenew method, called the color-sound method was adaptedto the characteristics of the Polish language. The color-sound method is divided into several stages. In stage 1the differentiation and naming of sounds take place. Instage 2 children are taught to differentiate between vowelsand consonants with the aid of colored cards replacingvowels on the one hand and consonants on the other. Instage 3, colors are replaced by letters, an appropriategradation of the teaching content being observed. Thepresent article reports on an experiment, the aim of whichwas to state the value of the two methods. The evaluationof the educational attainment was carried out at the endof the primer-period and at the end of the school year.Measurement pertained to the reading skill, reading speed,reading comprehension, loud reading, copying and dicta-tion. The sound-color method was stated to be superior inmost of the above mentioned variables. It was found toactivate a larger number of analyzers, to develop therecognition at the phonemic level and to reduce the timeof instruction. Children have also found it more attractivebecause of the visual and motor elements of the lesson.It is also pointed out that teachers working accordingto this method are aware of the individual difficultiesof their pupils, since the constant formative evaluation ofthe differentiation level is an indispensable part of themethod.

157. CHMURA, MARIA and TEKLINSKA-KOTULSKA, EULALIA:Z badaii nad slownictwem dziecka rozpoczynajgeego naukc

-- .,419044

SCHOOLS AND INSTITUTIONS

szkolna. (Research on the Vocabulary of Children Entering thePrimary School). Zycie Szkoly 1974, No. 2, pp. 31-35.

The article contains a fragment of the report on thecollective research concerning the vocabulary of childrenfrom grades IIV of the primary school, i.e. aged 7-11.Research results presented in the article are analyzedwith regard to the difference as between the level ofverbal intelligence in rural and urban children. On thebasis of the data obtained the methods and techniquesof developing language skills in children revealing a lowlevel of the verbal intelligence are discussed. Investiga-tions were carried out in 1972. In the present article scoresare examined of ten preschool children from the urbanarea and of ten grade i children from the rural area. Theanalysis of the two groups of scores demonstrates statisti-cally significant differences between the urban and therural children. The urban group was stated to use a largervocabulary with a higher degree of grammatical correct-ness. Considerable differences were also found in com-municativeness and fluency.

158. JANKOWSKA, HALINA: Dziecko szeicioletnie w roli ucznia.(The Six-Year-Old as a School Child). Nowa Szkola 1974, No. 3,pp. 15-17.

The article contains a report on the research which em-braced 202 six-year-olds enrolled in grade I of the primaryscllool in Kielce in the school year 1972/1973. The in-vestigations aimed at stating the educational attainmentof the six-year-olds as compared to the seven-year-oldstaught in the same school class. The results were also tobe compared with the educational attainment of the six-year-olds enrolled in separate groups. Research wascarried out by means of the achievement test in themother tongue and mathematics as well as of twoquestionnaires, one for the classroom teacher and one forthe parents. Research results demonstrate considerabledifferences in the school functioning of six- and seven-year-olds, especially with regard to the level of the

00045


emotional development. No differences were found in theaverage educational attainment in the mother tongue,a statistically significant difference, however, appeared onthe mathematic test. The author points to the fact thatmost of the six-year-olds who enter the primary schoola year before the school entering age come from thefamilies with the high prestige and the high livingstandard, therefore the parental care is usually moreevident. In the author's opinion only the six-year-olds whoattended preschool educational centers ought to be en-rolled in grade I of the primary school after a carefulexamination by a psychologist and a physician. On thebasis of the results obtained the author presents changesto be introduced in the curricula and handbooks forgrade I of the primary school in the event of loweringthe school entering age.

159. KOJS, WOJCIECH: Nauka wlasna uczniiiw klas V i VIII.(Self-Instruction of Grade V and Grade VIII Students). RocznikKomisji Nauk Pedagogicznych, Vol. 16, 1973, pp. 29 49, tab.Sum.

The article presents an analysis of the scope and the ratioof activities carried out by primary school students in thecourse of the homework preparation. A classification hasbeen worked out of typical activities characteristic for themother tongue, history. biology, chemistry and physics.The author presents research results drawn from a sampleof 251 students. The learners have been examined bymeans of questionnaires and interviews. Fifty six pupilsselected from the sample were then subjected to constant10-day observation. The data obtained are stratifiedaccording to the following criteria: 1) activities character-istic for gifted, average and slow learners, 2) activitiescharacteristic for students in particular grades, and 3)activities for particular subject-areas. An analysis isincluded of the time budget of primary school studentsas well as of the function of home assignments in theschool educational process. Postulates are also advancedpertaining to the improvement of the present situation

00046


160. KOZLOWSKA, ANNA: Poziom rozwoju dzieci nerwicowycha ich wyniki w nauce. The Developmental Level of NeuroticChildren and Their Educational Attainment). Psychologza Wy-chowawcza 1974, No. 2, pp. 213-219, tab.

The article deals with the etiology of low educationalattainment in neurotic children. Considerations are basedon the research which has been carried out on a sample of60 learners in grades IVHI of the primary school, i.e.children aged 7-15. The sample was selected on the basisof medical examinations. Measurement of the psychomotordevelopment in neurotic children was completed by meansof the interview with parents, interview with the child,observation techniques, interviews with formmasters,Binet-Terman scales, psychomotor tests and lateralizationtests. The analysis of the results obtained revealed thatdifferences in the educational attainment correspondedto differences in the level of the psychomotor devel-opment. Neurotic children with high educational attain-ment demonstrated a satisfactory level of the psychomotordevelopment, while those with low attainment demonstrat-ed retardation. Conclusion is thus drawn that the levelof neurosis does not form an immediate cause of the loweducational attainment, reasons should therefore be soughtin the retardation of perceptive and motor functions ofthe organism.

161. KROPIWNICKI, JAN: Zbiorcze szkoly gminne. (CollectiveDistrict Schools). 2ycie Szkoly 1974, No. 2, pp. 45-49.

In connection with the reform of schooling at the levelof the smallest administrative units of the country, thewhat are called districts, the author aiscusses the courseof the reform in the district of Lwowek Slqski. Thedistrict in question disposed of a big number "f verysmall, inadequately staffed primary schools ana smalleducational centers providing instruction for grades Ito IV. Most of these schools were located in hilly regions,therefore additional obstacles had to be overcome becauseof the difficult access to schools in autumn and winter

00047


Scarce transport and ver:. few out-of-school educationalinstitutions contributed to the situation to be dealt withby the Local Educational Board. In the course of theactivities undertaken by the special committee for theimplementation of the school reform a decision was madeto liquidate small schools with one or two teachers and toorganize several big, properly equipped and staffedprimary schools. The decision called for the additionalestablishment of boarding-houses, day-clubs and recrea-tion centers as well as for the establishment of the perma-nent school transport. The reform resulted in the networkof the school transport in the district, in the establishmentof the system of preschool education and in the establish-ment of three collective district schools and seventeensmall schools of 4 to 6 teachers insteated 31 schools withone or two teachers.

