Search

The purpose of this brief commentary is to determine which language skill Polish higher school learners think ought to be practiced most frequently during Spanish classes. Fifteen undergraduate students who study at AGH University of Science and Technology, Poland were surveyed, and the authors found that most learners (73%) want to practice speaking in person in Spanish classes. The theoretical framework for this article is provided by the general idea of the school as an organization and social institution.

Recent reforms in Polish education, Canadian interest in cooperative education, and differences in government involvement in Polish vs. Canadian education motivate the current comparative study of Polish post-secondary vocational schools (PVSs) and Canadian community colleges (CCs). While PVSs and CCs may initially appear equivalent (e.g., both provide training in specific skill sets), important differences are manifested when the institutions are examined from the perspective of two concepts associated with information technology: "accessibility" and "accountability" of information. A comparative analysis of categories under each concept yields substantial differences between PVSs and CCs in terms of both accessibility (e.g., varied programs of study and course schedules, online application, curriculum comprehensiveness) and accountability (e.g., federal institutional accreditation, surveys of stakeholder groups, unity in program standards). (Contains 2 figures and 5 notes.)

This paper assembles innovative ideas from several disciplines and offers an integrated discussion for improving TESL/TEFL curriculum design, specifically for individuals from peripheral social contexts and to address the global demand for ESL/EFL teachers. Overall, the suggested innovations serve to: 1) increase program accessibility to individuals who might not otherwise pursue professional development and/or continuing education, and 2) enhance instructional effectiveness by including instructional topics and techniques which support novice and nonnative English teachers. Adjustments to admission practices, instruction practices, and long-term professional support allow the program to reach a greater population of teachers to serve the ever-increasing worldwide demand for English teachers. A website available prior to, during, and after instruction allows participants to continue research projects, learn about professional development opportunities, and participate in a virtual community of TESL/TEFL professionals, regardless of their current teaching placement environment. More practically-focused instruction which is delivered via both on-site instruction and DL (distance learning) technology results in more competent teachers completing TESL/TEFL programs. The more practically-focused instruction incorporates recent language research and language teaching innovations from applied linguistics, multicultural literature, conflict communication strategies, and educational leadership. The language research innovations include descriptive grammar, pragmatics, and discourse analysis. These give teachers a substantially more accurate understanding of English language structures and functions at clause, sentence, and discourse levels. They provide essential tools to more accurately analyze and thus more effectively teach English in a variety of educational contexts. The language teaching innovations include participatory language teaching, sheltered language instruction, and authentic assessments) which extend the learning benefits of communicative language teaching (CLT) methods. These TESL/TEFL methods are incorporated with multicultural literature, conflict communication strategies, and educational leadership to form an interdisciplinary program which provides scaffolded instructional content and techniques which may better serve the needs of TESL/TEFL teacher training program stakeholders.

This article discusses the strengths and weaknesses of native and nonnative English teachers in Polish schools in light of the researchers' personal language teaching experience and language teacher research and training. It is argued that the NS/NNS controversy is over simplified and ignores the complexities of teacher training, language learning, and language proficiency. It is further argued that NS English teachers should be employed in Poland because they teach in their own language, use current idioms, provide information about English speaking countries and enhance the credibility of programs. Furthermore, the importance of NNS English teachers in Polish schools is stressed. The discussion closes by emphasizing the importance of both NS and NNS English teachers having successful classroom second language learning experiences themselves and an adequate skill set in language teaching. (Contains 1 figure and 1 note.)

The purpose of this article is to compare the teaching of religion in government-run primary and secondary educational institutions in Poland and Canada (Ontario and Quebec). The theoretical framework for this work is supplied by the general idea that the school is an organization and social institution. It is concluded that religious instruction in schools is a contentious matter in both Poland and Canada.

The aim of this article is to compare the teaching of religion in government-run primary and secondary educational institutions in Poland and Canada (Ontario and Quebec). The theoretical framework for this work is supplied by the general idea that the school is an organization and social institution. It is concluded that religious instruction in schools is a contentious matter in both Poland and Canada. (Contains 3 notes.)

This article discusses the strengths and weaknesses of native and nonnative English teachers in Polish schools in light of the researchers' personal language teaching experience and language teacher research and training. It is argued that the NS/NNS controversy is oversimplified and ignores the complexities of teacher training, language learning, and language proficiency. It is further argued that NS English teachers should be employed in Poland because they teach in their own language, use current idioms, provide information about English speaking countries and enhance the credibility of programs. Furthermore, the importance of NNS English teachers in Polish schools is stressed. The discussion closes by emphasizing the importance of both NS and NNS English teachers having successful classroom second language learning experiences themselves and an adequate skill set in language teaching. (Contains 1 figure and 1 endnote.) [This paper was also presented at the Conference on Problems in Language Teaching (Kirov, Russia, February 4-15, 2007).]

This article compares Polish and Canadian primary and secondary education in terms of systems, curriculum, governance and teacher education. It is motivated by the recent changes in Polish schooling. The theoretical framework for the work is supplied by the general notion of the school as an organization and social institution. Citizenship education and the integration of technology in teaching and learning are of concern to educators in Poland and Canada.

