DOCUMENT RESUME Wieczorek, Barbara, Ed.; …DOCUMENT RESUME ED 085 312 SO 006 737 AUTHOR Wieczorek, Barbara, Ed.; Krajewska, Korolina, Ed. TITLE Selected Bibliography of Polish Educational

DOCUMENT RESUME

ED 085 312 SO 006 737

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

Materials. Volume 11, Number 2, 1972.INSTITUTION Central Inst. for Scientific, Technical and Economic

Information, Warsaw (Poland) . Scientific PublicationsForeign Cooperation Center.

SPONS AGENCY Office of Education (DREW), Washington, D.C.REPORT NO TT-72-54010-2PUB DATE 72NOTE 60p.

EDRS PRICE MF-$D,65 HC-$3.29DESCRIPTORS Adult Education; *Annotated Bibliographies;

*Comparative Education; Curriculum; EducationalHistory; Educational Legislation; Educational Needs;Educational Practice; Educational Problems;Educational Research; Elementary Education; HigherEducation; Preschool Education; Secondary Education;Social Sciences; Teaching; Vocational Education

IDENTIFIERS Eastern Europe; *Poland

ABSTRACTLengthy English annotations of Polish educational

materials published in 1971-1972 are listed in this bibliography. Thefollowing areas are covered: 1) history of education; 2) laws andlegislation; 3) general information on education; 4) social andeducational sciences; 5) teaching profession; 6) schools andinstitutions (preschool, primary, secondary, vocational, higher,adult, and special). An index of authors and editors and a list ofpublishing houses are also provided. Earlier issues are representedby ED 046 823, ED 053 020, and ED 069 596. (RM)

FILMED FROM BEST AVAILABLE COPYr'../exIAILIMOVIWILIAMMI

U.S. DE PARTMENT OF HEALTH.EDUCATION & WFLFARENATIONAL INS1ITU1 E OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED ,R0/%1THI PERSON OR ORO4NIZA1 iON ORIGINAT 'NO IT POINTS OF VIEW ON OINIONSSTATED DO OOT NECL;6ApILY R.EPNESENT OFFICAL NATIONAL it.e,1 I !UT Or.,E DurAnON POS. nON C1A POLICY

SelectedLI

Bibliographuof

PolishEducational

Materials

Institute for EducationSectionZfor Documentation

Editors: Barbara Wieczorek and Karolina Krajewska

Translated:Hanna Komorowska-Piskorowska

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

Vol. 11, No. 2, 1972 TT 72-54010/2

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. 2

CONTENTS

pageI. History of Education 3

II. Laws and Legislation 4III. General Information on Education 6

IV. Social and Educational Sciences 13

V. Teacher's Profession 24VI. Schools and Institutions (by type or level) 30

1. Preschool 302. Primary 313. Secondary 354. Vocational 385. Higher 446. Adult 517. Special 54

Index of Authors and Editors 67

The bulk of the materials listed in the present issue was available in theperiod of time March to May 1972.

HISTORY OF EDUCATION

I. HISTORY OF EDUCATION

3

127. ARASZKIEWICZ, FELIKS: Szkola grednia ogolnoksztalc4caw Polsce w latach 1918-1932. (The Polish General Secondaryschool in she Years 1918-1932). Zak lad Narodowy im. Ossolin-skich, Wroclaw 1972, 219 pp.

Against the background of economic and political situa-tion of the country and the educational policy of theperiod the author presents the development of Polishgeneral secondary schooling in the years 1918-1932. Atten-tion is given to 1) educational and organizational founda-tions of the secondary schooling, 2) integration and uni-fication of the secondary schooling, 3) educational objec-tives and curricula, 4) functions of the secondary school inthe overall educational system. The period in question1-rb been divided into three subperiods: a) 1918-1922, i.e.establishment of educational and organizational founda-tions of schooling, b) years 1923-26, i.e. formation ofsecondary schooling according to the guidelines of the na-tional-democratic party, c) 1926-1932 domination of thestate. and of the what was called "sanacja" system. Thepublication includes numerous acts and regulations issuedin this- period as well as excerpts from periodicals, sta-tistical yearbooks, curricula and other archival materials.