162. KUR, WACLAW: 0 sukces szkolny dziecka z zaburzeniami roz-wojowymi. (The School Success of the Child with Devel-opmental Disturbances). Nowa Szkola 1974, No. 5, pp. 21-23.

A tendency can be noted to abandon the separation ofnormal and retarded children in the course of the schoollearning. Trends in the field of the special educationas well the guidelines for the development of schoolingfor mentally and physically handicapped children havebeen presented in the document issued by the Ministryof Education in November 1973 entitled "Guidelines forthe Development of Special Education in Poland". Thedocument contains a draft of the new, integrated systemof special education. Two main ways of providing assist-ance and care for the handicapped children are considered,one to carry out the additional educational activity withthe physically deficient or slightly mentally handicappedchildren in regular primary schools, the second toimprove the quality of education and training in specialschools designed for those who cannot beep up to therequirements of the normal primary school. In the presentarticle the author considers the possibility to educatechildren with slight developmental disturbances in normal

00048


schools, which refers mainly to children revealing micro-defects such as, for instance, dislexy or disgraphy. Casesof microdefects can be cured by means of providingadditional corrective measures in the nAural environmentprofiting from the impact of the peer group. Much placeis also given to more difficult cases which call for thetreatment in special schools as well as to the educationalmethods to be employed in the course of teaching mentallyand physically deficient children.

163. LOS, HELENA: Wplyw szkoly podstawowej specjalnej na wy-bor kierunku dalszego ksztalcenia zawodowego. (The Influenceof the Special Primary School on the Choice of the VocationalTraining). Szkola Specja/na 1974, No. 2, pp. 115-124.

The author discusses the polytechnic education in thespecial primary school for the mentally handicapped asa method of eliciting interests in the vocational trainingand preparing the learners for the future education atvocational courses. Results of the educational influenceexerted by the primary school are then analyzed ona sample of 120 primary school graduates who entereda pre-service vocational course. Interests and abilities ofthe learners are presented on the basis of their teachers'opinions. An analysis follows of the impact of the teach-ing methods on the degree of interest in the professionas well as of the role of the home environment andthe physical development of the mentally handicappedadolescents.

164. MAURER, ALICJA and MAURER, JAN: Spoleczne uwarunko-wania iyczen i aspiracji zawodowych u uczni6w koticwychszkoly podstawowq. (The Social Conditioning of the ProfessionalAspirations in Primary School Graduates). Ruch Pedagogiczny,No. 2, pp. 232-243.

The article contains a report on the research carried outin 1968-1969 on a sample of 680 learners in terminalgrades of the primary school in the region of Cracow.The sample was stratified into three groups according

00049


to the place of residence (a) the big town, b) the smalltown, c) the rural area) and into five groups accordingto the social origin (a) children of the agriculture workers,b) children of the workers in towns, c) children of theprivate-business owners, d) children of clerks with theprimary of non-full secondary education, e) children ofclerks with the full secondary education, f) children of theintelligentsia). Investigations were carried out on a sampleof learners and on a sample of their parents. Twoquestionnaires were circulated among the subjects withmultiple choice and completion items measuring the levelof the professional aspirations. On the basis of the researchresult the authors analyze the similarities and differencesin the professional aspiration in adolescents and theirhome environment. The professions popular in particulartypes of the local and sublocal environment are listed inthe article. A discussion is also included of the influenceexerted by the environment on school aspirations.

165. MICKIEWICZ, JANINA: Zaburzenia w czy- taniu i pisaniu.(Disturbances in the Learning to Read and to Write). ZycieSzkoly 1974, No. 4, pp. 39-47.

The author reports on the activity of the EducationalAdvisory Center in Torun in the field of correctivemeasures applied to children revealing difficulties in thelearning to read and to write. Cansiderations pertain tothe diagnostic procedures which consist in stating dis-turbances in the audial perception, visual functions andspatial orientation, lateralization and motor developmentof the child. A detailed discussion follows of a set cidiagnostic tests measuring loud reading, reading compre-hension, recognition at the phonological level andmotor skills. The diagnostic battery helps to place childrenin uniform groups receiving well-defined sets of correctiveinstruction. Corrective measures are most often appliedin the case of grade II learners, although sometimes gradeIII and grade IV learners are also treated in the Center.Each group receives six periods of instruction per weekduring three week-days. Much attention is given to type

00050


of corrective drills employed by the educators andpsychologists in the Center and to the individualization ofthe reeducationa; activity. The effects of the correctiveactivity are discussed at length.

166. RATAJ, MARIAN: Upowszechnienie kultury technicznejw szkolach ogolnoksztalcitcych. (The Promotion of the Poly-technic Education in General Schools). Nowa Szkota 1974, No. 5,pp. 4-12.

The article presents a report delivered at the conferenceon the polytechnic education at the Ministry of Education.Guide lires are here advanced for the promotion of thepolytechnic education and of the technological culture.The author points to the necessity of getting generalschools students acquainted with the scientific foundationsof the modern technology and with the organization oflabor. The above mentioned educational objective shouldbe attained by means of establishing links betweenparticular subject-areas listed in the general school curric-ula and teaching plans. New, active teaching methodsshould also be introduced to the teaching of mathematics,physics and chemistry, which is connected with themodernization of the pre- and in-service teacher trainingand with the modernization of workshop and laboratoryequipment in primary and secondary schools. It is alsopostulated to organize the Olympic Games in Technologywhich would embrace all the secondary school studentsin Poland. The necessity to increase the number of clubsand societies promoting the polytechnic education and thetechnological culture is also pointed out as well as theeducational demand for close links between the school andthe industry.

167. SKROBEK, GRAZYNA: Opiekuiicza funkcja szkoly podstawo-wej. (Tutelar Functions of the Primary School). 2ycie Szkoly1974, No. 3, pp. 6-11.

