DOCUMENT RESUME - ERIC · DOCUMENT RESUME ED 085 326 SO 006 769 AUTHOR Wieczorek, Barbara, Ed.; Krajewska, Karolina, Ed. TITLE Selected Bibliography of Polish Educational. Materials

DOCUMENT RESUME

ED 085 326 SO 006 769

AUTHOR Wieczorek, Barbara, Ed.; Krajewska, Karolina, Ed.TITLE Selected Bibliography of Polish Educational

Materials.. Volume 11, Number 3, 1972.

INSTITUTION Central Inst. for Scientific, Technical and EconomicInformation, Warsaw (Poland). Scientific PublicationsForeign Cooperation Center.

SPONS AGENCY Office of Education (DHEW), Washington, D.C.REPORT NO TT-72-54010-3PUB DATE 72

6NOTE 64p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Adult Education; *Annotated Bibliographies;

*Comparative Education; *Educational History;Educational Legislation; *Educational Policy;*Educational Practice; Educational Strategies;Elementary Education; Higher Education; PreschoolEducation; Primary Grades; Schools; SecondaryEducation; Special Education; Statistics; TeacherEducation; Teaching; Vocational Education

IDENTIFIERS *Poland

ABSTRACTThis selected bibliography of Polish educational

materials contains annotations written in English. Materialspublished from 1969 are listed under seven different topics. Areas ofinterest are the history of education, laws and legislation, generalinformation on education, social and educational sciences, teacher'sprofession, schools and institutions, and educational statistics.Schools and institution materials are divided into preschool,primary, secondary, vocational, higher, adult, and special educationlevels. An index of authors and editors is included. A relateddocument is SO 006 737. (KSM)

. 'VIP

ti.1)1;.C?}4,4

0R

4,4MWA-111TV:tak;attP:e.Sr:W.

: A

Ov:r;z0,51,~1,',1 k'ok4t-"e4V-{

Institute for Educational ResearchSection for Documentation

Editors: Barbara Wieczorek and Karolina Krajewska

Translated:Hanna Komorowska

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

WI. 11, No. 3, 1972 TT 72-54010/3

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

INFORMATION,WARSAW, POLAND 1973

SELECTED BIBLIOGRAPHY OF POLISH EDUCATIONAL MATERIALS

Vol. 11 1972 No. 3

CONTENTS

pageI. History of Education 3

II. Laws and Legislation 6

III. General Information on Education 7

IV. Social and Educational Sciences 15

V. Teacher's Profession 29

VI, Schools and Institutions (by type or level) 35

1. Preschool 35

2. Primary 363. Secondary 41

4. Vocational 43

5. Higher 50

6. Adult 55

7. Special 57

VII. Educational Statistics 59

Index of Authors and Editors 61

The bulk of the materials listed in the present issue was available in the periodof time June to August 1972.

HISTORY OF EDUCATION

1. HISTORY OF EDUCATION

3

226. KRAS, JANINA: Wyisze Kursy dla Kobiet im. A. Baranieckie-go w Krakowie 1868-1924. (A. Baraniecki's Advanced Coursesfor Women in Cracow in the Years 1868-1924), WydawnictwoLiterackie, KrakOw 1972, 146 pp.

Advanced courses for women have been established bya famous physician and social worker in the times whenwomen had no rights whatsoever to enter institutions ofhigher education. The courses were the first institutionproviding higher education for Polish women and as suchgained popularity both at home and abroad, the same kindof instruction being available only in London. Courseswere divided into two groups: 1) theoretical-literary, ar-tistic and scientific, 2) practical-social and economic. Inthe beginning instruction lasted one year, later it wasextended to two years. The institution was staffed byprofessors from the Jagiellonian University in Cracow.No formal certificates were granted to graduates whoutilized the knowledge gained at courses working as pri-vate teachers. A large number of prominent Polish womenwriters, social workers and educators started their educa-tion there: In the year 1891, after the death of theirfounder, various modifications were introduced into thecourses and after the liberation of 1918 they ceased toexist, other institutions of higher education being acces-sible for women. The publication presents the history ofthe courses, their organization, curricula and staffing.Archival material such as documents, reports, correspond-ence and articles are included.

227. LUGOWSKI, BRONISLAW and ARASZKIEWICZ, .FELIKS(ed.): Postoowa mygl o§wiatowa w Polsce w latach 1918-1939.(Progressive Educational Thought in Poland in the Years1918-1939). Zak lad Narodowy- im. Ossolifiskich, Wroclaw 1972,543 pp.

The publication contains selected documents and archivalmaterial including postulates, projects and programs

a

4 'HISTORY OF EDUCATION

which reflect the progressive educational thought in theinterwar period and demonstrate the educational idealof the Polish Left-Wing. The bulk of material is groupedin the following sections: 1) educational postulates, 2) pro-jects and programs of the organization of schooling,3) concepts referring to teaching methods and attitude-

--formation techniques, 4) educational ideal. The chrono-logical arrangement is followed within each of thesections. A bibliographic dictionary of authors as' well asan index of names are also included.

228. SERWANSKI, EDMUND and WALCZAK, MARIAN: Szkolnic-two polskie pod okupacjq hitlerowskq w Wielkopolsce. (ThePolish Schooling in Wielkopolska in the Times of the Nazi Oc-cupation). Przeglqd Historyczno-0§wiatowy 1972, No. 2, pp.193-208. Rez. Sum.

After the conquest of Poland in 1939 the Polish territorywas divided into the so-called General Government andareas included into the Reich. The region of Wielkopolskabelonged to the latter group. The policy of germanizationaimed at liquidating Polish culture and first of all thePolish educational system secondary, vocational andhigher schools. In the first months of the occupation pri-mary schools were still in existence, run by Polishteachers on the territories where German administrationhas not yet started functioning. As early as September1939 ordinances were issued introducing German lan-guage and liquidating the officially existing Polishprimary schools. The present publication deals mainlywith schools which survived several months after theoutbreak of the war. Data are drawn from German ar-chival material and from investigations through question-naires and interviews carried out in the year 1946 by theMinistry of Education and the Polish Teachers' As-sociation.

229. TEOFILEWICZ, DANUTA: Dzialalnae Komisji Edukacji Na-rodowej w wojewodztwie podlaskim 1773-1794. (Activities ofthe Commission for National Education in the Region of Pod-lasie in the Period of Years 1773-1794). Panstwowe Wydawnic-two Naukowe, WarszaWa 1971, 200 pp. bibl. Prace Bialostockie-

HISTORY OF EDUCATION 5

go Towarzystwa Naukowego, (Works of the Scientific Associa-tion of Bialystok), No. 14.

The publication presents activities of the Commission forNational Education in the voivodship of Podlasie. i.e. atthe present territories of Warsaw and Bialystok. Althoughconsiderable amount of material concerning the first Eu-ropean Ministry of Education, the Polish Commission forNational Education, was destroyed in the times of the twoworld wars, the author managed to collect ample datadrawn from manuscripts, printed reports, photocopies andlegal acts issued by the Commission. School documents,chronicles, speeches, memoirs and correspondence are alsoused, although access to sources of this type was still moredifficult. Statistical data are presented concerning schools,staffing, school administration, educational authorities andpartly educational achievement. Before the establishmentof the Commission merely one secondary school existedin this territory. The Commission managed to developtwo high-level schools for secondary education and 'about50 parochial schools. Education in the voivodship em-braced 20,000 pupils at the post-primary level. Schoolswere staffed by priests and monks who according to gen-eral instructions given by the Commission stressed nation-al and civic problems. The activity of most prominenteducators is also discussed in detail.

230. Ujawniona po latach. Przyczynek do historii tajnego nauczaniaw czasie okupacji hitlerowskiej w Ogrodku Dobczyce-Dzieka-nowice. 1940-1945. (Revealed Years After. The History of Clan-destine Education in the Times of the Nazi Occupation in Dob-czyce-Dziekanowice in the Years 1940-1945). Komitet Organi-zacyjny Zjazdu KoleZenskiego, Krakow 1971, 36 pp.

The publication has been issued on the occasion of the30th anniversary of the first final examination for grad-uation from the secondary school in the Center for Clan-destine Education in Dobczyce-Dziekanowice in the voi-vodship of Cracow. In the course of the five-year activityof the Center two gymnasium final examinations and twolycvm ones took place. The publication presents the or-ganization of schooling in the Center which was in charge

6 LAWS AND LEGISLATION

of the general secondary school, trade gymnasium andcomplementary courses of subjects forbidden in officialprimary schools (history and geography of Poland, litera-ture and mother tongue). Aid given by the local commu-nity As discussed at length. Memoirs of the headmaster,teachers and pupils with documents and photographs areincluded as well as the index of names.

See also: 277.

II. LAWS AND LEGISLATION

231. Co przynosi Karta Praw i Obowiqzkow Nauczyciela? (WhatDoes the Teacher's Charter Bring). Gies Nauczycielski 1972,No. 19, pp. 2-3.

At the Plenary Session of the Polish Diet, April 27, 1972,J. Maciszewski, the President of the Commission for Edu-cation at the Diet, presented the draft of the new Actthe Teacher's Charter. The Charter had been prepared bythe Commission in collaboration with the Governmentand the representatives of teachers and presented fornational discussion. The draft met with general approvalas it ensured not only improvement in social and financialprestige of the teacher but also in administration ofschooling and quality of instruction. The article reportsthe speech by J. Maciszewski, as well as the course of thediscussion in the Diet which ended with the Act beingpassed and published in Dziennik Urzedowy 1972 No. 16,Item 144. In the same copy of Dziennik Urzqdowy (item145) the Ordinance by the Council of Ministers concerningthe raise in the teachers' salaries was announced. Fundsdesigned for raising teachers' salaries, teachers' retire-ment pensions and social facilities are unparalleled in thehistory of schooling in the Polish People's Republic. Anew legal status is also introduced, considerably raisingthe social prestige of the teacher and enabling properselection for the profession. All the employees of theeducational system from kindergartens to higher schools

GEN2RAL INFORMATION ON EDUCATION 7

are embraced by the Act. For the first time the require-ment to employ merely persons with university educationis introduced. New professional titles are also presentedas well as new uniform teaching load for teachers ofschools of a given level. The Act is valid from May 1.

See also: 235.

III. GENERAL INFORMATION ON EDUCATION

232. DENEK, KAZIMIERZ: Poszokiwanie efektywnych metodksztalcenia. (Search for Effective Methods of Training). Nan-czycie/ i Wychowanie 1972, No. 2, pp. 48-6'0.

On the basis of Polish and foreign pedagogical writingsthe author discusses the significance of research on teach-ing methods in the light of educational and economicsciences. Full integration of educational psychological andeconomic factors operating within the educational processis analyzed in detail. Research on the subject carried outin Poland and abroad is reviewed and a presentation fol-lows of factors decisive for optimal effectiveness of train-ing. The value of knowledge in this field for central plan-ning organs, educational authorities and teachers is dis-cussed.

233. KOZLOWSKI, CZESLAW: (ed.): Siownik organizacji miodzie-iowych w Polsce 1918-1970. (A Dictionary of Youth Organ-izations in Poland in the Years 1918-1970). "Iskry", Warszawa1971, 189 pp.

The present dictionary is the first encyclopedic publica-tion embracing all trends in the Polish youth movementin the period of years 1918-4970. Items included in thedictionary cover the history of associat: ons, their charac-teristics, persons of leaders, most prominent members andactivists. Organizations of youth from national minoritiesare also presented. All the items are arranged in an alpha-betic order.

8 GENERAL INFORMATION ON EDUCATION

234. KRUSZEWSKI, KRZYSZTOF: Nauczanie programowane w sy-stemie dydaktycznym. (Programmed Instruction in the Educa-tiona System). Panstwowe Wydawnictwo Naukowe, Warszawa1972, 210 pp.

The book deals with the programmed instruction in thePolish educational system. The problem is presented dia-lectically i.e. both changes in the educational systemcaused by programming and changes in the programmedinstruction caused by the Polish educational theory andpractice are discussed. Part 1 contains an analysis of theprogrammed instruction and its developmental trends. Anew definition of the programmed instruction is presentedwhich is applicable to all kinds of programs and all typesof learning. Since the programmed instruction was astarting point for the American conception of the neweducational technology and the Russian conception of thescientific organization of labor, both of them are discussedin detail as a secondary set of problems connected withprogramming. Part 2 is devoted to links between theprogrammed instruction and various elements of the Pol-ish didactic system according to basic handbooks on thetheory of instruction. Successive chapters deal with educa-tional objectives, teaching content, process of instruction,teaching methods, means and forms of education.

235. KUBERSKI, JERZY: 0 Karcie Praw i Obownlzkow Nauczycie-Ia. (On the Teacher's Charter). Nowa Szkola 1972, No. 6, pp. 2-8.

The article contains excerpts from the speech deliveredby the Minister of Education at the session of the Com-mission for Education at the Polish Diet on April 18,1972. The speech concerned a project of the TeachersCharter (now in effect). The project has been preparedby a group of experts on education together with- educa-tional activists. The Project presents the change-in thesystem of payment and raise in the teachers' salaries, ex-tends the teachers' rights through establishing specialsocial funds, introducing special professional titles, de-corations and rewards for prominent teachers and es-tablishing the Teacher's Day on 14th October, the an-nivt?rsary of the day of establishing the Commission for

GENERAL INFORMATION ON EDUCATION 9

National Education, the first Polish Ministry of Edu-cation, and regulates the legal status of primary, second-ary and university teachers. The duty of raising profes-sional qualifications at refresher and in-service coursesis introduced. Introduction of a uniform teaching load isalso suggested in schools of the same type which wouldserve teachers' stabilization in the profession.

236. KUBERSKI, JERZY: Program realizacji polityki oAvviatowej.(Program of Realizing New Educational Policy). Nowe Drogi1972, No. 7, pp. 77-89.

