Książki/rozdziały (WNSH)

Stały URI dla tej kolekcji

https://hdl.handle.net/20.500.13044/42

Przeglądaj

Przeglądanie Książki/rozdziały (WNSH) według Autor "Dąbrowska, Izabela"
  • Rekord
    Cross-disciplinary literacy: supporting cultural content study through language analysis
    (Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2015) Dąbrowska, Izabela
    To function successfully in the present-day world people need to develop special literacies enabling them to move across various content fields. It is the more important as they increasingly wish to learn to understand the world on their own from their personal interactions with others, cultural conventions or the omnipresent exposure and interaction with public media, including the most powerful resource – the Internet (Wallace, 2003: 8). However, one’s own independence in discovering how the world is structured and run and how it is described in the language sphere is very often illusionary. It thus becomes crucial to advocate solutions which highlight the need to read and reason with information of varying types and complexities. Such an attitude may help to engage with the broad knowledge that in today’s world transcends national and cultural boarders.
  • Rekord
    Individual and group learning and teaching in traditional and online education
    (Akademia Bialska Nauk Stosowanych im. Jana Pawła II, 2022) Chodkiewicz, Halina ; Dąbrowska, Izabela ; Struk, Barbara
    The current volume explores an array of issues their authors found important to address with reference to the topic of traditional and online teaching and learning in academic and school environments, which has undoubtedly gained significance due to the COVID-19 pandemic. The contributors of the volume include academic level and school teachers and researchers. The chapters of the volume contain position papers or original empirical studies which show that, regardless of the subject taught, teachers carry a great responsibility for creating conditions conducive to the achievement of the expected learning outcomes in both traditional and online courses.
  • Rekord
    Selected aspects of developing literacy skills at different stages of education in the native and foreign language
    (Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2019) Dąbrowska, Izabela ; Chodkiewicz, Halina ; Zhyhalava, Maryia
    It is an unquestionable fact that literacy skills play a paramount role in designing and organizing educational systems as well as in peoples’ private and professional lives. What is more, recent advances in information and communication technologies and the increasing access to the internet have confirmed the significance of literacy in today’s world. It is important then that educationists not only introduce children into the world of the written word, but also support all the learners in enhancing their literacy skills during the entire education period. Hence a wide implementation of literacy skills concerns primary, secondary and tertiary education, as well as a diversity of educational settings, be it monolingual, bilingual, or multilingual natural social contexts, or foreign and additional languages taught in instructed classroom settings. With the rise of new literacy theories, the understanding of the concept of reading and writing literacies has undergone considerable evolution. When defined broadly, literacy skills are now perceived not only solely as the skills of reading and writing but also the accompanying oral skills indispensable for creating and comprehending the meaning of a diversity of text types, print or multimodal/ digital ones. The operations underlying reading and writing comprise both lowlevel processes of decoding, word identification, parsing and semantic proposition forming and higher-order processes that ensure construction of text meaning by integrating it with readers’ background knowledge. Of great significance is also the interplay of a number of reader/writer and text variables, with a special role played by cognitive, sociocultural, and motivational processes.
  • Rekord
    Sylabus jako podstawa doskonalenia procesu rozwijania wiedzy, umiejętności i postaw w kształceniu neofilologicznym w świetle wymogów Krajowych Ram Kwalifikacji
    (Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2013) Dąbrowska, Izabela
    Artykuł poświęcony jest zagadnieniom związanym z wprowadzeniem nowej metodologii konstruowania programów kształcenia i sylabusów w szkolnictwie wyższym od roku akademickiego 2012/13. Przedstawia pokrótce historię nowego opisu procesu dydaktycznego według metodologii Krajowych Ram Kwalifikacji oraz główne jego koncepcje. Wskazuje na zalety konstruowania sylabusów w nowej formie, ale też implikacje przyjęcia zmienionej metodologii. Koncentruje się na tych kwestiach, które stanowić będą o sukcesie lub trudnościach w implementacji założeń dokumentu, tj. celach, efektach, środkach dydaktycznych i narzędziach weryfikacji osiągniętych zamierzeń. Opisuje dotychczasowe działania przyjęte w Zakładzie Języka Angielskiego Państwowej Szkoły Wyższej im. Papieża Jana Pawła II w Białej Podlaskiej w roku akademickim 2011/2012, w tym wprowadzenie nowych modułów (przedmiotów). Ponadto, artykuł porusza problem m.in. spiralnych modeli konstruowania treści programowych (specjalizacje), co sprawia, iż autor każdego sylabusa, staje się jednocześnie współautorem innych kursów danej specjalizacji (modułów tematycznych). Wskazuje tym samym na trudność weryfikacji nowych dokumentów, szczególnie w pierwszym cyklu kształcenia, gdyż wiele z nich to programy autorskie. Przedstawia zadania, jakie stoją przed dydaktykami, wynikające z faktu przyjęcia nowej metodologii opisu. Podkreśla potrzebę ciągłego monitorowania i doskonalenia sylabusów tak, aby stanowiły one instrument wspomagania procesu dydaktycznego nauczyciela akademickiego.
  • Rekord
    Tutoring in academic settings: an empirical study on developing a diploma project at college level
    (Akademia Bialska Nauk Stosowanych im. Jana Pawła II, 2022) Dąbrowska, Izabela ; Dąbrowska, Małgorzata
    The following article concerns the issue of tutoring and peer tutoring which can be applied across different academic settings. It presents the historical background of the methodology in English higher education, which developed in the Middle Ages, to be then subsequently used in other educational spheres in Britain and worldwide. Presently, due to a renewed interest in the individualisation of educational practices, tutoring and peer-tutoring methods are experiencing an increasing acceptance in a variety of didactic programmes and curricula. Hence, the article underlines the advantages of using the methodology and its techniques, as well as points to the numerous solutions basing on the original Oxford tutorial concept accepted in different academic environments. One such application of the tutoring model, patterned according to the Ghent University practices, was tested in the Seminar class in PSW in Biała Podlaska in the academic year 2019/20, where students were given extra hours to develop their diploma projects under an intense supervision of the tutor and peers. They were also questioned by several questionnaires to elicit their pre- and post-understanding of the methodology and the achieved results. Accordingly, the article discusses the outcomes of the scheme of applying tutorials in the academic context pointing, first of all, to their unique opportunities. It shows that participation in the project boosted the participants’ self-confidence, increased their communication and cooperation skills, as well as heightened their social capacity.