128. Matematyka, fizyka i chemia na Uniwersytecie Poznariskim.(Mathematics, Physics and Chemistry at the Poznan Universityin the Years 1919-1969): Powielarnia Uniwersytetu im. A. Mic-kiewicza, Poznan 1971, 52 pp.

The publication contains materials from the session heldat the Department for Mathematics, Physics and Chem-istry of the Poznan University, November 1969. All thereports delivered at the conference are included, the mostimportant being the following: 1) The teaching of mathe-matics (J. Musielak), 2) The teaching Of chemistry (A. Le-wandowski) and 3) The teaching of mathematics andastronomy (J. JOiwiak and F. Kaczmarek). The introduc-

4 LAWS AND LEGISLATION

tion to the publication contains data pertaining to thedevelopment of the Department in the course of the fiftyyears of its existence. Special chapters are devoted toresearch carried out within the Department.

129. MROZOWSKA, KAMILLA: Rizef Maciej Brodowicz. Z dziejoworganizacji nauki i nauczania w Wolnym Miescie Krakowie.(Jozef Maciej Brodowicz. From the History of Schooling in theFree City of Cracow). Zaklad Narodowy im. Ossolinskich, Wro-claw 1971, 355 pp.

Jazef Maciej Brodowicz (1790-1885) is an educator who,during his entire life, was closely connected with the lifeof Cracow and played a significant role in the times of theCracow Republic (1815-1846). Head of the Chair of Ther-apy at the Jagiellonian University he was also appointedpresident of the University, thus exerting strong influenceon the organization of university teaching as well as onthe whole educational system in the Free City of Cracow.The present publication in a detailed manner presents thelife and the activities of Brodowicz against the backgroundof social and political events of his times.

See also: 159.

II. LAWS AND LEGISLATION

130. PFCHERSKI, MIECZYSLAW and SWIATEK MACIEJ: Orga-nizacja ogwiaty w Polsce w latach 1917-1969. (Organization ofSchooling in Poland in the Years 1917-1969). Panstwowe Wy-dawnictwo Naukowe, Warszawa 1972, 314 pp., bibl.

The publication constitutes a collection of legal acts per-taining to the organization and development of the educa-tional system in Poland. The first section presents legalacts concerning the whole educational system, while inthe second are included only specific acts pertaining to itsvarious levels, i.e. a) primary schooling, b) vocational sec-ondary schooling, c) general secondary schooling andd) higher schooling. Legal acts are not presented at fulllength, only their most important parts being quoted. An

LAWS AND LEGISLATION 5

introduction is included containing a discussion on thedevelopment of the Polish school system in the years1917-1969. M. SWiqtek prepared that part of the publica-tion which covers the period of years 1917-1939, andM. Pecherski the years 1929-1969.

131. Karta praw i obowiazkow nauczycieli. (The Teacher's Charter).Ustawa z dnia 27 kwietnia 1972 roku. Dziennik Ustaw PRL1972, No. 16, item 114.

Realizing the prestige of the teacher's profession, thePolish Diet passed an Act called "The Teacher's Charter".The Act concerns teachers, educational workers, em-ployees of medical, psychological and educational institu-tions for special or morally abandoned children, schoollibrarians, employees of centers for teaching methods,vocational-advisory centers, school administration and re-searchers dealing with educational problems. The role andduties of the teacher participating in the life of the coun-try are pointed out in the Act, alongside with the spec-ification of problems pertaining to qualification, salaries,teaching-load, rewards and medals, titles and degrees, so-cial rights, leaves, prefessional responsibility, retirementand trade unions. The Council of Ministers deemed itnecessary to improve the conditions of school work ingeneral and the conditions of the teacher's work in par-ticular through further diminishing the teaching load orother steps.