The author discusses the duties of teachers, formmastersand appointed tutors with regard to three main functions

000M:


of the primary school, i.e. educational, didactic andtutelar. Attention is given to tutelar activities meant asboth prevention and guidance. In the first part of thearticle the author discusses ways of raising the profes-sional qualifications of social and educational workers,who obtain educational and didactic in-service trainingwith no emphasis on the tutelar problems. Postulates arethen advanced concerning items to be introduced to thecurricula for teacher training colleges of various typesand to in-service training courses. The second part of thearticle is devoted tr the possibilities of coordinatingac''vities of several institutions responsible for the properstate of the tutelar pedagogy in a given region. Emphasisis given to the cooperation of activities carried out by theschool teaching staff, by appointed tutors in charge of theout-of-school activity of children lacking parental careand by the youth organizations.

168. WALCZYNA, JADWIGA: Kilka refleksji nad nauczaniem po-cmtkowym i ksztalceniem nauczycieli. (Considerations on theInitial Instruction and on Teacher Training). Nowa Szkola1974, No. 6, pp. 5-7.

The author discusses changes to be introduced in theinitial instruction in connection with the establishmentof the obligatory 10-year secondary school providinginitial instruction in grades I to III. Attention is thengiven to the process of pre-- and in-service training ofteachers for the first three grades of the secondary generalschool. The following postulates are advanced: 1) thepromotion of the preschool education for all the urbanand rural children throughout the year preceding schoolwith the end to liquidate environmental difference in theschool readiness, 2) integration of the preschool educa-tional activity with the initial instruction through theclarification of common educational objectives and theproper selection of the teaching methods, 3) introductionof the what is called manysided instruction promotinglearning by assimilation, learning by emotional expe-rience, learning by doing and learning by discovery,

i Selected Bibliography

00052


4) promotion of active, heuristic methods and of theproblem-solving instruction in group work, 5) the integra-tion of didactic, educational and tutelar activities of theschool, and 6) modernization of the teacher training byenriching the curricula for teachers' colleges in the fieldof psychology, physiology and sociology.

169. WIWKOWSKI, RYSZARD: Ksztalcenie i rozwijanie jczykadziecka wspelnym zadaniem wychowania przedszkolnegoi nauczania poczqtkowego. (Developing Language Skills asa Common Task of the Preschool Education and of the InitialInstruction). Wychowanie w Przedszkolu 1974, No. 3, pp.130-135.

The author points out the importance of the languageskills for the school success of the child, especially duringthe period of initial instruction in the primary school.The new curriculum of the kindergarten activities whichhas been recently issued by the Ministry of Educationgives due attention to the formation and development oflanguage skills. The same educational objective has wongreat emphasis in the new curricula and teaching plansfor grade I-III of the primary school. The authors of thenew curricula for the primary school, researchers fromthe Department of Initial Instruction at the Institute forSchool Curricula, consider language skills and their devel-opment to be the most important element of the initialinstruction reform. Therefore, a close cooperation shouldbe established between the preschool and the primaryeducation in this field. In the final part of the articlerecommendations are listed for the development of com-municativeness and grammatical correctness in the child'sspeech.

See also: 155.

V. 3. SECONDARY

170. BASCIK, STET AN: Poziom umyslowy uczniew klas I szkolponadpodstawowych. (The Intellectual Level of Grade I

00053


Learners in Postprimary Schools). Rocznik Komisji Nauk Ppda-gogicznych, Vol. 16, 1973, pp. 5-27. tab. Res.

The author discusses the intellectual level of learners ingrade I of general secondary, non-full and full vocationalschools enrolling graduates from the eight-year primaryschool. Research is presented which embraced 1278learners from 35 postprimary schools in big towns, smalltowns and villages in the region of Cracow. GeneralAbility Test A14(+) was administered alongside with thelearner's questionnaire. Additional data were collectedby means of the analysis of the school docurnentition.Special attention was given to the primary school certif-icate. On the basis of the research results the authordiscusses differences in the intellectual level with regardto the social origin, the type of the secondary school, thetype of the social environment and sex. The highest levelof the intellectual development was found in the urbanchildren. Children of intelligentsia revealed highe scoreson the A14(-1-) test than the learners from the workers'families. The lowest intellectual level was found inpeasants' children. The significance of the environment,of the amount of education in parents and their participa-tion in culture is discussed at length. In the final partof the article the selective value of intelligence tests isconsidered.

171. FUDALI, JAN: OgOlnoksztalcgce licea z rozszerzonym progra-mem nauki jezykow obcych. (General Secondary Schools withthe Extended Foreign Language Curriculum). Ruch Pedago-yzczny 1974, No. 2, pp. 183-198.

The author gives consideration to the set of problemsconnected with the general secondary school providing6-7 FL periods per week during four years of instruction.The analysis is based on the data contained in the ques-tionnaire which was circulated among 52 headmastefs ofthese schools at a conference held in Lodi in 1971.A detailed discussion pertains to the network of schoolswith the extended FL curriculum, their budget, methods

4

00054


and techniques of foreign language teaching, non-lessonand out-of-school activities of the learners. Much placeis also devoted to educational objectives in the remainingsubject-areas. Attention is also given to developmentaltrends in the what is called extended curriculum school-ing.

172. FUDALI, JAN: Zaloienia badan nad racjonalnym doboremmetod nauczania jczykow obcych w liceach ogolnoksztalcqcychz rozszerzonq naulat tego przedmiotu. (Research on the ForeignLanguage Teaching Methods in the Secondary Schools with theExtended FL Curriculum). Zeszyty Naukowe UniwersytetuLodzkiego 1973, No. 103, pp. 42-55.

The research presented by the author aims at the selectionof the most suitable approach, teaching methods andclassroom techniques for the process of foreign languageteaching in school. The general secondary schools withthe extended FL curriculum demonstrate one of thepossible solutions of the problem. Investigations coveredsix secondary schools of this type in Lodi and werecarried out by the researchers from the University ofLodi in 1971. A theoretical study of methods employedby the secondary school teachers is presented on the basisof the results obtained. Consideration is also given to thedidactic definition of language, to the characteristicfeatures of approach and methods in language teachingand to factors influencing the educational attainment.

173. KOMOROWSKA, HANNA: Zaspdy konstrukcji test6w a po-ziom zaawansowania jqzykowego uczniow (klasa II, III i IV).(Test Construction and the Level of FL Acquisition in GradeII, III and IV of the Secondary School). Jezyki Obce w Szkole1973, No. 2, pp. 70-80.

The article is the second in a series on the subject ofevaluating the educational attainment in foreign languageteaching to secondary school learners. A detailed analysisof the educational objectives in the FL curriculum forgrade II, III and IV of the secondary school is included

00055


with the aim to advance guidelines for the constructionof three test batteries measuring the attainment in thefield of language elements, language skills and commu-nicativeness at the end of each year of instruction. Eachof the proposed batteries of achievement tests is thendiscussed at length from the point of view of its suita-bility for interschool and intraschool evaluation. Attentionis then given to problems of item construction at succes-sive levels of the FL acquisition. Similarities and differ-'Znces between testing techniques used at the beginners'and at the advanced level of FL acquisition are analyzedon the basis of ample exemplificatory material. Eachsubtest of the three above mentioned batteries is consid-ered from the point of view of the type of the testingtechnique suggested.