The article by the Minister of Education reports on theprogram of new educational policy. The first phase of theinnovation consisted in introducing the Teacher's Charterand raising the teachers' salaries. The following activitieswill be undertaken by the Ministry: 1) ensuring uniformquality of instruction in primary schools through changesin the network of schools, their equipment and staffingas well as through extending preschool, education, 2) in-troducing new, improved curricula, 3) reshaping initialinstruction through shortening the period of global in-struction and prolonging that of systematic teaching,4) establishing a system of compensating school backward-ness, 5) introducing profiled secondary schools and ad-justing vocational education to needs of the national econ-omy, 6) introducing new methods of teaching gifted stu-dents, 7) establishing collaboration with industrial plants,8) strengthening attitude-formation in schools of all typesand levels, 9) introducing an improved system of in-serviceteacher training and 10) establishing closer collaborationof schools and parents. In the final part of the article theproblems of school administration and local educationalauthorities are also discussed at.lerigth.

237. KUPISIEWICZ, CZESLAW: Jednoge procesu uczenia sit i na-uczania. (The Unity of the Teaching and the Learning Process).Nowa Szkola 1972, No. 5, pp. 29 -33.

The article is devoted to links existing between the teach-ing and the learning process and to their mutual condi-tioning. The teaching-learning process has, in the author's

a


opinion two most important characteristics: a) students'activities are inspired, guided and evaluated by the teach-er and are always fed-back to his activities which theyoften modify, b) the process itself is systematic and long-ranged so as to achieve all the objectives listed in thecurriculum. Discussion pertains to the following problems:1) origin and development of the modern model of theteaching-learning process, 2) characteristics of the modeland 3) elements of the model in both catechetical andheuristic scheme. The role of the teacher and his abilityto elicit motivation, promote intellectual independence andstudents' participation in the process of instruction arestressed. Much attention is also given to the dialecticcharacter of didactic and educational procedures as wellas to flexibility as far as teaching methods and organiza-tional forms are concerned. Values of the heuristic modelof the teaching-learning process are then presented em-phasis being laid on the durability and applicability ofknowledge it ensures and on the amount of students'independence. In the final part of the article the authorpoints to the importance of individual and independentwork of students under the proper guidance of theteacher.

238. LOBOCKI, MIECZYSLAW: Eksperyrnent pedagogiczny w szko-Ie. (Pedagogical Experiment in School). Ruch Pedagogiczny1972, No. 3, pp. 270-293.

The article contains an analysis of the pedagogical ex-periment as a research technique in pedagogical sciences.In the first part of the article the author presents a def-inition of experiment and discusses conditions necessaryfor its proper course as well as its possible consequencesand details of organization. Much attention is paid tohypothesis as an important element of the experiment,to possibilities of its verification, theoretical justificationsand clear-cut dependencies between variables. Verificationof the hypothesis in the course of research is also givendetailed consideration. The second part of the article isdevoted to the one-group technique, parallel group tech-

GENERAL INFORMATION ON EDUCATION. .

11

nique and rotation technique. Sources of error are listed,the most important of them being 1) insufficient controlof variables, 2) improper sampling, 3) improper size of thesample, 4) insufficient period of experimentation, 5) lackof frames of reference and 6) pupils' knowledge of theexperimental setting.

239. OZGA, WI ADYSLAW: Za ohowiqzkowq szkohi 10-klasowq.(For an Obligatory Ten-Year School). Nowa Szkola 1972, No: 5,pp. 10-13.

The author of the article analyzes the problem of schoolreform and the degree of secondary school popularity inthe light of the coming introduction of obligatory second-ary education. In his opinion, careful decisions should bemade as to the amount of education to be obligatory andthe amount and type of education to be no more thanfully accessible. At present, an agreement is reached onthe uniformity of common, obligatory secondary schoolafter the nearest school reform. Thus, the present school-ing will be prolonged, vocational training being intro-duced as late as in the 18 year of age. The author suggeststo develop a model of obligatory ten-year school includinga shortened period of initial instruction (grades I-III) anda prolonged period of systematic instruction (grades IV-X). Linear programs would introduce elements of intro-ductorY vocational training or polytechnic education andpermit to differentiate instruction in grades VIII-X orIX-X according to pupils' individual interests. Graduatesof ten-year schools would be able to enroll in one-, two-or three-year vocational schools or two-year studies 'pre-paring candidates for the university. Details of the sug-gested model are also presented,

240. POLNY, ROMAN: 0 glownych kierunkach rozwoju teorii me-tod nauczania. (Main Trends in the Development of the Theoryof Teaching Methods). Ruch Pedagogiczny 1972, No. 3, pp. 313-330.

The author analyzes the concept of the teaching method.The theory of teaching methods is analyzed against the

12 GENERAL INYORAIATION ON EDUCATION

background of educational system and pedagogical knowl-edge. A review of existing opinions concerning presentclassifications of teaching methods is included, much at-tention being paid to the discussion initiated by the Sovietperiodical "Sovietskaja Piedagogika". In the final part ofthe article the author discusses basic problems of the sys-tem of instruction and especially of teacher's proceduresaccording to the following stages: 1) defining a task,2) forming a problem situation for pupils, 3) giving aid topupils in .solving the problem and 4) evaluating pupils'achievements.

241. POMYKALO, WOJCIECH: Program na miarc potrzeb. (Pro-gram Adequate to Needs). Wychowanie 1972, No. 11/12, pp. 3-9.

The article reports on the program of activities to beundertaken by the Ministry for Education in the periodof years 1972 -1975. Stress is laid on the necessity to com-bine liquidation of shortcomings that occurred in theprevious years with the introduction of new educationalsolutions. Promotion of primary instruction of high and.uniform quality is stressed, as present obligatory primar.7schools yield varying educational achievement. Thereforedistribution of schools will be modified, the network ofschools increased and stress laid on the functioning ofschools in rural regions so as to provide equal educationalopportunity for all pupils. Changes in the curriculum willbe introduced, especially at the initial level of instruction.Increase in the number of schools with the prolonged dayof instruction is anticipated in both urban and rural re-gions. Changes in the structure of secondary schooling willalso be introduced, i.e. division of schools into severaltypes: humanistic, mathematical-physical, social-economicand biological-chemical. Changes in vocational schoolingwill be determined by needs of the national economy.Much attention is given to attitude formation at lessonsof civic education and in the course of various activitiescarried out by schools and youth organizations. New so-lutions will be prepared and verified by researchers fromfive research centers: Institute for Educational Research,Institute for School Curricula, Institute for Research onYouth, Institute for Vocational Education, Institute for

GENERAL INFORMATION ON ELUCATION 13

in-Service Teacher Training in collaboration with the Po-lish Academy of Sciences and the Ministry for Science,Higher Education and Technology.

242. SUCHODOLSKI, BOGDAN: Wspolezesne przerniany kulturalnea zadania szkolnictwa w PRLr. (Modern Cultural Changes andthe Tasks of Schooling in the Polish People's Republic). Wie§Wspolczesna 1972, No. 6, pp. 27-36.

The author analyzes the concept of cultbre and discusseschanges occurring in the field of culture in the presenttimes. Emphasis is given to popularization of cultureamong all the social strata and to inclusion of attitudestoward life, committment and intensiveness of experienceinto the scope of culture in the broad sense of the word.Attention is then concentrated on the role of educationand the preparation of Polish schooling for these tasks.The author distinguishes two main kinds of tasks: 1) prep-aration for the profession and 2) preparation for partic-ipation in culture, pointing to the fact that the secondgroup of tasks is not being satisfactorily realized. Im-provements in this field are, in his opinion, indispensablefor work and social activity and form a significant factorof the technological progress and democracy.

243. SZCZEPANSKI, JAN: 0 konstruowaniu modelu ustroju ogwia-ty przyszlaci. (Constructing a Model of Future Education). No-wa Szkola 1972, No. 5, pp. 2-4.

The author expresses his opinion on the problem of con-structing a model of education which would satisfy theneeds of the national economy and prove adequate toaspirations of adolescents. According to the author, theeducational system should be fully self-adaptative to de-velopmental trends in the society, self-perfective andflexible at all levels of schooling. In order to avoid hastychanges, each new model should be tested for necessity,effectiveness and functionality. Since devices for self-adaptation and self-perfection must be based on investiga-tions concerning work of schools and educational achieve-ment, the network of research centers ought to be con-siderably expanded. In the final part of the article the


author stresses the need to abondon the well-worn pat-terns of thinking about education and schooling.

244, WILOCH, TADEUSZ J.: Struktura systemu ogwiatowo-wycho-wawczego a perspektywa rozwoju szkolnietwa. (The Structureof the Educational System 'and Prospects of the Developmentof Schooling). Nauczyciel i Wychowanie 1972, No. 1, pp. 3-15.

Defining the educational system as a set of school andnonschool institutions collaborating to attain'well-plannedobjectives, the author analyzes the degree of this attain-ment according to main assumptions of the structure ofthe system (establishing institutions, their principles, ac-cessibility, collaboration with other institutions, charac-ter and administration). On the basis of these consider-ations postulates are advanced with respect to changes inthe organization of schooling. The proposal of the newsystem includes the following levels 1) preschool educa-tion for five-year-old children. 2) school start at 'the ageof six, 3) obligatory eight-year primary school. 4) two-yeargymnasium, 5) two-year lyceum for graduates of gymna-sium preparation for studies and 6) higher studies withdiffering periods of instruction.

245, WILOCH, TADEUSZ J.: Zakres ksztalcenia obowiqzkowego.(The Scope of Obligatory Education). Nauczyciel i Wychowanie1972, No. 3, pp. 3-13.

The article is devoted to problems of obligatory education.The concept of obligatory education is discussed as wellas various possible meanings of the term. Three basicmeanings are here analyzed: 1) structural, referring todefinite types of educational institutions in which wholepopulation should be trained, 2) structural-functional,referring to obligatory education in individually chosenschools, i.e. everybody is obliged to graduate from a schoolof a chosen type or is obliged to participate in training ata given age and 3) legal-functional, referring to educationat a given age. Various aspects of obligatory educationlasting twelve years are then considered as well as waysof its implementation in Polish schools.

SOCIAL AND EDUCATIONAL SCIENCES----------IV. SOCIAL AND EDUCATIONAL SCIENCES

15

246. BALCEREK, MARIAN: 0 dalszy rozwoj systemu opieki naddzieckiem. (Further Development of the System of Care forChildren). Problerny Opiekunczo-Wychowawcze 1972, No. 5,

pp. 12-18.

The author discusses various existing forms of care forchildren and adolescents and their role in the overalleducational system. Four trends in the development ofcare activities are distinguished: 1) aid given to the family,2) developing care activities in school, 3) searching newforms of care (whole-day schools etc.) and 4) environmen-tal care. At present care is given mainly in the form ofgrants, scholarships, places in boarding-houses, day-clubs,kindergartens, nursery schools, children's homes, specialinstitutions, houses of correction as well as in advisorycenters of various types. The development of care activ-ities is presented on the basis of ample statistical data forthe years 1937-1972. Legal foundations of the system ofcare in Poland are also discussed, special attention beinggiven to the Act of June 15,1961 concerning the develop-ment of the educational system. The Act reflects all thetheses of the Declaration of the Child's rights. Consider-able improvement has been gained through integration ofthe system of care into the overall educational system.Proposals of further development in this field are thenpresented. It is postulated to establish a central institu-tion a Department for Care and Tutelary Activities atthe Ministry for Education which would coordinate acti-vities in particular voivodships and districts. A nation-wide discussion is also postulated pertaining to forms andscope of tutelar activities.

247. GMYTRASIEWICZ, MICHAL: Niektore spoleczno-ekonomiczneproblemy ksztalcenia mlodzieiy wiejskiej. (Some Social andEconomic Problems of Training Rural Youth). Wie§ Wspolczes-na 1972, No. 7, pp. 29-39.

On the basis of statistical data illustrating demographicprocesses in Poland the author states that rural regionswill soon become the main source of increase in the num-

16 SOCIAL AND EDUCATIONAL SCIENCES

ber of population and inconsequence of primary schoolgraduates. In view of these facts the problem of providingequal educational opportunity for children from urbanand rural regions is analyzed. The following factors arediscussed at length: 1) increasing social funds for trainingrural youth, 2) improving the quality of instruction inrural schools, 3) improving the infrastructure of ruralschools, 4) increasing the number of boarding houses andextending financial aid for rural youth. In the final partof the article the author concentrates on post-primaryeducation, social structure of secondary school pupils,educational opportunity of graduates from rural primaryschools and drop-out. Ample statistical data are included.

248. GORISZOWSKI, WLODZIMIERZ: Funkcja wychowawczaksigiki. (Educational Function of the Book). Wydawnictwo.,Slask", Katowice 1972, 401 pp.

The book presents the impact of reading on the reader'spersonality. Considerations are based on a review of mainPolish and foreign researches on reading habits in youthcarried out from the end of 19th century till the year 1970.The main part of the publication presents the author's re-search on biopsychic and socio-pedagogical conditioning ofreading habits formed by home environment, schools andother educational institutions. Investigations which cover-ed 16,907 subjects from the voivodship of Katowice werecarried out in the years 1955-1970. Research techniquesused were: historical-comparative analysis, analysis oflibrary documents, questioonPtires circulated among librar-ians, teachers, pupils and publishers, observation, exper-iment and achievements tests. Discussion concentrates onthe formation of reading habits in children and adoles-cents as well as on the impact of reading on the reader'spersonality. Ample bibliography of the subject is includedcoverning both Polish and foreign publications concerningreading habits, methodology of research on the subjectand the theory of reading.

249. JAROSIISISKA, MARIA: Przystosowanie miodzieiy robotniczejdo pierwszej pracy. Z prac Instytutu Filozofii i Socjologii PAN.(Adjustment of Workers' Youth to the First Job. Works of the

SOCIAL AND EDUCATIONAL SCIENCES----_,--- - 17

Institute for Philosophy and Sociology at the Polish Academyof Sciences). KsiaZka i Wiedza", Warszawa 1972, 291 pp.