This article deals with cheating in examinations in two Polish higher institutions, and is the result of Dr. Butler's discussions with learners at AGH University of Science and Technology and one graduate of the Jagiellonian University. Reasons are given as to why learners crib and why it is socially acceptable for them to do so. It is concluded that exam cheating leads to difficulties in assessing students. The conceptual framework for this article is supplied by the general idea of the school as an organization and social institution.

This work examines the use of learner ratings of faculty performance in Polish higher institutions. It is concluded that other sources of information besides students' evaluations should be employed when evaluating teaching, such as: administrator and peer appraisals. The theoretical framework for this brief note is provided by the general idea of the school as an organization and social institution. (4 references)

This study compares Polish post-secondary vocational institutions with Canadian community colleges using an information technology conceptual framework. The research concentrated upon programs in information technology delivered by one Polish school Cracow School of Information Technology and two Canadian community colleges Durham (Oshawa, Ontario) and Confederation (Thunder Bay, Ontario). It is recommended that additional research be carried out, in the future, involving a larger number of institutions. (Contains 8 figures and 3 notes.)

The purpose of this brief note is to compare non-formal education in Poland and Canada in terms of accessibility, and it is motivated by the fact that learning is a lifelong process because of rapid advances in technology. The theoretical framework for this commentary is supplied by the general idea that non-formal learning provides a social function. (Contains 1 note.)

The aim of this study is to compare Polish post-secondary vocational institutions with Canadian community colleges. The research concentrates upon programs in tourism and information technology delivered by the two following Polish schools: "Policealne Studium Zawodowe" (Cracow, Poland), Cracow School of Information Technology; and three Canadian community colleges: Centennial (Scarborough, Ontario), Durham (Oshawa, Ontario) and Confederation (Thunder Bay, Ontario). The theoretical framework for this study is supplied by the general idea of the school as an organization and social institution. It is recommended that additional research be carried out, in the future, involving a larger number of institutions. (Contains 2 endnotes.)

This article is about the current challenges facing the school as an organization and social institution with respect to information technology. It is concluded that the school ought to educate broadly when preparing students for the workplace because we can not accurately predict what their needs will be due to rapid advances in technology. (Contains 3 notes.)

The purpose of this article is to determine if Polish higher school learners are in favour of Darwin's evolutionary theory being included in the primary and secondary school curriculum. Thirty three students at AGH University of Science and Technology, Poland were surveyed, and the author found that all of them are in agreement with it. The theoretical framework for this article is provided by the general idea of the school as an organization and social institution.

The purpose of this article is to discuss whether Polish primary school pupils want to wear uniforms, and it is motivated by the Polish government's recently proposed policy: Zero Tolerance for Violence at School. Seventy one pupils, who attend Podstawowka Nr30 school in Cracow, were surveyed, and the authors found that most pupils are not in favour of wearing uniforms. The theoretical framework for this article is supplied by the general notion of the school as an organization and social institution.

The purpose of this brief commentary is to determine which language skill Polish higher school learners think ought to be practiced most frequently during EFL classes. Twenty-seven male and female undergraduate students who study at AGH University of Science and Technology, Poland were surveyed, and the authors found that most learners (70%) want to practice speaking in person in English classes. The theoretical framework for this article is provided by the general idea of the school as an organization and social institution.(Contains 3 notes.)

The purpose of this article is to compare institutions of higher learning in Poland and universities in Canada using an information technology conceptual framework consisting of three parts: participation, feedback and partnership. (Contains 15 notes.)

This work attempts to determine whether the recent educational reforms in Poland are making it more difficult for discipline to be maintained in schools. It is concluded that the changes have a negative impact upon school discipline because the likelihood of mixed-ability classes in junior secondary institutions is high. The theoretical framework for this article is supplied by the general idea of the school as an organization and social institution.

This article deals with modelling and specificity in K-12 teacher education to describe an approach in ESL/EFL teaching which is aimed at assisting teachers in bridging the gap between declarative and procedural knowledge while addressing the complex requirements of their learners. It is concluded that descriptions of language variation across communication contexts, corpus-based descriptive grammar, and sociocultural learning theory can be used to provide a specific map that bridges pedagogical theory and language classroom practice and social institution. [This paper was also presented at the Conference on Problems in Language Teaching (Kirov, Russia, February 14-15, 2007).]

This article is about the school's concern with marks and the societal consequences. It is concluded that educational institutions do not operate in a "social vacuum". (6 references).

This article is the product of the writer's deliberations about the impact of Poland's 1990 Bill on Schools of Higher Education using an information technology theoretical model consisting of three parts: (1) participation; (2) feedback; and (3) partnership. The main findings of the investigation revealed that: (1) there is wide participation in the management processes of institutions of higher education; (2) admissions to higher schools have greatly increased; and (3) private schools are not only allowed but exist in great numbers. Also, a national quality assurance mechanism exists to evaluate higher institutions. Furthermore, there are advantages and disadvantages to foreign partnerships involving Polish higher schools. (Contains 17 notes.)