174. MATULKA, ZOFIA: Programowanie nauki o jczyku. Z badatinad modernizacjq metod nauczania. (Programming Grammar.Research on the Modernization of the Teaching Methods). PWN,Warszawa 1973, 180 pp. tab. il. bibl. Rez.

The publication discusses the value of the programmedinstruction in the teaching of the Polish grammar tolearners in extramural and evening secondary schools.A report is presented on research carried out in the year1969/1970 on a sample of 307 learners from 12 secondaryschools for working adults in Warsaw. The analysispertain to two types of the programmed materials, i.e. tolinear programs and to block programs. The value of bothtypes of the programmed materials is then compared tothe value of the conventional teaching methods. Thefollowing problems are discussed: 1) theoretical problemsof mother tongue teaching in the light of linguistics andpedagogy, 2) methods of preparing linear and block pro-grammed texts, 3) the course of the experiment, 4) thecharacteristics of the population under examination, and5) research results. In the analysis of the data obtainedattention is given to the ability to construct grammaticalsentences, to the understanding of syntactic structures,to the time indispensable for the acquisition of the pro-

00056


grammed information to attitudes of teachers and learnerstoward the new teaching methods as well as to differencesin the value of the above mentioned methods accordingto the type of the teaching content.

175. RATAJ, MARIAN: Osiagniqcia i perspektywy rozwoju olimpiadprzedmiotowych. (Achievements and Prospects of Developmentof the Olympic Games in Particular Subject-Areas). Ruch Pe-dagogiczny 1974, No. 2, pp. 176-182.

The article contains a quantitative analysis of the whatare called Olympic Games the aim of which is to selectthe best learners in particular subject-areas on a nationalscale. The author discusses the range of the OlympicGames and presents the number of participants at eachstage of the eliminations. Considerations are also givento the organization of the Olympic Games as well as tothe desired modifications in their rules and regulations.A number of advanced postulates pertain to the linksbetween the teaching content covered by the OlympicGames and Cat embraced by the secondary schoolscurricula, to the interdependences between the OlympicGames and the activity of clubs and societies in secondaryschools of various types, to the range of the OlympicGames and to the teachers and researchers involved inits organization.

176. SZEWCZYK, EMIL: Srodowisko rodzinne ucznilow drugorocz-nych w szkole gredniej. (The Family Environment of the Non-Promoted Secondary School Students). Rocznik Komisji NaukPedagogicznych, Vol. 16, 1973, pp. 51-69.

The article contains a report on the research pertainingto a correlation as between the educational impact ofthe family and the educational attainment of the second-ary school students. Investigations embraced 400 second-ary school students, 200 of them revealing satisfactoryeducational attainment and 200 demonstrating low attain-ment reflected in the non-promotion phenomenon. Thesample was drawn from four secondary schools in Cracow.

ono


The research was initiated in 1965 and completed in 1969.A diagnosis of the educational influence exerted by thehome environment was obtained by means of interviewswith students and their parents, questionnaires, ratingscales, interviews with teachers and school physicians andanalysis of school documentation. The highest correlationindex was stated as between the parental care factor andthe educational attainment, the lack of parental care beingcommon in broken homes, in families of alcohol-addictsand in delinquent environment. A slightly lower correla-tion has been found as between the amount of educationin parents and their participation in culture on the onehand and the educational attainment, on the other. Nosignificant correlation was stated as between the livingconditions and the educational attainment in the second-ary school. The closing remarks pertain to diagnostic,preventive and therapeutic procedures to be carried outby the teaching staff of secondary school.

177. SZ7MANSKI, MIROSLAW, J.: Dobir adodzieiy do szkol po-nadpodstawowych. (Recruitment of Adolescents to PostprimarySchools). Kwartalnik Pedagogiczny 1974, No. 1,, pp. 67-85.

The article contains a report on the research which wascarried out by the author in 1972 on a sample of 25 sec-ondary schools of various types in three districts. Thesample of learners amounted to 2393 primary school grad-uates. Stratification procedures were additionally com-pleted within the sample, since it was aimed to collectdata pertaining to various types of the local environmentwith regard to its socio-economic characteristics. Theauthor discusses the research results in several aspects,the most important of them being 1) the educationalopportunity and the age of candidates, 2) the educationalopportunity and the social origin, 3) the educationalopportunity and the amount of education in parents, 4) theeducational opportunity and the place of residence andthe access to the secondary school, and 5) the educationalopportunity and the attainment in the primary school.

00058


178. TOKARSKA, IRENA: Aspiracje zawodowe uczniow klas VIII.(Vocational Aspirations of Grade VIII Learners). KwartalnikPedagogiczny 1974, No. 1, pp. 153-163.

The level of vocational aspirations in grade VIII learnersaged 14-15 was analyzed against the background of thetypes of postsecondary schools chosen by the primaryschool graduates, their motivation for the continuationof learning and factors conditioning the enrollment inthe secondary school. A sample of learners has been strat-ified into three groups according to the type of schoolchosen in the terminal grade, i.e. 1) learners applying forthe place in the three-year vocational school giving noright to enter universities (23.7), 2) learners applying forthe place in the full secondary school of the technologicalor economic type (24.8), and 3) learners applying for theplace in the general secondary school in order to obtainprofession requiring the university education (32.6). Theauthors present statistical data pertaining to popularityof professions and to the popularity of various typesof non-full and full secondary schools. An analysis followsboth of the level of aspirations and of the educationalalleys chosen. Full secondary schools giving the right toenter universities are chosen by 68.8 percent of thelearners, while the percentage of choices pertaining to thenon-full secondary schools is as low as 30.5. 78.2 percentof learners declare the continuation of education atthe academic level Much attention is given to factorsperceived as decisive for the continuation of learning inthe secondary school such as, for instance, the numberof places at the freshman year, examinational require-ments, the educational attainment in the terminal gradeof the primary school, interests and abilities.

See also: 162.