The publication is based on empirical research and per-tains to the adjustment of youth to their first job. Twogroups of subjects were investigated: young people enter-ing a profession and older workers forming the profession-al environment. As far as the first group of workers isconcerned the following problems were consiedered:1) adjustment to the profession and attitudes toward theprofession as formed by vocational schools, 2) preparationfor the profession and changes in the attitude toward itafter the preliminary practice-period, 3) integration ofgraduates of vocational schools in the social environmentof the employing institution during the practice-period.The second part of the publication contains a discussionof opinions issued by older workers from two groups:those who entered the profession in the interwar periodand those who entered it after the war, against the back-ground of their professional careers and psycho-socialcharacteristics. Research has been carried out in fourphases: 1) research on graduates of vocational schools in1965 (267 questionnaires), 2) research on professionalcareers of 15 graduates from the year 1963 (question-naires, interviews, analysis of documents), 3) research ongraduates from the year 1964/65 in seven big industrialplants and 4) 19 case-studies of graduates during practice-periods. Data were also used drawn from research ona national scale and pertaining to all people with pro-fessional practice exceeding twenty years.

250. JUNDZILL, IRENA: Potrzeby opiektthezo-wychowawcze w gro-dowisku wiejskim. (Tutelar and Educational Needs in the RuralRegion). Wie§ Wspolczesna 1972, No. 7, pp. 105-115.

The article reports on research carried out in the year1971 on a sample of 348 pupils from grades V-VIII infive rural schools. The sample has been stratified accord-ing to the type of ownership (chiklren from private andstate favrns). Tutelar and educatir,nal needs are discussedspringing from 1) social and geographical environment, i.e.transport, network of schooling, culture, industrialization,2) living conditions in the family i.e. amount of education


in parents, their prestige, reading habits, access to mass-media, 3) children's aspirations and motivation for learn-ing. Investigations were carried out through question-naires. On the basis of research results the author dis-cusses the level of aspiration in rural children, their choiceof post-primary schools, their opinions on schools andteachers. Shortcomings of tutelar and educational systemare then discussed in detail:

251. KAMINSKI, ALEKSANDER: Funkcje pedagogiki spolecznej.(Functions of the Social Pedagogy). Panstwowe WydawnictwoNaukowe, Warszawa 1972, 348 pp,

The publication is a systematic presentation of knowledgefrom the field of social pedagogy. Chapter I discusses theorigin of the discipline, its place among the pedagogicalsciences, its characteristics as well as views of its past andpresent representatives (Pestalozzi, Owen, Krzywicki,Abramowski, Radlins]ca, Natorp, Richmond, Wroczynski).Chapter II contains definitions of basic concepts as, for in-stance, education, environment, individual and socialneeds, culture, patterns, social diagnosis, social compensa-tion, care, social work, etc. Chapter III presents socio-edu-cational aspects of basic elements of the environment i.e.of family, school, residential quarter, employing institu-tion and social organizations. Chapter IV characterizesactivities of selected institutions of educational and socialcare: clubs, day-clubs, houses of culture, popular and peo-ple's universities, camps, parks etc. Successive two chap-ters present methods and techniques of social and educa-tional work, individual case technique (M. Richmond),group work, organizing local community for social tasks,attention being given to the evolution in forms of socialwork as well as in its scope. In the final chapter socio-educational problems of several branches of the socialpedagogy are discussed: non-lesson activities of the pupils,leisure. time, medical care as well as some problems ofjuvenile delinquency and gerontology.

252. KAWULA, STANISLAW: Wiedza pedagogiczna rodzicow wiej-skich. (Pedagogical Knowledge of Rural Parents). Wie§ Wsp61-czesna 1972, No. 4, pp. 34-42, No. 6, pp. 63-70.

SOCIAL AND EDUCATIONAL SCIENCES 19

The article reports on the research carried out on a sampleof parents from 18 villages in the region of Flock in theyear 1971. Research objectives were to state the amountof pedagogical knowledge of rural parents, the type ofthis knowledge (traditional or modern), its changes result-ing from industrialization, impact of contacts with urbanareas on the amount and quality of this knowledge andimpact of the type and quality of education. Question-naires have been circulated consisting of 18 open-endedquestions and 42 statements to be supported or rejectedby village parents. Data have been obtained from 318 sub-jects. Analysis revealed that industrialization proves to bethe most important factor influencing pedagogical knowl-edge of rural people. This was explained by frequentcontacts with urban areas, changing typically yural be-havioral patterns. Correlations as between other variablesare discussed at length.

253. KOWALSKI, STANISLAW (ed.): Selekcyjne funkcje wycho-wania. (Selective Functions of Education). Zak lad Narodowyim. Ossolifiskich, Wroclaw 1972, 351 pp. Studia PedagogiczneVol. 23. (Studies in Education, Vol. 23).

The present volume of "Studies in Education" devoted toselective functions of education is based on 10-year inves-tigations carried out by research centers in Poznan,Gdansk and Warsaw. The volume is formed of three parts.Part 1 deals with the passage from primary schools to sec-ondary schooling or to professional work; part 2 is de-voted to selective functions of the secondary school; andpart 3 to selective processes in post-secondary andhigher schooling. The leading article by E. Hajduk is ofa methodological character and is devoted to the condition-ing of selection for teacher training institutions. E. Breit-kopf discusses careers of primary school graduates, M. No-wak concentrates on the same problem in the light ofschool orientation activities and its effectiveness. K. Su-szek and Z. Zacha discuss selection processes in the bigtown as compared to those in other types of the socialenvironment. W. Galant, L. Kurpisz and L. Czajka analyzeschool selection processes in industrialized regions andchanges in the level of aspiration of rural adolescents.

20 SOCIAL AM) EDUCATIONAL SCIENCES

A. Nawrot presents careers of primary school graduatesin the years 1945-1967 in two villages of different socio-economic structure. Among articles included in part 2 ofthe volume those by L. Bielewicz and E. Brach should bementioned as they discuss specific problems of school se-lection in the so-called rare schools (e.g. shipbuilding ormusic schools) giving bases to analysis of selection proc-esses in other secondary schools. Part 3 of the volumecontains articles by M. Jakowicka, M. Gilda and K. Susz-ka on the social characteristics of candidates for studiesand students.

254. KOZAKIEWICZ, MIKOLAJ: Kariery plockie. (Careers in theCity of Plock). Nasza Icsiqgarnia", arszawa 1972, 314 pp.

The book presents research on the development of school-ing in the region of Plock. Investigations were carried outin the Section for Research on Industrialized Regions atthe Polish Academy of Sciences in the years 1967-1969.A monographic description of developmental trends in thesystem of schooling emphasizes links between the socio-economic and the educational growth. The publication isdivided into six parts. Part 1 and 2 deal with educationalaspects of industrialization and with basic changes in thenetwork of schools. Part 3 presents schooling against thebackground of economic needs of the region expressed inmanpower vs. employment. Part 4 contains statistical dataconcerning the number of pupils in schools of varioustypes and levels, popularity of schooling, its range andscope. Part 5 presents expenditure on education on thepart of parents as compared to their participation infacilities caused by industrialization. Part 6 lists researchproblems still open and includes a number of conclusionsand postulates based on research results available.

255. KWIECINSKI, ZBIGNIEW: DiagnostycznoAt oceny szkolneja grodoivisko. (The Diagnostic Value of School Marks and theEnvironment). Ruch Pedagogiczny 1972, No. 3, pp. 261-269.

The article reports on research concerning the dependen-cies between the functioning of the primary school, theeducational achievement of its pupils and the social en-vironment. Research objective was to state whether the


same school mark given to pupils in various types of thesocial environment is referred to the same educationalachievement. Tests in science and the Polish languagewere administered on the sample of 6679 pupils fromgrades VIII of primary schools in two regions differing inthe degree of industrialization. Then the distribution ofscores on the test and of marks obtained in school wasanalyzed. Research revealed that percentages of pool andgood marks to some degree reflect differences in thefunctioning of schools. Whenever the same marks invarious schools are noted, evident high correlation ap-pears as between educational achievement and the degreeof industrialization, i.e the higher the industrialization inhis environment, the better the actual knowledge of thepupal.

256. KWIECINSKI, ZBIGNIEW: Problem spoleczny odpadu szkol-nego. (Social Aspects of Drop-Out). Nauczyciel i Wychowanie1972, No. 3, pp. 46-61.

The article reports on research concerning drop out inrural schools. Investigations aimed at defining the natureof drop-out in rural schools stating its characteristics, eti-ology, consequences and remedial measures. The sampleamounted to 861 pupils examined according to two meth-ods, One group of pupils was investigated ex post onthe basis of school documents, interviews with pupils andteachers, i.e. against the background of social and educa-tional conditions. The second group of pupils was investi-gated through case study i.e. through observation anddescription of processes leading to drop-out. Research re-sults are discussed in detail, much attention being givento remedial measures leading to either elimination ofdrop-out in rural regions or at least to diminishing itsscope.

257. KWIECINSKI, ZBIGNIEW: Struktura spoleczna a poziomfunkcjonowania jednolitej szkoly podstawowej. (Social Struc-ture and the Functioning of a Uniform School). Wie§ Wspol-czesna 1972, No. 3, pp. 77-89.

The article is a report on research carried out in the year1971/1972. Investigations covered 6889 pupils in terminal


grade of the primary school in two industrialized regionswith differing spatial structure and differing socio-eco-nomic level. Research aimed at stating the quality ofschools' functioning measured by means of a vocabularytest including items drawn from all subjects taught ingrade VII of the primary school. Correlation was thensought as between scores on the test and the followingfactors: distance between school and residence, socialorigin of pupils, amount of education in parents, pro-fessional work of the mother. Correlations between thefunctioning of school and the social structure of its pupilswere also investigated. Research revealed that a) pupils'knowledge reflects not only their social origin but also thesocio-economic characteristics of the environment, b) thefunctioning of school reflects both the social structure ofits pupils and the type of the region in which it is situat-ed, c) the uniform school developed mechanisms of diffe-rentiating and eliminating selection (better and worseclasses, drop-out) and schools for "false-adults".

258. LEPALCZYK, IRENA: Wykolejenia dzieci i doroslych w ma-lym mieicie. Wybrane zagadnienia pedagogiczno-spoleczne.(Lowering Moral Standards of Children and Adults in SmallTowns. Selected Social and Educational Problems). Zak lad Na-rodowy im. Ossolinskich, -Wroclaw 1972, 260 pp. MonografiePedagogiczne (Educational Monographs) Vol. 37.

The book reports on research carried out in one Polishsmall town and in its neighborhood in the period of years1959-1963. Investigations, under the scientific leadershipof Professor A. Kaminski from the University of Lodi,aimed at stating the size and type of social disorganizationas alcoholism, delinquency, drop-out, etc. Symptoms ofsocial disorganization were analyzed in connection withthe following factors: broken homes, negative social mo-bility, lowering of moral standards, psychic and physicalhandicaps. Main emphasis in the present publication isgiven to the effects of these processes on individual'sfamily, his environment and the local community. Th'following research techniques were used: interviews with105 subjects, questionnaires, observation, analysis of actsin juvenile courts, case-study, inspection of selected insti-


tutions and interviews with local authorities, DiscussiOnpresents the above-mentioned set of problems in the pre-industrial phase and in the stage of industrialization.

259. LEWIN, ALEKSANDER (ed.): Dylematy wychowawcze. Z ba-dan nad zachowaniem spolecznym uczniOw szkoly Sredniej.(Educational Dilemmas. Research on Social Behavior in Second-ary School Pupils). Nasza Ksiegarnia", Warszawa 1972, 243 pp.

The book presents research carried out in the years1965-1968 in the Section for Social and Moral Educationat the Institute for Education in Warsaw. Investigations onthe problem of social behavior in secondary school pupilstook place in all types of secondary schools (full and non-full, general and vocational), each research covering800-1000 pupils. J. Maciaszkowa investigated teacher-pu-pil interactions, H. Barankiewicz dealt with pupils' atti-tude toward school requirements, M. Pelcowa completedresearch on social work by the secondary school pupilsand their attitude toward social property, while M. Czar-niewicz concentrated on the participation of school inthe formation of pupils' interests and the organization ofpupils' leisure time. A. Lewin discusses the evaluation ofsocial behavior as an instrument of educational influence.Analysis of research results points to some problemswhich lead to considerable changes in the whole educa-tional system, i.e. eliminating caesura between the pri-mary and the secondary school, introducing new criteriafor the evaluation of pupils' behavior and changing thepattern of teacher-pupil interactions.

200. LOBOCKI, MIECZYSLAW: Wychowanie jako Awiadome orga-nizowanie dzialalnoki dzieci i miodzieiy. (Educational Influenceas a Conscious Organization of Children's and Adolescents'Activities). Nauczyciel i Wychowanie 1972, No. 1, pp. 34-44.

The author presents characteristics of the modern theoryof socialist education giving special attention to psycholog-ical, pedagogical and sociological aspects of the organiza-tion of children's and adolescents' activities. Three maineducational systems functioning at present are considered:


a) the autocratic system, b) the individualistic system andc) the socializing system. The author states that the thirdsystem being a synthesis of the two former ones is at thesame time an attempt at overcoming all their shortcom-ings. Basic elements of the system are then discussed,emphasis being given to the role of children's own activityand to the inspiratory role of the teacher. A balancebetween strong educational influence of the teacher onthe one hand, and liberty of the pupils on the other, canbe achieved in the new system which could draw fromthe pedagogical experience of J. Korczak, C. Freinet andA. Makarenko.

261. PANEK, WENANCJUSZ: Niepowodzenia uczniow a strukturaprocesu ich myglenia. (School Failure and the Structure ofThinking Processes in Pupils). Nowa Szkola 1972, No. 5, pp.38-40.

The author claims that although school failure is gener-ally ascribed to the lack of abilities in pupils, the maincause lies in the faulty structure of their thinking proc-esses. Considerations are based en data collected at thePsychological Advisory Center in Bialystok in the year1970. Out of 547 cases, 102 were selected for a detailedanalysis. Wechsler's and Binet-Terman tests were used inthe course of investigations, which demonstrated that asmany as 69 percent of pupils have been ranked within thenorm. Further research revealed shortcomings in concept-production decision-making processes and as well as inthe information system.,1The author postulates to intro-duce on a large scale diagnostic procedures with the aimto state the type of disturbancies in the structure of think-ing processes. Proper diagnosis will, in the author's opin-ion, form a solid foundation for corrective exercises andin consequence for eliminating the majority of schoolfailure cases.

