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| Issue |
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| Vol 41, No 4 (2022) |
Towards Pro-enviromental Psychology and Education: Personality Traits and Sociodemographic Correlates of Enviromental Identity and Voluntary Simplicity |
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Dawid Le Hai, Paweł Larionow |
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| Vol 41, No 3 (2022) |
Human Biography as a "Chronicle of Crises". The Turning Points an Indyvidual Arrives at, and Education". THE TURNING POINTS AN INDIVIDUAL ARRIVES AT, AND EDUCATION |
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Renata Tomaszewska |
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| Vol 41, No 4 (2022) |
A Student with Special Educational Needs during Remote Education in the Light of Parents' Surveys |
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Maria Trzcińska-Król, Justyna Wiśniewska |
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| Vol 41, No 4 (2022) |
Vocational Education in the Covid-19 Pandemic: Issues and Recommendation |
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Beata Jakimiuk |
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| Vol 41, No 2 (2022) |
Polish Teachers’ Stress, Well-Being and Mental Health During Covid-19 Emergency Remote Education – a Review of The Empirical Data |
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Jacek Pyżalski, Wiesław Poleszak |
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| Vol 41, No 3 (2022) |
Academic Interpersonal Relations during the Pandemic Remote Education in the Opinion of Academic Teachers |
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Joanna Łukasiewicz-Wieleba, Miłosz Wawrzyniec Romaniuk |
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| Vol 41, No 4 (2022) |
The (Un)used Opportunities and Benefits of a Person Learning during the Pandemic COVID-19 |
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Agnieszka Roguska |
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| Vol 41, No 2 (2022) |
The Important Role Of Women’s Associations in the Path Towards Women’s Education in Bohemia |
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Lucie Zormanova |
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| Vol 41, No 2 (2022) |
Covid, Home Schooling and Inequalities |
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Andre Adam Kurowski |
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| Vol 40, No 4 (2021) |
Child Learning with a Peer During the Implementation of Development Tasks |
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Jolanta Andrzejewska, Sabina Guz |
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| Vol 41, No 1 (2022) |
Educational Experiences of Deafblind Students in Everyday School Life: Research Report |
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Tomasz Kasprzak |
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| Vol 41, No 1 (2022) |
Observation Worksheet for the Development of Self-regulation of 2- to 3-year-old Children (AOS) |
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Alicja Barbara Potorska |
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| Vol 40, No 4 (2021) |
Distancing From the Past – Longing for the “Heartland”: Reflections on the East German Teachers’ Subjective Perception of the Wende |
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Dobrochna Anna Hildebrandt-Wypych |
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| Vol 40, No 3 (2021) |
Education of Children with Borderline Intellectual Functioning - Specificity and Areas of Support |
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Justyna Śmietańska |
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| Vol 40, No 4 (2021) |
Possibilities of Cultural Participation of Children and Youth People in the Cultural Education Projects of the "Bardzo Młoda Kultura" ("Very Young Culture") Programme - between Agency and Subordination |
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Sylwia Słowińska |
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| Vol 40, No 3 (2021) |
The Child in the Process of Education – Connotations of Styles of Knowledge Acquisition |
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Rafał Ireneusz Wawer |
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| Vol 40, No 2 (2021) |
Parents and school in the process of education of foster children – the division of responsibility from the perspective of parents. A research report |
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Urszula Bartnikowska, Katarzyna Ćwirynkało |
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| Vol 40, No 2 (2021) |
Education trough art in the context of art education of a child at a younger school age |
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Ernest Zawada |
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| Vol 40, No 2 (2021) |
Media education teacher |
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Ewa Julia Nowicka |
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| Vol 40, No 3 (2021) |
Disabled Everyday Life in the Context of the Concept of Social Labeling |
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Iwona Banach |
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| Vol 41, No 1 (2022) |
Developing Transferable Competences of Students - the Self-determination Theory and Challenges of Future Education |
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Tomasz Knopik, Urszula Oszwa |
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| Vol 40, No 1 (2021) |
Students’ of early school education and their parents’ opinions regarding homework |
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Katarzyna Maria Błażejewska |
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| Vol 39, No 3 (2020): Uwarunkowania przemian w edukacji, redakcja naukowa: Jolanta Andrzejewska |
Developing key competences in the light of learning theory – the perspective of the teacher and student |
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Barbara Skałbania |
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| Vol 39, No 4 (2020): Teoretyczne konteksty praktyki pedagogicznej, redakcja naukowa: Dorota Pankowska, Andrzej Chudnicki |
Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research |
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Agata Popławska |
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| Vol 39, No 3 (2020): Uwarunkowania przemian w edukacji, redakcja naukowa: Jolanta Andrzejewska |
The attributes of the human person – implications for early childhood education |
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Marta Stanisława Buk-Cegiełka |
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