V. 4. VOCATIONAL

179. GODLEWSKI, MICHAL: Przyszly ksztalt socjalistyczny szkolyzawodowej. (The Futur.. Model of the Vocational School). Szko-la Zawodowa 1974, No. 4, pp. 1-8.

otifigii


The author presents a review of the educational reformsin the socialist countries and discusses the guidelines forthe school reform which were adopted by the Polish Dieton October 13, 1973. Consideration is then given to themain assumptions of the reform, i.e. to the promotion ofthe secondary education through establishment of theobligatory 10-year secondary school and to the moderniza-tion of the vocational education. Vocational schools willbe based on the 10-year general education provided bythe obligatory secondary schools. Instruction will lastfrom 6 months to two years according to the teachingplans for various specializations. The two-year vocationalschools will offer the title of a technician as well as theright to enter universities. Vocational training centerswill be established in industrial plants and at the institu-tions of the adult education with the aim to provide one-year vocational courses for unskilled or semi-skilledworkers as well as for graduates from the 10-year schoolwho want to enter narrow industrial professions. Voca-tional training centers will also be responsible for theorganization of refresher courses, in-service trainingcourses as well as for the carrying out of the activity inthe field of raising the professional qualifications of theemployees. In the times of the rapid advances in scienceand technology the vocational school is not in a positionto train each specialist for the whole period of his profes-sional activity. The curricula for the vocational educationshould provide learners with basic knowledge and preparethem for constant self-instruction within the frames ofthe life-long education.

180. GUTEK, WLADYSt,AW and KUKLA, EDWARD: Przykiadypomocy dydaktycznych w szkolach zawodowych. (Examples ofthe Teaching Aids for Vocational Schools). Wydawnictwa Szkol-ne i Pedagogiczne, Warszawa 1974, 203 pp.

An increasing need has been noted in the vocationalschooling for new, enriched teaching aids of various types.The existing numbers are by no means fully utilized byall the teachers. The new curricula, however, which were

5 Selected Bildlography


introduced to the vocational education in 1967 call fora vast application of teaching aids in the educationalprocess, since the number of demonstration and laboratoryclasses has considerably increased. The publication byW. Gutek and E. Kukla is designed for vocational schoolteachers and discusses basic problems of constructingand employing teaching aids in the process of instruction.Part 1 contains general remarks on the ways of integrat-ing demonstration with the course of the school work andon the significance and use of teaching aids in the prob-lem-solving and in the programmed instruction. Atten-tion is given to visual aids, teaching and examiningmachines. Part 2 contains ample exemplificatory materialpertaining to the teaching aids to be used in mechanicaland electric vocational schools. Recommendations advanc-ed pertain to the construction of lessons with the use ofthe teaching aids as well as to the possibilities of prepar-ing teaching aids by learners of vocational schools duringthe lessons of the polytechnic education.

181. JANUSZKIEWICZ, FRANCISZEK and KACZOR, STANI-SLAW: Ksztaicenie ustawiczne a rozwoj technologii nauczania.(The Life-Long Education and the Development of the NewEducational Technology). Szkola Zawodowa 1974, No. 3, pp.11-14.

The authors discuss the nature of the life-long education,its forms and methods. Consideration is then given to thelife-long education against the background of the moderneducational technology here defined as a system ofmethods and teaching media designed for transmittinginformation, fixing knowledge and carrying out the eval-uation of the educational attainment. The educationaltechnology in this meaning calls for proper selection andgradation of the teaching content in the curricula andsyllabi according to the taxonomy of the educationalobjectives, for modern teaching methods and learningtechniques ensuring economy in the educational process,for research pertaining to the value of these methods, forequipment corresponding to the methods and techniques

v,,",00061


chosen for the purpose, and for the quality control of theresults obtained. All the above mentioned factors formingthe modern educational technology are then analyzed withregard to the requirements of the life-long educationwhich requires the training of qualified educators special-ized in this field and for a separate research center tosolve permanent-education problems on a national scale.

182. KOWALCZYK, WLADYSLAW: Wspolczesne rozumienie zawo-du i zadania szkoly zawodowej. (The Present-Day Ideas of theVocation and the Tasks of the Vocational School). Szkola Zawo-dowa 1974, No. 2, pp. 13-15.

The author discusses the most important ideas of thepresent-day vocational education, the existing systemof the vocational schooling, methods of the vocationalpreorientation and the formation of attitudes towarda profession. Attention is given to the fact that in thepresent situation most of the vocational school learnersenter a given type of school without a sufficient amountof information pertaining to the future profession, theirchoice being influenced by parents and peers, failures inother schools and relatively easy access to the school ofa given type. Therefore, the vocational school faces a veryimportant task of forming positive attitudes toward thefuture profession, eliciting interests in the subject-areaconnected with it and imparting knowledge of the mostimportant characteristics of the future job. Methods offulfilling thi., task are then discussed at length, stressbeing given to the educational influence of the teachingstaff and to the impact of the what are called practiceperiods in the industrial pant. Much place is also devotedto the activity of clubs and societies in the vocationalschool.

183. LEWIN, ALEKSANDER: Metodyki wychowania dla szkel za-wodowych. (The Educational Methodology for VocationalSchools). Nowa Szkola 1974, No. 3, pp. 7-9.

5


The author discusses the educational technology for voca-tional schools and its theoretical foundations. The newtechnology should cover both attitude-formation andschool instruction in the field of academic and vocationalsubjects. Consideration is given to the technique ofpreparing educational methodology for schools of thistype. The author points to the necessity of ref ormatinggeneral educational problems according to the specificproblems of each vocational educational institution. Atten-tion is given to diagnostic activities in the field of thelearner's knowledge, interests, attitudes and socializationlevel. Much place is also devoted to the individualizationin the educational process. Individualization is referredboth to the teaching method and to the development oflearners' interests and their physical skill. The role of theteaching staff in the integration of the educational activ-ities is also discussed. In the final part of the article thenecessity is pointed out to work out differentiated educa-tional systems for individual vocational schools.

184. NOWACKI, TADEUSZ: Przemiany szkolnictwa zawodowegow Awiecie a rozwoj nowoczesnej dydaktyki. (Changes in theVocational Education Abroad and the Development of theModern Educational Technology). Szkota Zawodowa 1974, No.3, pp. 7-10.