262. PRZECLAWSKI, KRZYSZTOF (ed.): Miodziei w osiedlachspoldzielczych. Sprawozdanie z badan. (Youth in CooperativeCenters. Research Report). Zaklady Wydawnicze CRS, War-szawa 1971, 107 pp.


The publication presents research on forms and methodsof educational work carried out by housing cooperativeswith adolescents aged 14-19. Investigations covered sevenhousing cooperatives both lying in the center and on theperiphery of five big towns in the year 1069/1970. Re-search techniques used were a) interviews with adolescentsparticipating in activities organized by cooperatives andthose not participating in any kind of activities, b) inter-views with parents of both groups of adolescents, c) ana-lysis of documents (plans, reports, lists of inhabitants inresidential quarters belonging to the given cooperative,etc.). On the basis of research results it has been statedthat in big towns educational work carried out by housingcooperatives within residential quarters became third inimportance, immediately after family and school. A newprofession of educators in charge of leisure time activitiesis formed within the administration of residential quar-ters, its representatives being now of varying degree ofeducation and pedagogical training. Adolescents stronglyapproved of all the activities initiated by cooperatives, al-though differences can be noted dependent on the size ofthe residential quarter, its social structure and the influ-ence of youth organizations in the local community. Thefinal chapter of the publication contains postulates aimingat further improvement in educational work of this type.

263. SIKORSKA, ALINA: Wybor zawodu dia dzieci w rodzinachwiejskich. (Choice of a Profession for Children in Rural Fam-ilies). Wie.§ Wspolczesna 1972, No. 6, pp. 138-143.

The article contains an analysis completed in 1967 at theInstitute of Agricultural Economics. The analysis pertain-ed to the choice of a profession for children in rural fam-ilies investigated on a sample of 10826 children and 697agricultural workers. In the present article differencesin opinions of various professional categories accordingto the social and professional situation of;a given familyare discussed at length. Research revealed that the major-ity of parents do not want their children to continuetheir professional work and advise them to take up indus-trial professions connected with urban regions. Differ-ences are however noted according to the size and pro-


ciuctivity of the farm. Whenever high productivity of thefarm was stated, positive opinions concerning the workon the farm and wishes that children remain on it werenoted. In these cases industrial professions never appearon top of the list. As to the employees of state farms, themajority of respondents choose workers' professions aswell as those of technicians, clerks and teachers. Hereappears the most evident trend to change the children'sprofession. Although mental work is mentioned, industrialprofessions are much higher appreciated by this group ofrespondents. It was also stated that the best education isgiven to those children who are going to leave the farm.

264. SKRONSKA, ANNA: Niektore zagadnienia niedostosowaniaspolecznego. (Some Problems of Social Maladjustment). Pro -blemy Opiekunczo-Wychowawcze 1972, No. 5, pp. 34-38.

The author presents investigations carried out on 20 boysaged 11-18 from the Tutelar First Aid Center in Micha-lin. Investigations pertained to main causes of social mal-adjustment and possibilities to carry out successful re-socialization activities. Three main causes have been point-ed out: 1) improper home environment (alcoholism, lackof emotional ties between parents, lack of interest in thechild), 2) rejection by the school community especiallyin the case of neurotic children and 3) delinquency result-ing from rejection. Since social maladjustment is consid-ered a disease, both preventive measures and resocializa-tion proper should be carried out in order to elicit andstrengthenAsitive and desirable behavioral patterns. At-tention is also given to activities of the so-called Socialand Educational Committees in the field of prevention,stress being laid on the fact that without a long-termaid no satisfactory results in the fight against delin-quency can be expected.

265. SMARZYNSKI, HENRYK: Srodowisko spoleczne nieletnichprzestepcow. (Social Environment of Delinquent Adolescents).Ruch Pedagogiczny 1972, No. 2, pp. 154-167.

The publication is devoted to the etiology of delinquencyin adolescents and to the resocialization possibilites. Con-siderations are based on research carried out at the De-


partment for the Theory of Education of the HigherSchool for Education in Cracow on a sample of 130 juve-nile delinquents from the TarnOw house of correction. In-vestigations revealed that most of the young delinquentswere of urban origin (90°/0), the majority are of workers'origin (89.2°/o), especially from broken homes (40%) orbig families with both parents working while 67.60/0come from alcoholic families. On the basis of ample sta-tistical data and of several case-studies the author provesthat the social environment is the main factor in theorigin of delinquency. A discussion follows of the effec-tiveness of therapeutic and resocialization measures whichare stated to be dissatisfactory. The author postulates topromote preventive measures on a large scale through theintroduction of prolonged-day schools and increasing thenumber of houses of culture, youth clubs, etc.

266. SZEWCZUK, WLODZIMIERZ: Psychologiczne podstawy zasadwychowania. (Psychological Foundations of Attitude-Formationin the Educational Process). Panstwowe Zaklady WydawnictwSzkolnych, Warszawa 1972, 150 pp.

Part 1 of the book contains considerations pertaining toprinciples of attitude-formation on the one hand, andprinciples of instruction, on the other. Links between thetwo groups of principles are sought as viewed by the mostprominent educators. Several classifications used in thePolish educational system with respect to principles of in-struction and principles of attitude-formation are present-ed and discussed (e.g. K. SoAnicki's, M. Skatkin's,W. Okon's and H. Klein's). Part 2 is an attempt at pro-viding full scientific justification of nine principles of at-titude-formation in the educational process, i.e. motiva-tion, activeness, practicability, immediacy, receptiveness,systematicity, durability, collectiveness and individualiza-tion. Discussion is based on modern psychological andpedagogical writings.

267. SZYSZKO-BOHUSZ, ANDRZEJ: Wychowanie przez pracew Ochotniczych Hufcach Pracy. (Education Through Work inVoluntary Labor Troops).. Wydawnictw.o WyZszej Szkoly Pe-dagogicznej, Krakow 1971, 289 pp.


The publication presents organizational, legal and educa-tional aspects of two-year Voluntary Labor Troops inPoland. Considerations are based on data obtained in theyears 1969-1970 in nine centers of Troops in the Warsaw,Baltic and Silesian regions. Data have been collected bymeans of observation, questionnaires, interviews, mentaland psychological tests and analysis of documents. De-tailed investigations covered 559 members of troops. Thefollowing problems are of primary concern according tothe author: 1) the educational influence of participationin the Voluntary Labor Troops, 2) the hierarchy of factorswithin this influence 3) most effective methods of ex-erting educational influence. Stress was laid on factorsconditioning effectiveness and helpfulness of the Troops'work in big industrial plants. Attention is also given tomethodological aspects of research on the subject. Thepublication contains eight chapters. Chapter I discusseseducation through work against the background of Polishand foreign. writings; Chapter II presents the researchdesign; Chapter III describes sociological and educationalcharacteristics of the sample; Chapter IV the style oflife in the Troops: Chapter V and VI the organizationaland legal structure of the Troops, professional trainingand educational methods; Chapter VII leisure time, andChapter VIII conclusions. Postulates are also advancedconcerning the educational and organizational aspects ofTroops.

268. TYCZYNSKA, ANNA: Projekt systemu oceniania szkoi. (Pro-posal of a New Evaluation System for Schools). Nowa Szkola1972, No. 5, pp. 22-26.

Thd author advances a suggestion to change the presentmethods of evaluating schools in the course of inspections.A new model has been worked out by the educationalauthorities in the City of Poznan. The project containsthe following sections: 1) Principles of Evaluating Schools,2) Criteria for the Evaluation, 3) Evaluation of the Head-master's Work and 4) Evaluation of the Teachers' Work.In the new model evaluatibn takes place on the basis ofeducational achievement in a given school as well as ofits present activities. Analysis pertains to didactic, educa-

TEACHER'S PROFESSION 29

tional and tutelar functions of school and to its admini-strative activities. Headmaster is evaluated according tothe following criteria: planning, organization and manage-ment, stimulation of activities and control, while teachers'work is analyzed from the point of view of educationalachievement in pupils, their attitudes and behavior.Instead of lengthy reports, justified recommendations areintroduced. The new system has already been discussedby headmasters, teachers and inspectors in the voivodshipof Poznan.

See also: 284-285, 302, 309.

V. TEACHER'S PROFESSION

269. BANDURA, LUDWIK: Prognostyczne spojrzenie na zawod na-uczycielski. (A Prognostic 'View of the Teachers' Profession).Ruch Peciagogiczny 1972, No. 3, pp. 253-260. .

The, author discusses future divisions within the schoolstaff. In his opinion, not only subject specialists will beemployed but also specialists for definite tasks as, forinstance, psychologists and sociologists who would takecare of backward pupils and investigate social environ-ment of pupils. Necessity is also pointed out of employingspecialists in the field of technical aids in the process ofinstruction, radio, television, audio-visual aids, educationalfilms, teaching machines, programs, etc. The develop-ment of the new discipline of educational measurement,docimology, promoted construction and standardizationof measurement instruments, which also requires special-ists in tests and scales. In addition to prognostic consider-ations pertaining to the division of labor within the schoolstaff the author discusses also the pre- and in-serviceteacher training indispensable for attaining all the educa-tional objectives of the future school.

270. CZEKAJOWSKI, RYSZARD and KLYS, TERESA: Asystenckiestudia przygotowavvcze w uczelni. (Studies Preparing for thePost of the University Teacher). Zycie Szkoly Wylszej 1972,No. 4/5, pp. 82-89.

30 TEACHER'S PROFESSION

The what are called preparatory studies are practicallythe only existing form of recruiting and training futureuniversity teachers and research workers at universities.Investigations on the course and effectiveness of instruc-tion at studies of this type were carried out at the Acad-emy for Mining and Metallurgy in Cracow. Researchersanalyzed individual plans of studies as well as educationaltasks of tutors according to the following criteria: 1) cur-riculum of studies and the time-table, 2) forms and ef-ficiency of leadership on the part of actual universitystaff, 3) preparation of students for research work,4) preparation for teaching at the university level, and5) difficulties encountered in the first period of work as auniversity teacher and research worker.

271. KRAWCEWICZ, STANISLAW: 0 efektywne doskonalenie nau-czycieli. (Effective Raising Teachers' Qualifications). Nauczycieli Wychowanie 1972, No. 3, pp. 113-126.

The article discusses the present system of in-serviceteacher training and raising teachers' qualifications. Waysof increasing efficiency of training are considered withinthe existing organizational forms. The second part of thearticle is devoted to possibilities of introducing changesin these forms and to reshaping organizational frames ofin-service teacher training at courses of various types.Changes are discussed from the point of view of economicand demographic needs of schooling. Theses included inthe speech delivered on the conference of heads of teachertraining centers are also presented.

272. KULPA, JAN: Problemy ksztalcenia nauczycieli w dziatalnokiZNP. (Teacher Training in the Activity of the Polish Teachers'Association). Nauczyciel i Wychowanie 1972, No. 9, pp. 73-90.

The article gives an overall view of the campaign carriedout by the Polish Teachers' Association and pertainingto teacher training. Detailed analysis covers the periodof years 1909-1969. The author presents proposals of suc-cessive reforms of teacher training, the postulates ad-vanced by the Association and concrete achievements inthe form of establishing new teacher training institutions


with new curricula and new teaching plans. Teachertraining carried out directly by the Association in theyears 1918-1939 is presented in detail as well as clandes-tine teacher training during the Nazi occupation. Pro-blems of teacher training in the Polish People's Republicand the role of the Association in giving shape to thistraining are also given consideration.

273. Niektfire problemy pracy pedagogicznej nauczyciela. (SomeProblems of the Teachers' Educational Work). Patistwowe Wy-dawnictwo Naukowe, Poznan 1971. 114 pp. Bydgoskie Towa-rzystwo Naukowe. Prace Komisji Pedagogiki i Psychologii.(Bydgoszcz Scientific Society. Works of the Commission forPedagogics and Psychology, Vol. 12).

The publication contains five articles. The first, writtenby J. Jakobowski, presents an analysis of the teachers'time-table. The analysis pertains merely to young teachers(up to three years of work in the profession) and is afragment of research which is being carried out on thesubject. The second article by E. Trempala`discusses ac-tivities initiated in the voivodship of Bydgoszcz in orderto reveal causes of failure in realization of school cur-ricula. Emphasis is given to self-instructional aspects ofthese activities carried out mostly by the teachers. H. Ka-ja concentrates on the problem of control and evaluationthrough his research on primary reading and draws acomparison as between the results obtained in the courseof his research and those obtained in other investigationson the subject. Much attention is given to the types oferror and their etiology. The final article, by E. Frykow-ski is devoted to the difficult didactic problem of actua-lization.

274. ORLOF, EUGENIUSZ: Droga do zawodu nauczycielskiego.(Way to the Teacher's Profession.) Nauczyciel i Wychowanie1972, No. 2, pp. 92-104.

The author considers problems of preparation for theteachers' profession from the point of view of the choicemade by secondary school graduates on the one hand andof pre-service training in colleges, on the other. Discus-sion of the problem is based on research carried out in the

32 TEA C HER'S PROFESSION

year 1967 on a stratified sample of graduates from variousteacher training institutions, 125 subjects altogether. In-vestigations concentrated on the professional start of grad-uates entering the teacher's profession and were carriedout by means of the following techniques: questionnaires,interviews with teachers, headmasters and educationalauthorities, observation of lessons, guided autobiographiesand analysis of documents. Detailed analysis of researchresults is presented, emphasis being given to motivationfor the choice of the teacher's profession, course of studies,attitude toward the profession and eventual changes inthis attitude, difficulties encountered in the period ofadaptation to the profession and quality of instructiongiven by young teachers.