This article compares Polish post-secondary vocational (grammar) schools with Canadian community colleges. Recent changes in Polish schooling and Canadian government initiatives drive this work. Accessibility, governance and programs are discussed. The theoretical framework for this comparison was supplied by the notion of the school as an organization and social institution. Our work suggests that it is necessary for educators in both Canada and Poland to respond to the needs of of an aging population and to come to terms with the impact that globalization has on labour force needs. (Contains 22 endnotes.)

The aim of this study was to compare Canadian community colleges with post-secondary vocational schools in Poland. The comparison concentrated upon programs in nursing, tourism and information technology delivered by the following three Polish schools Krakowska Szkola Medyczna, (Cracow, Poland), Policealne Studium Zawodowe, (Cracow, Poland), Cracow School of Information Technology and four Canadian community colleges Red Deer, (Red Deer, Alberta) Centennial (Scarborough, Ontario), Durham (Oshawa, Ontario) and Confederation (Thunder Bay, Ontario). Two research approaches were used in this study: qualitative and quantitative mixed research methodologies. Moreover, the theoretical framework was supplied by the general notion of the school as an organization and social institution. The investigators tried to answer the following research questions. (1) Are post-secondary vocational institutions meeting the requirements of the labor market as well as Canadian community colleges? The predicted answer was "no" because it is easier for colleges to form articulation agreements with schools of higher education than it is for their Polish counterparts. Community colleges in Canada are part of the same post- secondary system of schooling as schools of higher education whereas post-secondary vocational institutions are not--they are part of a secondary school scheme. Articulation agreements allow learners to begin their vocational or academic training in one institution and continue it in another. Labor market requirements are better addressed with comprehensive course transfer agreements. (2) Do Canadian college students have a higher perception of their programs than their Polish post-secondary vocational school counterparts? The predicted answer was "yes" because colleges are higher up in the school structure "pecking order" than post-secondary vocational schools in Poland: post-secondary as opposed to secondary. It was hypothesized that college learners ought to place more value on their programs than their Polish counterparts. The results of our investigation partially supported the predicted answer "no" for question 1--Centennial College's program in tourism has more articulation agreements than their Polish counterpart (Policealne Studium Zawodowe). The predicted answer "yes" was fully confirmed, with regard to question 2. (Contains 12 figures and 8 notes.)

The aim of this study was to compare Polish post-secondary vocational institutions with Canadian community colleges using an information technology theoretical framework consisting of three parts: participation, feedback and partnership. The research concentrated upon programs in nursing, tourism and information technology delivered by the three following Polish schools: "Krakowska Szkola Medyczna" (Cracow, Poland), "Policealne Studium Zawodowe" (Cracow, Poland), "Cracow School of Information Technology"; and four Canadian community colleges: Red Deer (Red Deer, Alberta), Centennial (Scarborough, Ontario), Durham (Oshawa, Ontario) and Confederation (Thunder Bay, Ontario). No individual or group commissioned this research study; therefore, the investigators were unrestricted in conducting this work. Since this study consisted of a close examination of only seven programs, the results obtained are limited in their scope and applicability. The findings are perhaps more important to the participating Polish post-grammar vocational institutions than to the Canadian colleges because of the changes that are expected to occur in Poland's postsecondary vocational school system by the end of 2005. It is recommended that additional research be carried out in the future involving a larger number of institutions.(Contains 1 table.)

This article is the product of the writer's deliberations about the impact of Poland's 1990 Bill on Schools of Higher Education using an information technology theoretical model consisting of three parts: (1) participation; (2) feedback; and (3) partnership. The main findings of the investigation revealed that: (1) there is wide participation in the management processes of institutions of higher education; (2) admissions to higher schools have greatly increased; and (3) private schools are not only allowed but exist in great numbers. Also, a national quality assurance mechanism exists to evaluate higher institutions. Furthermore, there are advantages and disadvantages to foreign partnerships involving Polish higher schools. (Contains 17 endnotes.)

This article compares Polish post-secondary vocational (grammar) schools with Canadian community colleges. Accessibility, governance and programs are discussed. The theoretical framework for this comparison was supplied by the notion of the school as an organization and social institution. We found that it is necessary for educators in both Canada and Poland to respond to the needs of an aging population and to come to terms with the impact that globalization has on labour force requirements. (Contains 43 endnotes.)

The purpose of this ontological look is to determine if Polish higher school learners are consistent in their agreement in favor of cribbing in exams. Seventeen students who study at AGH University of Science Technology, Cracow, Poland and Cracow Pedagogical University were surveyed, and the authors found that only 35% of the learners are in agreement with cheating in examinations. Therefore, the research prediction was not confirmed. The theoretical framework for this article is provided by the general idea of the school as an organization and social institution.

The purpose of this brief commentary is to determine if Polish higher school learners are studying English so that they can obtain jobs in Great Britain or Ireland. Thirty students who study full-time at AGH University of Science and Technology, Poland were surveyed, and the author found that most learners (57%) are studying English in order to secure employment in the British Isles. The theoretical framework for this article is provided by the general idea of the school as an organization and social institution. (Contains 2 endnotes.)