The author discusses the impact of the rapid advancesin science and technology on the formation of the conceptof the life-long education. Attention is then given to theinterrelationships between the life-long education and thevocational education in Poland and abroad. The necessityto provide the extended general education for learnersentering the vocational school is pointed out against thebackground of the coming school reform which willintroduce the obligatory 10-year secondary school. Thevocational education will then embrace only graduatesfrom the 10-year school. Another trend discussed in thearticle is the world tendency to diminish the number ofnarrow specializations in the vocational training and to

00063


introduce broad-profile training which would enable stu-dents to engage in a broader scope of the professionalactivity throughout their life-time. In connection withthe school reform the number of specializations in thePolish vocational schooling is supposed to be diminishedfrom the present number of 550 to 190. Since the periodof learning in the vocational school is to be shortenedto two years, a problem arises of the optimum utilizationof the time designed for the vocational training. Theauthor presents a review of research on the subject ofthe value of particular teaching methods, classroom tech-niques, teaching aids and evaluation techniques. Consid-eration is also given to the pre- and in-service teachertraining since the quality of instruction in the vocationalschool depends to a considerable degree on the amountof education in teachers and on their professional qualifi-cations. In the last part of the article the significance ofpractice periods in industrial plants is stressed as well asthe overall organization of the teaching and learningprocess in the vocational school.

135. POLASZEK, FELIKS: Podrceznik w szlc, -.?. zawodowej.(Manual in the Vocational School). PZWS, Warszawa 1974,278 pp., bibl.

The publication aims at the formulation of basic didacticprinciples of handbook construction as well as of thecriteria for the evaluation of handbooks with the aim toraise the quality of the present materials. The book isdesigned for educators, curriculum constructors, handbookwriters, reviewers and teachers of vocational subjects. Thefollowing problems are considered by the author:1) functions of the handbook in the system of thevocational education, 2) the role of the handbook in theeducational process, 3) the educational objectives of thehandbook, 4) principles for the selection of the teachingcontent, 5) the structure of the teaching content, 6) grada-tion of information, 7) language of the handbook, 8) itslayout.

00064


V. 5. HIGHER

186. BABIICTSKI, GRZEGORZ: Procesy selekcji studentow w Uni-wersytecie Jagiellotiskim w latach 1968-1972. (Selection ofStudents for Studies E" the Jagiellonian University in Cracowin the Years 1968-1972). Ossolineum, Wroclaw 1974, 123 pp.

The publication contains a report on the four-year re-search on the subject of the recruitment of secondaryschool graduates for studies at the Jagiellonian Univer-sity in Cracow. Investigations also pertained to theuniversity career of students who w,.:re enrolled at thefreshman year in 1968. On the basis of the data obtainedthe author discusses the entrance examination as aninstrument of the selection anu analyzes the role of in-tellectual, personality, motivational and social factors inthe selection processes. A comparison is then drawnbetween the selection scope and character at various de-partments of the Jagiellonian University. A detailed anal-ysis follows of the selection or candidates as comparedto their social origin, sex, type of the secondary school,participation in culture and the amount of education inparents. Attention is then given to the system of pref-erences for candidates from the rural regions and childrenof the working people. A complete set of data is alsoincluded pertaining to a correlation as between the selec-tion through entrance examinations and the educationalattainment in the course of studies as well as to a correla-tion as between the eaucational attainment in the second-ary school and at the university. The f: al part of thepublication is devoted to problems of drop-out and screen-ing. The discussion pertains to the etiology of drop-outwith regard to the social origin of students, their educa-tional attainment in the secondary school, core on theentrance examination tests and the attainment at thefreshman year. Differences in the scope of drop-out atvarious departments of the university are also analyzed.

187. Bli(sDKA, PAULINA and JARECKT EDWARD: W sprawieselekcji ,-- edegzaminacyjnej do uczelni wyiszych. (Recruit-

".00065


ment for Higher Schools). Nowa Szkoia 1974, No. 4, pp. 16-17.The article deals with the efficiency index of the Polishsecondary schools measured by the percentage of gradu-ates enrolled in postsecondary schools of various types.An evident disproportion has been noted among the indi-ces calculated for rural and urban secondary schools.Considerations are based on a survey which was carriedout during the years 1971-1973 at the Technological Uni-versity in Gdansk and at the Advanced Teachers' Collegeon a sample of 305 freshman year students. An analysisfollows of the students' opinions concerning the scopeand value of the prerequisit3 knowledge provided by thesecondary school. It has been demonstrated that even theadditional seminar-type classes which were introducedto the curriculum of the terminal grade in 1970 did notprovide necessary conditions for passing entrance exam-inations at universities and colleges. On the basis of theanalysis the author points out a considerable number ofshortcomings in the educational work of the Polishsecondary schools.

188. DENEK, KAZIMIERZ: Kontrola programowania wiedzy stu-dentOw i jej efekty. (The Evaluation of the EducationalAttainment at the University). Kwartalnik Pedagogiczny 1974,No. 1, pp. 143-151.

The author discusses the shortcomings of the subjectiveevaluation techniques, i.e. their accidental character, one-sidedness, schematism, subjectivism and superficiality.The lack of the formative evaluation is pointed out aswell as the unnecessary combination of the evaluation withthe fixation of knowledge. Recommendations are thenadvanced to replace the traditional control by objectivetesting administered within both formative and summativeevaluation of the educational attainment. The report isalso presmiled pertaining to the value of the objectivetesting at the academic level. The experiment covered40 students at the Higher School for Economy in Poznan.A course in pedagogical sciences was introduced for bothgroups of students with the traditional evaluation in thecontrol group and the objective evaluation in the experi-

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64 SCHOOLS AND INSTITUTIONS-- - --- - -__ _

mental one. The data obtained are discussed with regardto 1) the scope of knowledge which was evaluated, 2) thetime devoted to evaluation procedures, 3) the averagetime designed for individual evaluation, and 4) the indicesof the efficiency of evaluation.

189. ERAZMUS, EDWARD: Teoretyczne problemy metodyki pod-staw nauk politycznych. (The Methodology of the PoliticalSciences). Dydaktyka Szkoly Wyiszej 1974, No. 2, pp. 67-79.

The article presents guidelines for the implementationof the curriculum in political sciences taught at uni-versities and colleges. The author postulates to solve themethodological problems in three planes: ideological,political and sociotechnical. Recommendations concernthe working out of an overall structure of each curriculumitem with the aim to present a global set of economic,legal, historical, sociological and moral aspects in eachpolitical problem discussed with the students. Attentionis then given to the application of the time criterionwhich calls for an analysis of the historical, present andprognostic aspects in each part of the curriculum content.The value of personification obtained through the pres-entation of subjective factors represented by the personsof leaders is also discussed at length. in the final part ofthe article the author stresses the significance of thecause-result presentation of the teaching content as wellas of the problem-solving approach.

190. NAJDUCHOWSKA, HALINA and ZARZYCKA-SKRZYPEK,JOLANTA: Wyiywienie mieszkancow DS po reformie systemustypendialnego. (Alimentation of Students Living in Hostelsafter the Reform of the Scholarship System). Instytut PolitykiNaukowej i Szkolnictwa Wyiszego, Warszawa 1974, 69 pp.