275. ORLOF, EUGENIUSZ: Poczatki pracy nauczyciela w szkolewiejskiej. (Starting Professional Work by the Rural SchoolTeacher). Nauczyciel i Wychowanie 1972, No. 3, pp. 91-104.

The article reports on research. carried out on a sampleof 125 teachers in 92 rural schools. The following prob-lems were of primary concern for the researcher: 1) so-cial environment and conditions of employment, 2) enter-ing the profession, first contacts with the rural area 'andthe rural school, 3) time-table of the teacher, his teachingload, leisure time, preparation for lessons, etc. 4) the scopeof social and cultural tasks to be fulfilled by the ruralteacher, 5) raising professional qualifications at coursesand through self-instruction, 6) interaction within theschool stai f and the rural community. On the basis ofdata obtamP.d through research the author discusses themain difficulties encountered b3; young rural schoolteachers, their adaptation to the profession, attitude to-ward the professionand toward social work closely con-nected with educational tasks in school as well as pro-blems of raising professional qualifications.

276. RUTKOWIAK, JOANNA: Bigdy dydaktyczne poczatkujacychnauczycieli. (Errors in Teaching Committed by Young Teach-ers). Nauczyciel i Wychowanie 1972, No. 3, pp. 104-113.

The author deals with the quality of instruction givenby young teachers entering the profession. Investigations


have been carried out on two aspects of the problem1) the overall conception of lesson as a teaching-learn-ing unit, awareness of its objectives and planned waysof attaining them, and 2) learning situations created bythe teacher and the degree of attainment of desired andplanned objectives. Discussion of errors committed byyoung teachers is divided into two parts: a) errors con-sisting in the lack of clarification of learning tasks andeducational objectives and b) errors consisting in choosingwrong ways to attain these objectives.

277. WIATROWSKI, ZYGMUNT: 50 lat walki ZNP o kadry dlaszkolnictwa zawodowego. (50 Years of Campaign of the PolishTeachers' Association for Staff of Vocational Schools). PrzeglqdHistoryczno-a§wiatowy 1972, No. 2, pp. 247-260.

The Polish Teachers' Association started its campaign forthe proper staffing of schools and especially of vocationalschools as early as at I Teachers' Assembly, held March14-17, 1919. Although no clear-cut solutions were obtain-ed, the Assembly proved to be significant for the future ofvocational schooling. For the first time the professionalmovement of vocational school teachers was started, at-tention was drawn to vocational education and first ad-vanced colleges training teachers for vocational schoolswere established. In the interwar period a number ofcolleges conducting pre-service training considerably in-creased and the Association of Vocational School Teacherswas founded. The campaign was then continued in thePolish People's Republic. Rapid development of vocationalschooling was noted which again brought about problemsof the proper staffing of newly-founded schools. At pre-sent the Polish Teachers' Association organizes numerousinservice training courses for vocational school, teachersand actively participates in the discussion on the finalshape of the reform of teacher training.

278. WIATROWSKI, ZYGMUNT: Problemy ksztalcenia nauczycieliszkOl zawodowych. (Problems of Training Teachers of Voca-tional Schools). Nauczyciel i Wychowanie 1972, No. 2, pp. 104-1x1.

34 TEACHER'S PROFESSION

In the first part of the article the author analyzes the roleand place of vocational schooling in the overall education-al system as viewed by the most prominent Polish peda-gogues. This serves as a basis for further considerationson the subject of training teachers of vocational schools.Discussion concentrates on procedures in modeling thesystem of teacher training. 1) analyzing needs for qual-ified cadres on the staff of vocational schools, 2) statingthe present possibilities to train specialists in the field,3) investigating the social prestige of the teacher as wellas that desired, and 4) analyzing the educational ideal inteacher training colleges. The new system should takeinto account a) preparation for work in the profession,b) adaptation for a profession and specialization, andc) modernization of both specialistic and pedagogicalknowledge. Specific problems of training teachers of gen-eral subjects, theoretical vocational subjects and practicalvocational subjects are also discussed.

279. ZARZYCKI, JOZEF: Kontakt nauczycieli z pigmiennictwempedagogicznym. (Teachers' Contact with Pedagogical Writings).Ruch Pedagogiczny 1972, No. 2, pp. 215-220.

The article is a report on research on pedagogical writingsas an aid in realizing educational objectives. Researchaimed at stating teachers' contacts with pedagogical writ-ings, helpfulness of these writings in the organization ofthe teaching process and the actual influence they exertupon the educational practice. Investigations covered allprimary schools in the voivodship of Bialystok in the year1970/71. Out of ananymous questionnaires circulatedamong the teachers 639 answers were obtained. 25.4 per-cent of the subjects declared that pedagogical writingsare an aid in their everyday work, although most of themplaced this aid at the fourth place, after consultationswith workers on the staff of Centers for Teaching Meth-ods, radio or TV educational programs and in-servicecourses organized by the Polish Teachers' Association.Most of the subjects however proved to be unaware ofthe value of pedagogical writings either as an aid in plan-ning educational influence or as a source of informa-tion on achievements of pedagogical sciences.

SCHOOLS AND INSTITUTIONS 35

VI. SCHOOLS AND INSTITUTIONS(by type or level)

VI. 1. PRESCHOOL

280. WILGOCKA-OKON, BARBARA: 0 badaniu dzieci wstepuja-cych do szkoly. (Examining Children Entering School). ZycieSzkoly 1972, No. 4, Pp. 1-7.

On the force of the Ordinance issued in August 1971 bythe Minister of Education all the children should be sub-jected to psychological observation and medical examina-tion half a year before they enter school. In th'is waythe school readiness of the child is to be stated, i.e. hismental, physical and social development and capabilitiesto adjust to school situation. The author of the articlepresents methods of measurement worked out in the In-stitute for Education. Measurement covers: a) child'smental development standardized test of 44 items, b) emo-tional and social development observation card and c) so-cial environment questionnaire. Enrollment must then beaccompanied by the establishment of preschool centersthe task of which is to carry out compensatory activitiesfor children with low school readiness. The author discus-ses causes underlying school failure and points to thenecessity of stating primary and secondary causes. Againstthis background the role of measurement of school read-iness is discussed at length.

281. ZABOROWSKI, ZBIGNIEW: Wstepne badania nad altruistycz-nym zachowaniem nagladowczym u dzieci przedszkolnych. (Pre-liminary Research on Altruistic Imitative Behavior in Pre-school Age). Wychowanie w Przedszkolu 1972, No. 4, pp. 176-178.

The article reports on research on the sample of 23children from one Warsaw kindergarten. Investigationsaimed at stating the role of a model (a person to be imi-tated) in developing altruistic, behavior in preschool age..Six-year-oId children were told that each of them wouldget 10 candies, some or all of which can be given as a sur-prise to younger children on the occasion of the ChristmasEve. Then previously chosen models, i.e. children of the

36 SCHOOLS AND INSTITUTIONS_ - -same group although differing in popularity declared alltheir candies. Other children were .supposed to considerthe matter once again and give candies to their friends.Research revealed that imitative behaviors were tightlyconnected with the person of a model. Models with highpopularity within the group elicited bigger amount ofaltruistic behavior. Correlation was also stated as betweenbehavior and sex, as girls revealed stronger altruistic be-havior. Detailed discussion of findings is presented.

VI. 2. PRIMARY

282. CACKOWSKA. MARIA: Kierowanie dzialalnoAci4 poznawczquczniow. (Guiding Cognitive Activities of. Pupils). Nowa Szkola1972, No. 5, pp. 33-37.

The author attempts to formulate an optimal strategy forguiding cognitive processes in pupils according to themodern theory of instruction. The strategy is based ona) the knowledge of structure and course of cognitiveprocesses, b) regularities in the learning process, andc) scientific assumptions for the theory of leadership. Itsobjectives are 1) ensuring understanding and full acquisi-tion of the teaching content and 2) stimulating the iL.tel-lectual development of the pupil. The new strategy callsfor precise clarification of educational objectives, work-.ing out effective teaching methods and exercising propereducational influence while leading cognitive processes.Galperin's phase model of forming intellectual activitiesis then discussed. The author points to some shortcomingsof this model, mainly to its time-consuming aspect. In heropinion, the model, in question can be successfully usedmerely at the primary level since the secondary level re-quires more independence on the part of the pupils. Muchattention is also given to the teacher's style of leadershipand its impact on the effectiveness of instruction,

238. JASTRZAB, JADWIGA and MICKIEWICZ, JANINA: Reedu-kacja uczniow z zaburzeniami w czytaniu i pisaniu. (Reeducat-ing Pupils with Reading and Writing Disturbancies). 2ycieSzkoly 1972, No. 5, pp. 29-37.


The authors present results of reeducation carried out inthe . year 1971-1972 at the Educational-Vocational Ad-visory Center in Torun. Reeducation activities embracedpupils from 47 grades II in 24 primary schools. Discussionpertains to the first phase of activities i.e. preliminary in-vestigations, interviews with teachers and parents, testingand placing in special compensatory groups, as well as tothe second phase, i.e. to reeducation activities proper.Much attention is given to forms of liquidating deficien-cies in learning analysis and synthesis. Ample exempli-ficatory material as, for instance, sets of corrective ex-ercises are included.

284. MARZEC, TADEUSZ: Wykorzystanie czasu wolnego przez ucz-niOw szkoly podstawowej. (Organization of Leisure Time inPrimary School Pupils). Nauczyciel i Wychowanie 1972, No. 3,pp. 61-72.

The author of the article presents research on the organi-zation of leisure time in primary school pupils (gradesV-VIII). Investigations were carried out in the years1966/67 1967/68 on a sample of 1230 pupils from pri-mary schools in big towns and 1100 pupils from schoolsin small towns and settlements. Research techniques were:observation, parents' questionnaire, interview with teach-ers and employees of other educational institutions aswell as directed compositions written by pupils. Analyzingresearch results ''.the author discusses a) the amount offree time, b) the organization of leisure, c) the rolt, ofschool in organizing leisure and in providing care forchilch.en in their free time, and d) the role of other ethcational institutions in organizing out-of-school activities.

285. MIKULSKI, JERZY: Szkola a rocesy integracyjne w grodo-wisku lokalnym. (School and Integration Processes in the LocalEnvironment). Ruch Pedagogiczny 1972, No. 2, pp. 168-179.

The article contributes to the discussion on the integraleducational influence in the local environment, whichcalls for collaboration of school with parents and othereducational institutions in achieving planned educationalobjectives. The ida Qt the environmental school is pre-

38 SCHOOLS AND INSTITUTIONS

sented on the example of school No. 208 in Warsaw. Inthe author's opinion, this helps to promote integrationalprocesses in the environment, since educational influenceof school and environment are in a planned conformity,school having a strong impact on the life of the commu-nity. The author stresses the necessity to base the educa-tional work on elements of the local environment as, forinstance, family, groups of peers, youth organizations orcultural centers. The assumption being fulfilled, schoolbecomes a leading force in the local environment and atthe same time utilizes social sources for exerting propereducational influence. Activities initiated and guided byschool aim at the preparation of the child for future in thesociety through transforming the local environment intothe educational one.

286. WALCZYNA, JADWIGA: Miejsce i rola nauczania poczqtkowe-go w systernie szkolnym. (Role and Place of Initial Instructionin the School System). Nowa Szkola 1972, No. 6, pp. 9-14.

The author discusses" problems of initial instruction in thepresent educational system. In the first part of the articlebasic features of child's intellectual and emotional devel-opment are pointed out, stress being laicion psychic flexi-bility and cognitive abilities calling for specific educatio-nal and teaching methods. Three main educational ob-jectives at this level are formulated: 1) providing knowl-edge that will later permit the child to acquire systematicinformation, 2) forming skills of oral expression and in-dividual work and 3) forming moral attitudes. On thebasis of these considerations the author advances postu-lates to preserve one-teacher instruction during the firsttwo years of the primary school and to introduce system-atic instruction gradually during the third and thefourth year of the child's stay in school.

287. WIWKOWSKI, Ryszard: Niektiire problem-y reformy naucza-nia poczqtkowego w klasach lqczonych. (Some Problems of Re-form in Initial Instruction in Combined Classes). Klasy Laczone1972, No. 3, pp. 129-136.

A Commission appointed by the Minister of Educationprepared a draft of the reform of initial instruction to be


implemented in the year 1975/76. The educational and theorganizational aspects must therefore be considered, theformer dealing with educational objectives, the latterwith conditions indispensable for their attainment. In thepresent article three types of educational objectives aredistinguished: a) providing proper care for each child,b) forming skills, and c) developing cognitive processes.The draft of the reform will strongly stress the first cate-gory of objectives. One of the most basic ways to attainthem is organizing non-lesson and out-of-school activities,which would permit each child to fully satisfy his cogni-tive and developmental needs. What is also emphasized isthe necessity to establish preschool centers which wouldprepare more backward children for entering school.Much attention is given in the article to skill-formingand cognitive objectives. In the present curricula cogni-tive objectives are considered to the predominant, lessstress being given to skill-formative ones. The coming re-form is going to change this hierarchy, adding more im-portance to skillformative objectives. Examples are pro-vided from the field of teaching Polish in combined classesin grades III and IV.

288, WIECK.OWSKI, RYSZARD: Projekt koncepcji naczania poczqt-kowego. (Project of a New Model for Initial Instruction). NowaSzkoN 1972, No. 6, pp. 19-23.

The author points to the necessity of quick changes inthe structure of initial instruction which has been in ef-fect since 1963. Basing on the classification of tasks to befulfilled by initial instruction ( a) cognitive, b) tutelar andc) skill-formative) the author analyzes teaching content inmother tongue and mathematics as well as selection andgradation of social, historical, natural, polytechnic andmusic contents. Emphasis is given to physical training atthe primary level which, according to the author shouldstart immediately after entering school so as to ensureproper psycho-physical development. Much place is devot-ed to elimination of uniformity which does not permitable pupils to fully utilize their capabilities. The authoradvocates individualization as well as the flexibility of theclass-lesson system. Greater freedom should be granted


to teachers as far as the organization of the teaching proc-ess, its time schedule and methods are concerned. In-crease in tutelar activities of schools is pointed out asindispensable alongside with the modernization of schoolequipment.

289. WIWKOWSKI, RYSZARD: W. poszukiwaniu nowej koncepcjinauczania poczqtkowego. (Search for a New Concept of Ini-tial Instruction). Nauczyciel i Wychowanie 1972, No. 3, pp.

14-30.

The concept presented by the author pertains to educa-tional and organizational aspects of initial instruction.Faulty proportions in three categories of educational ob-jectives (tutelar, skill-formative and cognitive) as realizedin the present system of initial instruction are discussedand postulates. advanced on the subject. Special atten-tion is given to skill-formative objectives, i.e. those cover-ing skills to read, use spoken and written language, sincethis is considered true foundation of future education.Discussing organizational aspects of initial instruction theauthor suggests flexibility as far as curricula and learningtasks are concerned so as to promote individualizationwith respect to teaching content and teaching methods.Detailed suggestions in this field are presented.

290. ZALEWSKI, JC1ZEF: Problemy realizacji obowiqzku szkolnego.(Problems and Difficulties in Realizing Obligatory Education).Nauczyciel i Wychowanie 1972, No. 2, pp. 61-71.

The author presents statistical data pertaining to the re-alization of obligatory education in Polish primaryschools. It is emphasized that avoidance of obligatory edu-cation in rural areas is twice that in urban regions, thepercentages being 0.7 and 0.3, respectively. Avoidance isalso stated to be greater in the group of pupils aged15-16 as compared to the young aged 7-14. The majorityof those not realizing obligatory education are physicallyor mentally handicapped children (43.3 ° /o). 24.1 percentcan give no justified 'reason for avoiding obligatory edu-cation in the primary school while 18.7 percent are legallyleft out of obligatory education.


291. ZIENKIEWICZ, TADEUSZ: Z badan nad pracq szkol wiodq-cych. (Research on Leading Schools). Ruch Pedagogiczny 1972,No. 3, pp. 356-364.

The article reports on .research concerning efficiency andfunctioning of the what-are,called leading schools. Investi-gations covered all the leading primary schools in the re-gion of Bialystok and Olsztyn. Phase 1 of the researchconsisted of mass testing in all these schools as well as ininvestigations through questionnaires, interviews andanalysis of documents. Phase 2 concentrated on exper-iences of inspectors from local educational authorities ofthe two regions and on systems of implementing newteaching methods on the scale of regions and voivodship.Phase 3 consisted in three case studies of three leadingschools in the voivodship of Olsztyn. In phase 3 motivesof establishing leading schools were investigated as wellas types of difficulties, criteria for the choice of mainproblems, forms of raising teachers' qualifications withinschools, system of implementation of school achievementsand forms of aid given by methodological centers.

See also: 25, 255, 256, 257, 280.

VI. 3. SECONDARY

292. BOGUCKI, ANATOLIUSZ: Kryzys szkoly ogidnoksztalcgcej.(Crisis of General Schools). Wychowanie 1972, No. 11/12, pp.28-33.

The author analyzes in detail the curricula and the teach-ing methods in general education schools and points to theoverburdening of pupils with school and homework assign-ments. In connection with the present state of facts con-sidered dissatisfactory, postulates are advanced concerningcurricula and the shape of the teaching-learning process.Several suggestions are illustrated by research results ob-tained by the author in 14 schools in wich experimentalteaching was introduced at lessons of chemistry. Accord-ing to the author the future school will call for: 1) dimin-ishing the role of the teacher, 2) establishing educationaltechnologies for all the subjects, 3) improving and ex-


tending school infrastructure, 4) promoting self-instruc-tion and individualization, and 5) reshaping or even elim-inating the class-lesson system.

293. SZYMANSKI, MIROSLAW: Szkoly grednie na wsi. (SecondarySchools in Rural Regions). Wychowanie 1972, No. 11/12, pp.11-15.

Basing on data obtained through research carried out inthe years 1967-70 the author presents the problems ofaccess to post-primary education in rural regions. Ques-tions connected with the distribution of general and voca-tional secondary schools are considered as well as con-ditions for learning created by the school itself, i.e. board-ing houses, financial aid, proper equipment, day-clubs,canteens, etc. School selection processes at the post-pri-mary level are analyzed on the example of the region ofMinsk, considerations being exemplified by ample statis-tical 'data pertaining to the number of primary schoolgraduates, the number of candidates for secondary schoolsof various types and educational achievement of rural pu-pils. In the final part of the article the author discussesconditions indispensable for the promotion of secondaryeducation in rural areas. Emphasis is given to the net-work of schools and to stimuli for learning at the post-primary level.

294. WALENTYNOWICZ, MARIA: BOinice sprawnokiowe w szyb-kogci czytania mtodzieiy szkol grednich. (Individual Differencesin Reading Speed of Secondary School Pupils). Ruch Pedago-giczny 1972, No. 2, pp. 207-215.

The article is a report on the research carried out on thesample of 335 secondary school pupils, 250 of which weretested in small groups, and 85 individually. Investiga-tions aimed at assessing the average reading speed in sec-ondary school pupils and at stating correlation as be-tween reading speed and educational achievement. Re-search revealed considerable individual differences rang-ing from 99 to 336 words per minute. High correlation asbetween reading speed and educational achievement hasbeen stated. The data demonstrated that boys in generalscored higher on the reading speed test. An analysis


follows of factors influencing the reading speed: person-ality characteristics, association processes and type of per-ception. It is postulated to introduce tests of reading speedto be used by all the teachers in order to ensure quickand proper diagnosis and to help to remedy educationalfailures cau, by shortcomings in the reading skill.

295. WROCZYNSKI, RYSZARD: W poszukiwaniu modelu szkolygredniej. (In the Search of a Model of Secondary School). NowaSzkola 1972, No. 5, pp. 5-9.

The author contributes to the discussion on the overallmodel of the Polish educational system, concentrating onthe problem of secondary _schooling which is here viewedin the light of the threefold educational system covering1) school education (schools of all types and levels),2) non-school education, and 3) further education in adultlife. Attention is given to school education both generaland vocational, teaching content, educational objectivesand forms of instruction. The author emphasizes second-ary school based on the eight-year primary school. Gen-eral education should form a basis for vocational trainingthus enabling graduates to choose a profession much moreconsiderately, the present early choice being stronglycriticized. Stress is also laid on strengthening the role ofschool in organizing non-lesson and non-school activitiesfor the pupils.

See also: 230, 282.

VI. 4. VOCATIONAL

296. GOL4BEK, STEFAN:. Model polskiej szkoly samochodowej.(A Model of the Polish Automobile School). Szkola Zawodowa1972, No. 3, pp. 12-14.

Rapid advances in the field of motorization in Polandcreate urgent needs for qualified staff, while the presentsystem of schooling does not ensure satisfactory prepara-tion for the profession. The present article is devoted tothe author's proposal of a new system, adequate to theneeds of the years 1980-2000. In order to fully utilize the


school equipment, economic reasons suggest to establishcomplexes of schools, i.e. 1) non-full secondary vocationalschool with eight specialties: in exploitation, mechanics,3) pedagogical-technological school with the specialty inexploitation, and 4) postsecondary school with a specialtyin transport. A detailed discussion follows of various as-pects of training according to the new model.

297. GONDZIK, ERWIN: Ksztatcenie wybitnych uczni6w w szkolezawodowej. (Teaching Gifted Students in Vocational Schools).Szkola Zawodowa 1972, No. 3, pp. 25-26.

The author concentrates on the meaning of the term"gifted student" as referred to post-secondary vocationalschool pupils and presents methods and forms of workwith such pupils in the class-lesson system. Discussion isbased on research carried out on the problem at theKatowice extension of the Warsaw Institute for Educa-tion. In the first part of the article the author describesmethods useful for distinguishing gifted students, e.g.observation according to special categories, panel assess-ment of achievement, intelligence tests, vocabulary tests,medical examinations, etc. The second part is devoted topossible methods of work with gifted students, which areusually based on individualization, as the class-lessonsystem focuses teachers' attention rather on average thanon gifted or slow students.

298. KARWOWSKI, JAN: Wnioski z analizy kosztow ksztalceniaw szkolach przyzakladowych. (Conclusions from the Analysisof Expenditure for Education in Schools Organized at Indus-trial Plants). Nowa Szkota 1972, No. 5, pp. 15 -17.

The author discusses the functioning of vocational schoolsorganized at industrial plants. Considerations are basedon the analysis of expenditure for education in theseschools as compared to expenditure in schools of othertypes. Economic analysis has been accomplished by theSection for Educational Economics at the University ofWarsaw under the scientific leadership of prof. J. Klu-czyliski. The analysis reveals that vocational training isbased on a too short period of general education thus


bringing about dissatisfactory economic results. The pro-longation of general education to 10 years is postulatedalongside with establishing close collaboration of schoolprincipals and industrial managers in order to assess needsin the field of employment. The problem of curricula andteaching methods in vocational schools at industrial plantsis also considered at length.

299. KOWALCZYK, WLADYSLAW: Przyszlokiowy system ksztal-cenia nauczycieli szkol zawodowvch. (Model of the FutureTeacher Training for Vocational Schools). Szkota Zawodowa1972, No. 5, pp. 2-5.

In the year 1968/69 the Warsaw and the Silesian Techno-logical Universities established pedagogical studies withthe aim to train teachers for vocational schools. Theauthor presents the organization of studies, curricula andteaching plans. Three forms of studies have been intro-duced: 1) a two-year study for graduates from the thirdyear of technological studies who every week devote oneafternoon to educational training and in consequence ob-tain two diplomas: a diploma of an engineer and a peda-gogical diploma, 2) a one-year study for graduates withthe diploma of an engineer who work as vocational schoolteachers (255 hrs. altogether, during two afternoons perweek), and 3) a half-year study obligatory for young uni-versity teachers on the staff of the Technological'Univer-sity or for candidates for posts at the higher school.

300. KRZYSZTOSZEK, ZOFIA: Podstawy pedagogiki rolniczej.(Foundations of Agricultural Pedagogy). Patistwowe Wydaw-nictwo Naukowe, Warszawa 1972, 241 pp. bibl.

The book reviews the basic theoretical problems in thefield of agricultural pedagogy, a new branch of pedagogyof labor. Part 1 gives an outline of methodology, presentsbasic concepts and definitions, lists controversial problemsand reviews achievements in the field. Part 2 is devotedto problems not yet solved by educators and covers1) questions of organization and structure of agriculturalschooling from the point of view of the national economy,2) questions of the quality of instruction, its forms and


teaching content, and 3) questions of attitude formationspringing from the different nature of labor in the socialistsystem. Generalizations are also made pertaining to thewhole field of the pedagogy of labor which should in-vestigate a wide scope of problems connected with indus-try and agriculture. Part 3 discusses links between laboron the one hand and professional training and attitudeformation, on the other. Consideration is also given topromoting culture in rural regions and to the role ofeducation in this respect. The publication includes a de-tailed list of open problems in agricultural pedagogy andpoints to future trends in research on the subject.

301. PAWLIKOWSKI, ANDRZEJ: Przechilenie uczniow klas pierw-szych gredniej szkoly zawodowej naukg szkolng i prac4 domo-%iv:4. (Overburdening of Pupils in Grade I of the VocationalSchool with School and Homework). Szkoia Zawodowa 1972,No. 5, pp. 38-40.

The author reports on research carried out on a sample of100 pupils in grades I of the secondary vocational school.Research objective was to state overburdening of pupilswith school and homework assignments. Investigationswere conducted by means of questionnaires and inter-views. Research revealed that pupils spend 3-4 hoursdaily on homework in' addition to 6-7 hours spent atschool. Technical drawing was stated to be the most time-consuming subject. Overburdening with school and home-work results in low participation of pupils in out-of-schoolactivities and in social and youth organizations. On thebasis of research results the author advances a numberof postulates pertaining to curricula, handbooks andteaching methods in vocational secondary schools.

302. RESZKE, IRENA: Spoleczne uwarunkowanie wyboru szkolyzawodowej i odplywu uczniow ze szkiii. (Social Conditions forthe Choice of a Vocational School and the Problem of Screen-ing). Zak lad Narodowy im. Ossolitiskich, Wroclaw 1972, 294 pp.,bibl., tabl. Rez. Sum. Polska Akademia Nauk Instytut Fik-zofii i Socjologii. (Polish Academy of Sciences Institute ofPhilosophy and Sociology).


The publication deals with the problem of leaving andchanging vocational schools by secondary school pupils.Psychological, educational, sociological and economic as-pects of the problem are considered, much attention beinggiven to the choice of a vocational school. Research con-centrated on mechanisms of social selection, features ofthe school system influencing screening and problems ofemployment. Etiology of screening is considered in foursections: 1) organization of schooling, recruitment for vo-cational schools and vocational preorientation, 2) educa-tional opportunity and social selection, 3) differing attrac-tiveness of various professions, and 4) shorter and easierways leading to the profession, other than vocationalschools. Research covered 1400 subjects investigated inthree groups: a) pupils continuing education in a givenschool, b) pupils dropping education, and c) pupils chang-ing schools. Research methods were: observation, question-naires, interviews with pupils, teachers and headmastersand analysis of school documents. Detailed analysis of re-search findings is presented.

303. SUCHY, STANISLAW: Realizacja uchwaly XVIII PlenumLZZ i aktualne zadania w dziedzinie ksztalcenia, doksztalcania

i doskonalenia kadr. (Implementation of Resolution Adopted atthe 18th Session of the Central Council of Trade Unions andPresent-Day Tasks in the Field of In-Service Training). SzkolaZawodowa 1972, No. 2, pp. 13-15; No. 3, pp. 18-11.

The 18th session of the Central Council of Trade Unionsformulated tasks to be fulfilled by trade unions and work-ers' self-governments in the field of training qualifiedworkers in the period of years 1971-75 and raising pro-fessional qualifications of other employees. Postulateswere also advanced addressed to the government and tosocial and political organizations asking for their assistancein the compaign. The present article is devoted to ways inwhich all these postulates are being implemented and thetasks realized. Analysis of the present situation is includ-ed, much attention being given to the existing shortcom-ings in the in-service training system and to the necessaryremedial activities.