In March 1f:73. within the reform of the scholarshipsystem at universities and colleges, funds formerly trans-mitted to the students' canteen were started to be paiddirectly to the students. In June 1973 a research wasinitiated at the Department of Sociology at the Institute

011t)61'00067


for the Scientific Policy and the Higher Education on thealimentation of students in the new scholarship system.Investigations embraced 3255 from a random sample of35 students' hostels in various towns and were carriedout by means of a students' questionnaire. On the basisof the research results the authors discuss the functioningcf the students' canteens, the students' opinions on thecanteens, the alimentation of students and the newscholarship system as viewed by students at various uni-versities and colleges.

191. PARNOWSKI, TADEUSZ and PRZADKA, EWA: Podrccznikakademicki czas terainiejszy i przyszly. (The AcademicManual at Present and in Future). PWN, Warszawa 1974, 65 pp.

The authors present a review of the modern theories andempirical studies pertaining to the academic manual. Thetypology of manuals is presented as well as a comparisonas between the characteristics of the school handbook andthe academic manual. The role and function of the manualare also discussed at length. Considerations follow of theprocedures in the construction and validation of theacademic manual. In the final part of the publicationthe authors present research on this subject carried out atthe Department for the Methodology of Academic ManualConstruction in the Institute for the Scientific Policy andthe Higher Education. An annex contains a list of problemsin the field of the manual methodology and a bibliography.

192. PARZYSZEK, ANTONI: Doksztalcanie zawodowe w wojsku.(Raising the Professional Qualifications during the MilitaryService). Wydawnictwa Szkolne i Pedagogiczne, Warszawa1974. 152 pp. il. tab. bibl.

The publication is devoted to the present state as well asto the demands in the field of the vocational educationfor unskilled workers embraced by the military service.On the basis of the research on the subject the authordiscusses the forms and methods of the vocational trainingin the army, attention being given both to courses for


unskilled and to courses for semi-skilled workers. In-vestigations covered soldiers embraced by the militaryservice in the year 1968 and 1969 who stayed in the armytill 1971. Diagnosis has been obtained through question-naires, interviews and documentation analysis, whileforms and methods of instruction were validated in thecourse of a natural experiment. Special considerdtion isgiven to the value of educational strategies employed atvocational courses in the army as well as to ways ofmodernizing the teaching methods employed.

193. ROWINSKI, LEON and TELICZEK, JADWIGA: Dynamicznaefektywnoie dydaktyczna wyiszej szkoly technicznej. (TheDynamic Effectiveness of Instruction at the TechnologicalUniversity). Dydaktyka Szkoly Wyiszej 1974, No. 1, pp. 3-30.Rez. Sum.

The article is a continuation of the research designdiscussed by the same authors in "Dydaktyka SzkolyWyiszej" 1973, No. 4. Phase 1 of the research aimed atstating the statistical effectiveness of instruction at theTechnological University of Gliwice. Phase 2, which isdiscussed in the present article, embraces the periodof years 1966-1971. Dynamic changes in the indices ofdrop-out, screening, late graduation and the averageeducational attainment are demonstrated. Special atten-tion is given to the qualitative aspect of the efficiencyof instruction at particular departments of the Techno-logical University in Gliwice. A considerable number ofstatistical tables and diagrams are included illustratingthe data obtained.

1941 STEPNIOWSKI, IGriACY and MALEtaf, WOJCfECII: Tro-babilistYczne wiasnoici metody wyboru a doh& skaji ocen.(The Probabilistic Properties of the Multiple Choice Techniqueand the Choice of Rating Scales). Dydaktyka Szkoly Wyiszej1974, No. 1, pp. 53-74.

Aiming to provide objective evaluation techniques forachievements testing a' universities and colleges the

. ; 7....:.1.

00069


authors postulate to introduce examinators operatingspecialized programs according to the multiple choicetechnique. An analysis follows of the average test validitycharacteristic for the multiple choice programs as com-pared to the completion techniques. Reliability indices aswell as the prognostic value of selective tests are discussedin detail. Attention is then given to the possible types ofrating scales as well as to the data processing. Quantitativeand qualitative interpretation of the students' scores isalso presented.

195. ZAWADZKA, ANNA: Obeigienie naukg szkolnq a czas wolnystudentow uniwersytetu. (Overburdening with Learning andthe Leisure Time of University Students). Dydaktyka SzkolyWyziszej 1974, No. 1, pp. 75-100.

The article contains a report on the research which wasinitiated at the University of Wroclaw in the year 1969.Investigations embraced a sample of third year studentsof the Polish philology, law, biology and physics. Ananonymous questionnaire was circulated among 400 stu-dents. 100 from each of the departments selected for thesurvey. In the second phase of the research 40 studentshave been selected from each department. Detailed datapertaining to their time budget and leisure were collectedby means of interviews and questionnaires. During thethird phase of the research, a seven-day time-registrationhas been carried out on a sample of 80 students, 20 fromeach of the four departments under investigation. Theresults obtained were then stratified according to thedepartment of the university, place of residence and sex.In the present article an analysis is included of the time-budget as well as of the leisure time organization on thepart of the students.

V. 6. ADULT

196. PACHOCINSK I, RYSZARD: Ogwiata ustawiczna a oiwiata do-rostych. (The Life-Long Education and the Adult Education).Oitviata Doroslych 1974, No. 6, pp. 334-338.

; l

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The author discusses differences in the concepts of thelife-long education and the adult education pointing outsimilarities in the field of the pedagogical principles andeducational methods. The taxonomy of the educationalobjectives as viewed by the life-long education is present-ed together with its philosophical foundations. Emphasisis given to the full development of the human abilitiesand creative aspirations in all spheres of life. The signifi-cance of the self-consciousness for the development of thehuman personality is also stressed. According to theseideals the life-long education consists in inspiring ratherthan in providing instruction which is more typical forthe system of schooling. A detailed analysis follows ofsimilarities and differences between the school systemand the life-long education, due attention being given tothe adult education in the overall educational activity ona national scale.

197. PACHOCINSKI, RYSZARD: Stan i potrzeby andragogiki. (TheState and the Needs of Andragogy). Oitviata Doroslych 1974,No. 3, pp. 135-143.

The author discusses the significance of the comparativeandragogy for the education of the state of the adulteducation in each particular country, for the better under-standing of the characteristic features of the educationalsystem against the background of the social, cultural andpolitical system of the country, for the implementationof useful forms and methods employed in other systemsand for reliable prognosticating the growth of the adulteducation. In the second part. of the article the authorpresents the task and scope of the comparative andragogy,obstacles in carrying out research work in this field, typesof studies which shunld be initiated and forms of theseinvestigations. A team research initiated by the socialistcountries is also postulated which would, result in thecommon system of the adult education in these countries.