304. WIECZOREK, TADEUSZ: 0 niektOrych trudnokiach rozwojuszkoil przysposobienia rolniczego. (Some Obstacles in the Devel-opment of Schools for Preparatory Agricultural Training).Szkoia Zawodowa 1972, No. 4, pp. 16-20.

Schols for Preparatory Agricultural Training were estab-lished on the force of the Ordinance by the Council ofMinisters issued January 8,1957. Education covers adoles-cents aged 14-16 who remained in the country after grad-uation from the obligatory primary school and could notyet fully participate in farming. Schooling of this typeencountered numerous difficulties in the period 1957-66and met a real crisis in the year 1966/67, i.e,, the year ofprolonging education in primary schools. The present ar-ticle lists causes of the crisis, the most important of thembeing: 1) the temporary character of schools, 2) lack ofeasy passage to schools of higher levels, 3) lack of ap-proval in the rural community, 4). bad quality of instruc-tion, 5) introduction of 10-month instruction deprivingfarms of children's help, 6) disproportions in the distri-bution of schools, and 7) urban aspirations in rural ado-leScents. In the second part of the 'article the authorpostulates improvements which would help to overcomethe crisis. Emphasis is given to a) improving the qualityof instruction through providing proper school eqUipmentand staffing, b) changing the network of schools, c) fac-ilitating graduates access to schools of a higher level,d) enrolling pupils who have not finished primary schoolin the appointed time and permitting them to coverprimary school curriculum parallelly and e) subordinatingthe schools to the Ministry of Agriculture.

305. WINDAKIEWICZ, ADAM: Model gospodarstwa szkolnego jakowarsztatu dydaktycznego na przykladzie woj. krakowskiego.(The School Farm as an Educational Aid in the Voivodship ofCracow). Szkola Zawodowa 1972, No. 5, pp. 19-22.

A special Commission appointed by the Minister of Edu-cation prepares a draft of the network of agriculturalschools. In each administrational unit at least one "schoolof base" is to be established which would work out newteaching methods, try out new educational and curriculumsolutions and organize in-service training for teachers of

SCHOOLS AND. INSTITUTIONS 49

other schools in the district. It has been noted that gradu-ates from agricultural schools do not have proper practicalexperience in farming. Thus the problem of the schoolfarm should be given careful consideration. In the presentarticle the author discusses the organization of the schoolfarm which would serve as a model of agricultural pro-duction. It is, however, indispensable to ensure the properarea, variety of products grown on the farm, high produc-tivity and last but not least linking theoretical knowl-edge obtained at classes with Practical activity on thefarm. Considerations are exemplified by school farms inthe voivodship of Cracow.

306. WOZNIAK, JERZY: Ocenianie uczniOw w procesie nauczaniapomiarOw elektrycznych. (Evaluation in Teaching ElectricMeasurement). Szkota Zawodowa 1972, No. 5, pp. 35-38.

The author presents a new system of evaluation intro-duced in a full-secondary vocational school for energeticsin Warsaw. Evaluation is based on the following princi-ples: 1) each pupil should be evaluated at each class,2) evaluation should pertain not only to the knowledgebut also to skills formed in the process of instruction,3) educational objectives should be broken into many spe-cific aims, each of them being evaluated separately, 4) thepreparation of the pupil should be checked and a markgiven for each learning unit, and 5) evaluation should becarried out so that each pupil may become aware of gapsin his knowledge of the subject and can systematicallyovercome his difficulties. Examples are provided of learn-ing units and ways of their evaluation on the basis ofwhich the author discusses advantages and disadvantagesof the new system.

307. Wybor zawodu. (Choice of Profession). Collective Work. Intro-duction by B. Suchodolski. Zaklad Narodowy im. Ossolinskich,Wroclaw 1972, 277 pp., bibl. Polska Akademia Nauk Mono-grafie Pedagogiczne, (Educational Monographs), Vol. 36.

The present volume of "Educational Monographs" is basedon empirical research and presents the following problemsconnected with the choice of a profession: 1) the role of


professional orientation carried out in schools, 2) socialand economic conditions determining decisions in thisrespect, 3) criteria for the choice of a profession satisfac-tory for both the individual and the society, 4) situationsin which decisions concerning the future profession aremade and 5) mcdels of optimal decision-making situations.Research on which the present publication is based wascarried out in the year 1968/69 by research workersfrom the Department for General Pedagogy (A. Bukow-ska, A. Jawlowska, A. Klementowski, L. Orlicka, S. Ru-chiski, R. Schulz). Investigations covered pupils of termi-nal grades in primary, secondary general and secondaryvocational schools. Research was made on a national scale,stratified random sampling being used. Altogether 3324questionnaires were analyzed, 1273 from primary schools,11 28 from vocational secondary schools and 913 from gen-eral secondary schools. Detailed discussion of researchfindings is included in successive chapters of the publica-tion.

See also: 263, 267.

VI. 5. HIGHER

308. DENEK, KAZIMIERZ: Efektywnoie nauczania programowane-go w szkole wyiszej. (Effectiveness of Programmed Instructionin the Higher School). Uniwersytet im. A. Mickiewicza, Poznan1971, 163 pp.

The author presents research carried out on the sampleof 1602 students at the A. Mickiewicz's University inPoznan, Higher School for Economy in Poznan and PoznanMedical Academy. In phase 1 of research the effectivenessof programmed instruction with respect to elements ofpedagogical sciences was compared to that of convention-al lectures. Educational experiment was used on 542 stu-dents who worked with a program prepared by professorC. Kupisiewicz. Two months later retention \vas meas-ured. In phase 2 the sample was increased to embrace1060 students and young university teachers, research


design remaining unchanged. In both phases better edu-cational achievement was stated in groups working withthe programmed text. A questionnaire was also circulatedamong students, 87.5 percent of whom expressed strongapproval of the programmed instruction.

309. GORZKOWICZ, STANISLAW: Czytelnictwo studentow. Stu-dium nad zagadnieniem humanizacji inteligencji technicznej.(Reading Habits in Students. Research on Humanization ofTechnological Intelligentsia). Zak lad Narodowy im. Ossolifi-skich, Warszawa 1972, 177 pp., tabl. bibl. Sum. WroclawskieTowarzystwo Naukowe, Slaskie Prace Bibliograficzne i Biblio-tekoznawcze. (Wroclaw Scientific Association. Bibliographic andBibliologic Works), Vol. 15.

The publication is a doctoral thesis from the border ofbibliology and sociology. In its first part a review of .Pol-ish NA, ritings on reading habits and on the participationin culture of various social strata is presented. The mainpart reports on the author's research on spontaneousreading in students at technological universities. The mostimportant research objectives were to state 1) intellectualneeds in students at technological universities, 2) theirattitude toward humanities, and 3) the role and func-tion of reading in satisfying intellectual and emotionalneeds of students. Investigations were completed throughanalysis of library documentation, questionnaires circulat-ed among 1666 students and interviews. A detailed dis-cussion of findings follows in which the author presentscauses underlying differences in reading habits of stu-dents, analyzes reading habits according to social strataand considers reading habits against the background ofinformatio n concerning attitudes toward humanistic val-ues.

310. PRZECISZEWSKI, TADEUSZ (ed.): Sprawnoge ksztalceniaw szkolnictwie wyis7ym. (The Efficiency of Training in theHigher Schooling). Par stwowe Wydawnictwo Naukowe, War-szawa 1971, pp. 205. bibl. Rez. Sum. Miedzyuczelniany ZakladBadan nad Szkolnictwem Wyiszym. (The Interuniversity, De-partment for Research on Higher Education).


The publication' deals with the methodology of researchon the efficiency of training in higher schools and presentsthe state of Polish higher education in this respect. Itcontains a collection of articles, three of them written byemployees on the staff of the Interuniversity Departmentfor Research on Higher Education: M. Zubrzycki, T. Prze-ciszewski and T. KossoWka and the remaining ones byauthors from outside the Department. The leading articleby T. Przeciszewski presents the main aspects of researchmethodology, gives a general view of research results andpoints to most urgent needs in the field of educationalresearch of this type, According to the method workedout by T. PrzeciszEnvski, M. Zubrzycki presents the proces-sing of data from the national sample and discusses theoverall efficiency of training. The remaining four articlescontribute to the subject providing examples and discus-sion pertaining to the Higher School for Planning andStatistics, Higher School for Economy in Cracow, Depart-ment for Administration at the :University of Warsawand Medical Academy in Warsaw. The final article pre-sents a statistical analysis of the efficiency of training inprimary and secondary education. Ample bibliographyof the subject for the years 1961 -1970 is included.

311. RZO1TCA, CZESLAW: Miodziei licealna a studia wyisze. (Sec-ondary School Pupils and Higher Education). Zycie SzkayWytszej 1972, No. 4/5, pp. 140-152.

The article describes research on the efficiency of in-formation campaign concerning higher education. In-vestigations were carried out in the period of years 1967-1969 and covered 380 secondary school pupils from thevoivodship of Cracow who desired to continue education inhigher schools. Interview was introduced as the most im-portant research technique. Main research problems werethe following: 1) sources'of information concerning highereducation and _fie type of information, 2) candidates'knowledge of requirements pertaining to preparation, in-terests and skills, 3) attitude toward information on thepart of the candidates and 4) candidates' suggestions asto the information campaign. Alongside with the discus-sion of data obtained from secondary school pupils the


author presents considerations based on interviews with45 secondary school teachers.

312. SZARRAS, HENRYK: Ksztalcenie kadr naukowych w szkolnic-twie wyiszym w gwietle badan Miqdzyuczelnianego ZakladuBadati nad Szkolnictwem Wyiszym. (Training Researchers inthe Light of Investigations Carried out at the InteruniversityDepartment for Research on Higher Education). Zycie SzkolyWyiszej 1972, No. 4/5, pp. 54-68.

The author discusses the forms of selecting able studentsin higher schools and forms of training them for futureresearch work. On the basis of data obtained on the sub-ject during the last years of investigations at the Inter-university Department for Research on Higher Education,the author presents the whole existing system and ad-vances postulates aiming at the improvement in this field.Effectiveness of various forms of postgraduated educa-tion is analyzed, emphasis being given to living conditionsof students, their time-budget, social origin and educa-tional achievement at the university. The article endswith practical suggestions concerning increase in theefficiency and speed of training staff for Polish researchcenters.

313. WITKOWSKA, BOZENA: Dyplomanci o swoim przygotowaniuzawodowym. (Graduates' Opinions on Their Preparation for theProfession). Zycie Szkoly Wy2szej 1972, No. 6, pp. 16-22.

The article presents a part of research carried out atthe Warsaw Technical University. Investigations embrac-ed all the students at the terminal year of studies. Re-search objectives were to state students' opinions ontheir preparation for the profession and on the qualityof instruction given at the University. In the presentarticle opinions issued by 69 students of two seminargroups are analyzed. All the students express strikinglylow opinion on the quality of instruction at their depart-ment. The following factors are most commonly referredto: 1) lack of correlation between various subjects leadingto frequent repetitions of teaching content, 2) impropersequence of subjects in the curriculum, 3) outdatedteaching content and teaching methods, 4) overburdening.


with obligatory classes. and lectures, which hinders in-dividual work, and 5) too narrow profile of training.

314. WOZNIAK, ROBERT: Spoleczno-moralne problemy pracyzrzeszen studenckich. (Social and Moral Problems of Work inStudents' Associations). Ruch Pedagogiczny 1972, No. 3, pp.339-355.

The author reports on research carried out in the year1970 on a sample of 134 students at the Advanced Teach-ers' College in Szczecin. Research objective was to statesocio-pedagogical conditioning of youth organization ac-tivity. Out of the sample 46.9 percent belonged to theSocialist Youth Organization, 3.7 percent to the PeasantYouth Movement, 79.1 percent to the Polish Students'Association and 26.7 percent to the Polish Scouts Orga-l;nization. Data obtained concerned the role of the leader,independence, initiative, group structure and group links.A detailed discussion of findings is presented.

315. ZARNECKI, TADEUSZ: (ed.): Poradnik metodyczny dla slu-chaczy wyiszych technicznych studiow dla pracujgcych. (AGuide for Extramural Students at Technological Colleges). Ed.2. Wydawnictwa Politechniki Warszawskiej, Warszawa 1972,226 pp.

The leading article of the publication, written by TadeuszZarnecki, presents achievements, social functions andbasic problems, connected with technological colleges forextramural students. General instructions for freshmanare also included. Successive chapters are devoted to theorganization of mental work and learning techniques(J. Polturzycki) with ample exemplificatory materialsdrawn from basic subjects listed in the curriculum for thefirst year of studies. Studying mathematics is discussedby Z. Nalbach, descriptive geometry by Z. Kwiatkow-ski, physics by J. Salachowa, and technological me-chanics by L. Janicki.

316. ZUBRZYCKI, MICHAL: Sprawnoge studiow rocznikOw rekru-tacyjnych 1955/56-1965/66. (Efficiency of Studies in the


Period of Years 1955/56-1965/66). Zycle Szkoly Wyszej 1972,No. 4/5, pp. 153-162.

The article contains an analysis of efficiency of studiesin higher schools carried out at the Interuniventity De-partment for Research on Higher Education. Efficiencyis here considered in two aspects: a) percentage of stu-dents graduating at a planned time, and b) percentage ofstudents graduating from the university disregarding thelength of studies. Research revealed that efficiency ofday-studies is much higher than that of extramuralstudies. The highest efficiency was noted at artisticacademies, while the lowest at technological and eco-nomic universities. As to the length of studies, medicalacademies were stated to be on the bottom of the list,since prolongations amounted to 20 percent. Efficiency ofstudies was also analyzed in the light of social and demo-graphic characteristics of the population.

See also: 270.