198. REMBOWSKI, JOZEF: Z zagadnieti psychologii czlowie.a do-roslego. (Psychology of Adults). Oiwiata Doroslych 1974, No. 6,pp. 325-330.

00071


The article is devoted to the rhythm of the adult phaseof the human life. Consideration is given to the threemain types of the activity, i.e. to constructivity, culmina-tion and reduction. Behavioral patterns typical for thisperiod of life are here analyzed from the point of viewof the development and natural changes in perception andin the functioning of the senses. The capability level isthen discussed at length indicated by the functioningof the receptors. In the final part of the article the authorconcentrates on the changes occurring in the learningprocesses, thinking processes, the IQ level and thepersonality characteristics. Their influence is discussed onthe abilities, creative interests and the artistic activityof adults.

199. RODEWALD, WLODZIMIERZ: Kierunki rozwoju nieszkolnychform ksztalcenia ustawicznego. (Trends in the Development ofthe Non-School Forms of the Permanent Education). OkviataDorosiych 1974. No. 3, pp. 129-135.

The article contains a report delivered by the Head ofthe Department for the Permanent Education at theMinistry of Education at a conference with the represent-atives of Local Educational Boards on December 20,1973.Tasks are presented to be fulfilled in promoting non-school forms of the permanent education by social andcultural organizations. Stress is given to the coordinationof activities in the field of the life-long education whichare now carried out by several institutions in each district,to the quality of instruction provided by these institutions,to the correspondence between the educational activityand the social demand in the district and to the properequipment of each educational institution engaged in thepermanent education. Much attention is also given to thequalifications of heads of the educational institutions incharge of the permanent education and the in-servicetraining for the members of the staff. In the final part ofthe article the problems of the organizational and educa-tional supervision are discussed as well as the role of the

00072


Local Educational Boards in the promotion of the life-longeducation for all the citizens.

V. 7. SPECIAL

200. STAWOWY, IRENA and ECKERT, URSZULA: Z badan nadodczytywaniem mowy z ust. (The Comprehension of Speechfrom Lip Movement). Z Badaii nad Tre§cict i Metodami Ksztal-cenia Ogolnego 1974, No. 2, pp. 56-59.

The article contains a report on the research pertainingto methods of developing the comprehension of speechfrom lip movement. Investigations embraced childrenfrom grade I of seven special primary schools for learnerswith hearing disturbances. A diagnostic survey includedthe categorized observation of lessons, interviews withteachers and headmasters and the evaluation of theeducational attainment in the field of the lip reading. Theresearch results obtained by the researchers from theSection for Special Education at the Institute for SchoolCurricula revealed a surplus of vocabulary in the specialschool curriculum for grade I and the shortcomings in thepresentation of grammar. Shortcomings were also demon-strated in the field of the teaching methods developingthe comprehension of speech from the lip movement. Mostof the teachers were stated to follow the oral-graphicapproach without the systematic instruction aiming at thefull development of the speech comprehension. Theauthors postulated to enrich the special school curriculumby introducing a systematic set of exercises for the devel-opment of speech comprehension as well as to introducean analysis of the appropriate teaching methods to thecurricula for the teachers training colleges.

003

INDEX OF AUTHORS AND EDITORS 71

INDEX OF AUTHORS AND EDITORS

Aleksandrzak, S. 143

Babinski, G. 186Banach, C. 105Barankiewicz, H. 114Bagcik, S. 170Bialecki, I. 115Brodka, P. 187

Cackowska, M. 156Chmura, M. 157Cichy, B. 144

Dqbrowski, S. 101Denek, K. 188

Eckert, U. 200Erazmus, E. 189

Fudali, J. 171-172

Gajdamowicz, H. 116Godlewski, M. 145, 179Golinska, L. 117Gutek, W. 180

Harwas-Napierala, B. 118

Jakowicka, M. 153Janiszowska, I. 106Jankowska, H. 158Janowski, A. 119Januszkiewicz, F. 181Jarecki, E. 187

Kaczor, S. 181Kargul, A. 120Karpiiiski, J. 10`,Kojs, W. 159Komorowska, H. 173Kotulska, E. see Tekliiiska-Kotul-

ska, E.Kowalczyk, W. 182

Kozlowska, A. 160Krawcewicz, ;. 145Krel, F. 146Kropiwnicki, J. 161Kuberski, J. 107-109Kukla, E. 180Kupisiewicz, C. 106, 110Kur, W. 162Kuinik, M. 121Kwiatowska, M. 154

Lam, W. 122Latoszek, M. 123Lemska, A. 123Lewin, A. 124, 183

Lobocki, M. 155Log, H. 163Lukaszewicz, R. 125

Malecki, W. 194Marciniak, J. 103Matulka, Z. 174Maurer, A. 164Maurer, J. 164Mickiewicz, J. 165Mlodkowski, J. Z. 126MuszyrIski, H. 127

Najduchowska, H. 190Napierala, B. see Harwas-Napiera-

la, B.Niemierko, B. 128Nowacki, T. 184

Okoit, W. 106, 111

Pachociftski, R. 196-197Parnowski, T. 191Plegniarski, B. 104Podoski, K 112Polaszek, F. 185Polny, R. 129

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72 INDEX OF AUTHORS AND EDITORS

Pospiszyl, K. 130-131Przadka, E. 191Przychodzinska-Kociczak, M. 132Pu§lecki, W. 147

Radwan, Z. 148Rataj, M. 166, 175Ratajek, Z. 134Rembowski, J. 198Rodewald, W. 199Rowitiski, L. 193Rybarczyk, M. 149

Sieliworiczyk, B. 123Skariyfiska, K. 135Skrobek, G. 167Skrzypek, J. see Zarzycka-Skrzy-

pek, J.Sobocka-Garbalska, A.Stachel, J. 151Stawowy, I. 200Suchodolski, B. 113, 136

Swida, H. 136Szafranek, R. 151Szewczyk, E. 176Szymanski, M. J. 177

Tekliriska-Kotulska, E. 157Teliczek, J. 193Tokarska, I. 178Tyszkowa, M. 137

Walczyna, J. 168Warzyriski, F. M. 138Wieckowski, R. 169Wojciechowska, B. 156Wolczyk, J. 139-140Wroczyriski, R. 140-141Wujek, T. 145

150 Zarzycka-Skrzypek, J. 190Zawadzka, A. 195

Zebrowski, J. 152Zelazkiewicz, M. 142

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