VI. 6. ADULT

317. MARCZUK, MIECZYSLAW: Aktualne problemy ogsNiaty do-roslych. (Present-Day of Adult Education). Nauczyciel i Wy-chowanie 1972, No. 1, pp. 87-96.

The author of the article concentrates on organizationalaspects of adult education, leaving educational problemsout of his considerations. Dikussion pertains to the periodof years 1956-1972 and is based on ample statistical dataobtained by the Main Bureau of Statistics. The followingproblems are considered in detail: 1) coordination andmanagement in the field of adult education, 2) pre- andin-service training at various levels, 3) school equipmentand conditions of the teachers' work, 4) aid given by thestate to learning adults.

318. POLTURZYCKI, JOZEF: Plany hada' naukowych ZakladuKsztalcenia Doroslych Instytutu Pedagogiki. (Research Plansof the Section for Adult Education at the Institute of Educa-tion). Czlowiek w Pracy i w Osiedlu 1972, No. 4, pp. 103-106.


The article gives basic information concerning the activityof the Section for Adult Education established in 1962.Special attention is given to international contacts and toresearch projects for the years 1971-1975. Five projectsare discussed at length: 1) new organization of adult edu-cation to be worked out on the basis of theoretical andpractical achievements of Polish and foreign researchcenters, 2) characteristics of adult learners their fea-tures, educational and cultural aspirations, interests, mo-tivation for learning and changes occurring under theeducational influence which will help to construct newcurricula, 3) educational wprk with adults and workingadolescents research on forms and methods, 4) effi-ciency of the teaching-learning process in adult edu-cation, i.e. research on selection and gradation of teachingcontent, types and effects of teaching methods, value ofthe programMed instruction and teaching machines inadult education.

319. POLTURZYCKI, JOZEF: Rozwiij i problemy szkolnictwa dladorostych w -Polsce Ludowej. (Development and Problems ofAdult Education in the Polish People's Republic). Zaklad Na-rodowy im. Ossolifiskich, Wroclaw 1972, 392 pp. bibl.

The book deals with adult education at the primary andsecondary level, various types and organizational formsbeing considered. The development of schooling for work-ing adults in the Polish People's Republic is presentedagainst the background of national traditions. Chapter Ilists stages in the development of schools of various typesand levels; Chapter II discusses initial instruction foradults and liquidation of illiteracy in the years 1952-57;Chapter III analyzes primary schools for working adultsand Chapter IV secondary schools. Chapter V is devotedto problems of correspondence schools. Chapters VI andVII concentrate on repolonization, preparation of adultsfor social and cultural work and vocational training.Chapter VIII presents a review of situation in Polish adulteducation, its network, infrastructure, staffing, curricula,teaching plans and teaching methodology, points out evi-dent shortcomings in this field and advances postulatesaiming at improvements in the quality of instruction.

SCHOOLS AND INSTITUTIONS 57'

Subjects of research to be carried out are also listed.Ample bibliography of the subject is included.

320. WOJCIECHOWSKI, KAZIMIERZ: Koncepcja systemu ogwiatydoroslych w Polsce Ludowej. (Concept of a New System ofAdult Education in the Polish People's Republic). Wwiata Do-rostych 1972, No. 5, pp. 257-272.

The present system of adult education is based on a net-work of schools, libraries, museums, people's universities,courses, institutions of employment, cooperatives, militaryunits, resort centers, sport institutions, tourist centers andmass media. The whole system is presented in a diagram-matic form. The author advances proposals concerningsome necessary changes in the present system of adulteducation. The following problems are discussed: 1) mo-difications in the field of general education, 2) modifi-cations in vocational education, 3) education in resortcenters, 4) training social and cultural workers, 5) infra-structure of schooling, 6) legal foundations of adult edu-cation. The proposed system of education and culture forworking adults is also presented on diagram. Postulate isalso advanced to establish an Institute for Adult Edu-cation.

See also: 303.

VI. 7. SPECIAL

321. DOROSZEWSKA, JANINA: Pedagogika specjalna w sluzbieludziom odchylonym od normy. (Special Pedagogy as an Aidfor People Deviated from the Norm). Szkoia Specja/rta 1972,No. 4, pp. 289-303.

The article deals with reeducation of abnormed subjectsspecial stress being given to a) the role of special peda-gogy, b) links between special and general pedagogy,c) differences between methodological characteristics ofspecial and general pedagogy and d) classification ofbranches within the field of special pedagogy. The authorpoints to numerous links as between the special pedagogyand other branches of sciences as, for instance, physiology,

58 SCIIOOLS AND INSTITUTIONS

neurology, psychopathology, psychosociology, etc. Thefinal part of the article is devoted to the personality ofthe educator, his aethical values, knowledge, methods ofwork and ability to insure individual approach to everysubject.

322: GERSZBERG, ANDRZEJ: Nowe drogi szkoly. olsztyliskiej.(New Ideas in the Schools of Olsztyn). Kuratorium OkrqguSzkolnego, Okregowy Ogrodek Metodyczny, Olsztyn 1969,243 pp.

The publication issued on the 10th anniversary of schoolNo. 14 in the City of Olsztyn, contains a description ofthe pedagogical experiment initiated in 1962 by the authorand at the same time a headmaster of the school. Ex-periment was organized under a scientific guidance of theWarsaw Institute for Education. Experiment aimed at im-proving the educational level of the school's work andconsisted in introducing a new system of instruction. Themost important elements of the system are: structuralselection and gradation of teaching content, group-prob-lem instruction and the laboratory and workshop organ-ization of the teaching process. Ample exemplificatorymaterials are included in the form of curricula, reportson experimental lessons, assignments, etc. A separatechapter is devoted to tutelar activities of the school and itseducational work with children's associations, non-lessonand out-of-school activities. A detailed analysis of resultsobtained by the school follows, comparison being drawn asbetween the school in question and control schools. Valuesof the experiment for teachers with respect to theireducational knowledge and interest in research work arealso presented at length.

323. HAJNICZ, WANDA: Rewalidacja emocjonalna dziecka nerwi-cowego w warunkach szpitala dziennego przy Zaktadzie Pe-diatrii Spolecznej Akademii Medycznej w Warszawie. (Emotion-al Revalidation of Neurotic. Children in a -Day Hospital in theSection for Social Pediatry at the Warsaw Medical Academy).Szkota. Spec jalna 1971, No. 4, pp. 339-347.

EDUCATIONAL STATISTICS 59

On the example of a three-year-old child staying in theSection for Social Pediatry of the Warsaw Medical Acad-emy the author presents the course of therapy, whichis stated to be twofold: 1) first, it enables the child toreveal all his emotional needs so as to assess all the neu-rotic symptoms, and 2) second, the process of satisfyingthese needs by the therapist leads to establishing properinteraction with parents, adults and peers. The final stageof the therapy consists in fixing desirable behavioral pat-terns. Much stress is laid on the systematic therapy forparents in order to establish proper interpersonal relationswithin the family which are indispensable for the overalldevelopment of the child.

324. WALD, IGNACY (ed.): Jak przygotowae do iycia dziecko only-slowo upogledzone. (How to Prepare a Mentally Deficient Childfor His Future Life). Patistwowy Zaklad Wydawnictw Lekar-skich, Warszawa 1972, 167 pp.

The book contains a collection of articles written by au-thors of various professional specialties, all of them in-volved in problems of mentally deficient children, e.g.psychologists, physicians, sociologists and lawyers. Basicphases of mental development and their disturbancies arepresented as well as modern views of their-origin, preven-tion and therapy. Successive chapters deal with the teach-ing and upbringing of mentally deficient children, thesituation of the child in the family and tasks of the familyto ensure proper attitude toward the child on the part offamily members, peers and adults. Social and professionalrehabilitation processes are discussed in detail from peda-gogical and medical points of view. Rights of mentally de-ficient children and their title to aid given by state arepresented at length. At the end of the publication 'a set ofexercises is included as well as a copy of the observationcard.

VII. EDUCATIONAL STATISTICS

325. Miodziei w Polsce w lat;ch 1965-1970 (Youth in Poland in theYears 1965-1970). Glowny Urzqd Statystyczny, Warszawa 1971,271 pp.

60 EDUCATIONAL STATISTICS

The publication prepared in the Main Statistical Bureauis divided into foil/. sections. Part 1, entitled "Demograph-ic Characteristic of Youth, Their Education and Employ-ment" presents the structure of the Polish youth accord-ing to sex and age, the migration of youth, amount oftheir education against the background of the develop-ment of schooling and demographic prognosis. Part 2,"Education of Youth and Their Employment" presentsthe following problems: primary education and complet-ing primary education by working adolescents, employ-ment and training of working youth with primary educa-tion, non-full secondary vocational' education and fullsecondary education both general and vocational, post-secondary training, enrollment in institutions of higherlearning, employing specialists with higher education, em-ployment of adolescents in the national economy, trainingagricultural specialists and employment of women. Part 3deals with social problems, i.e. state's aid given to workingyouth, financial conditions and family situation of work-ing youth, their social origin, youth staying outside workand learning, youth travelling to school and to work, ac-cidents at work, state of health in youth, youth'sparticipation in culture, tourism and sport and dayschools. Part 4 presents problems of social and politicalactiveness of youth, participation in organizations and inpeople's councils.

See also: 290.

INDEX OF AUTHORS AND EDITORS


Araszkiewicz, F. (ed.) 227

Balcerek, M. 246Bandura, L. 269Bogucki, A. 292

Cackowska, M. 282Czekajowski, R. 270

Denek, K. 232, 308Doroszewska, J. 321

Gerszberg, A. 322Gmytrasiewicz, M. 247Golabek, S. 296Gondzik, E. 297Goriszowski, W. 248Gorzkowicz, S. 309

Hajnicz, W. 323

Jarosinska, M. 249Jastrz46, J. 283Jundzill, I. 250

Kaminski, A. 251Karwowski, J. 298Kawula, S. 252Klyg, T. 270Kowalczyk, W. 299Kowalski, S. (ed.) 253Kozakiewicz, M. 254Kozlowski, C. 233Kras, J. 226Krawcewicz, S. 271Kruszewski, K. 234Krzysztoszek, Z. 300Kuberski, J. 235-236Kulpa, J. 272Kupisiewicz, C. 237Kwiecinski, Z. 255-257

Lepalczyk, I. 258Lewin, A. (ed.) 259

Lobocki, M. 238, 260Lugowski, B. (ed.) 227

Marczuk, M. 317Marzec, T. 284Mickiewicz, J. 283Miktilski, J. 285

Okon, B. see Wilgocka-Okon, B.Or lof, E. 274-275Ozga, W. 239

Panek, W. 261Pawlikowski, A. 301Polny, R. 240Polturzycki, J. 318-319Pomykalo, W. 241Przeciszewski, T. (ed.) 310Przeclawski, K. (ed.) 262

Reszke, I. 302Rutkowiak, J. 276Rzonca, C. 311

Serwanski, E. 228Sikorska, A. 263Skronska, A. 264Smarzyliski, H. 265Suchodolski, B. 242Suchy, S. 303Szarras, A. 312Szczepaziski, J. 243Szewcztik, W. 266Szymanski, M. 293Szyszko-Bohusz, A. 267

Teofilewicz, D. 229Tyczyriska, A. 268

Walczyna, J. 286Wald, I. (ed.) 324Walentynowicz, M. 294Wiatrowski, Z. 277-279,Wieckowski, R. 287-289Wieczorek, T. 304Wilgocka-Okon, B. 280

61

62

Wiloch, T. J. 244-245Windakiewicz, A. 305Witkowska, B. 313Wojciechowski, K. 320Woiniak, J. 306Wothiak, R. 314Wroczynski, R. 295


Zaborowski, Z. 281Zalewski, J. 290Zarzycki, J. 279Zienkiewicz, T. 291Zubrzycki, M. 316

Zarnecki, T. (ed.) 315

PUBLISHING HOUSES

Glowny Urzad Statystyczny Central Statistical OffiCe'Iskry" (Paiistwowe Wydawnictwo Iskry") "Iskry". State Pub-

lishing HouseKsiaika i Wiedza" (Spoldzielnia Wydawnicza Ksigika i Wiedza ")

"Ksigika i Wiedza" Publishing CooperativeNasza Ksicgarnia" (Instytut Wydawniczy Nasza Ksicgarnia")

"Nasza Ksiegarnia" Publishing HouseParistwowe Wydawnictwo Naukowe Polish Scientific PublishersParistwowe Zaklady Wydawnictw Szkolnych State Publishers of

School PublicationsParistwowy Zaklad Wydawnictw Lekarskich Polish Medical Pub-

lishersWydawnictwo Literackie Publishing House LiteratureSlqsk" (Wydawnictwo Slask") "Slask" PublishersZaklad Narodowy im. Ossolifiskich Ossoliriski Publishing House

("Ossolineum" Publishing House of the Polish Academy ofSciences)

PUBLISHING INSTITUTIONS

Bialostockie Towarzystwo Naukowe Bialystok Scientific Associa-tion

Bydgoskie Towarzystwo Naukowe Bydgoszcz Scientific Associa-tion

Instytut Filozofii i Socjologii Institute of Philosophy and Soci-ology

Komitet Nauk Pedagogicznych i Psychologicznych Committee onPedagogy and Psychology

Kuratarium Okregu Szkolnego, Olsztyn The District EducationalBoard in 'Olsztyn

Miqdzyuczelniany Zaklad Badan nad Szkolnictwem Wyiszym In-teruniversity Department for Research on Higher Education

Politechnika Warszawska Technical University in WarszawaPolska Akademia Nauk Polish Academy of SciencesUniwersytet im. A. Mickiewicza w Poznaniu A. Mickiewiez Uni-

versity in PoznanWroclawskie Towarzystwo Naukowe Wroclaw Scientific Associa-

tionWyisza Szkola Pedagogiczna, Krak6w Teachers' Training College

. in Krakow

Documents

DOCUMENT RESUME - ERIC · DOCUMENT RESUME ED 085 326 SO 006 769 AUTHOR Wieczorek, Barbara, Ed.; Krajewska, Karolina, Ed. TITLE Selected Bibliography of Polish Educational. Materials