132. Rozporztldzenie Rady Ministrow z dnia 27 kwietnia 1972 r.w sprawie usposaienia nauczycieli i nauczycieli akademickich.(Regulations Issued by the Council of Ministers dated April 27,1972 Concerning Salaries of School and University Teachers).Dziennik TJstaw PRL 1972, No. 16, item 115.

Regulations concern all the teachers and educators listedin the Teacher's Charter and include the changed classi-fication of salaries according to the function of the teacherand the length of his teaching practice, and the type ofschool. Salaries will be raised in five stages, Le. 1) stage1 May 1972, 2) stage 2 September 1973, 3) stke 3September 1974, 4) stage 4 September 1975, and 5) stage

6 GENERAL INFORMATION ON EDUCATION

5 September 1976. The effective difference betweenthe previous and the present salary in the first stage can-not be lower than 250 zlotys per month in each individualcase. Regulations present the principles of earnings as faras the basic salary; extra work and extra money givenfor fulfilling definite functions in the school system areconcerned.

See also: 134.

III. GENERAL INFORMATION ON EDUCATION

133. DABROWSKI, HENRYK: Prognoza rocznikew szkolnych Polskido 2000 roku. (Prognosis of Age Cohorts in Poland till theYear 2000). Przeglqd Pedagogiczny 1972, No. 1, pp. 96-104.

The author presents demographical prognoses of agecohorts in Poland till the year 2000. The development ofdemographical processes as well as the anticipated struc-'ure of population are discussed at length. The articlecontains ample statistical data pertaining to the size ofage groups to be embraced by the educational system.

134. FILIPEK, JOZEF: Charakterystyka i rodzaje stosunkow praw-nych systemu ogwiaty i wychowania. (Types of Legal Relationsin the Polish Educational System). Chowanna 1972, No. 1, pp.25-49.

The author discusses at full length the various types oflegal relations existing in the Polish educational system.'Consideration is given to the following problems: 1) rightfor education and the state's duty to ensure its realization,2) compulsory education in primary schools, 3) legal rela-tions between the state and the citizen as far as educa-tional problems are concerned, 4) legal relations betweenvarious administrative organs in the system of schooling,5) legal relations between these institutions and theiremployees, 6) rights and duties of the teacher; 7) legalrelations between administration and schools.

GENERAL INFORMATION ON EDUCATION 7

135. JANUSZKIEWICZ; FRANCISZEK: Technologia ksztatceniai jej perspektywy rozwoju. (Educational Technology and ItsDevelopmental Trends). Przeglqd Pedagogiczny 1972, No. 1,pp. 42-57.

The author presents a review of current opinions concern-ing the educational technology and distinguishes some ofits most important features, i.e. 1) modernity' in bothteaching content and teaching methods, 2) intensificationin the process of instruction, 3) relative stability of effectsobtained through similar methods, 4) programmingteachers' and learners' activities, 5) elimination of ver-balism through the application of modern media andmethods and 6) modern equipment and modern organiza-tion of the school environment.

136. JAROSZEWICZ, PIOTR: 0 wysokq range ogwiaty i wychowa-nia. (For the Higher Prestige of Education). Glos Nauczycielski1972, No. 19, pp. 1, 2, 3.

The article contains the speech delivered by the PrimeMinister at the session of the Polish Diet, held April 27,1972, i.e. on the day when "The Teacher's Charter" waspassed. Mr. Jaroszewicz pointed out that education andattitude formation are in the focus of both State andParty's interest, their resolutions and ordinances pertain-ing to perspective tasks of the Polish school system aswell as to the improvement of the everyday school work.In his opinion, the Teacher's Charter should be treatedas another step toward the full modernization of educa-tion in the country. The Prime Minister stressed the roleof the Polish Teachers' Association and gave much atten-tion to the personality of the Polish teacher.

137. KLUCZYNSKI, JAN: Prace Komitetu Ekspert6w dla opraco-wania raportu o stanie ogwiaty w PRL. (Activities of the Ex-perts' Committee in the Preparation of a Report on the Stateof Education in Poland). Dydaktyka Szkoly Vv'yiszej 1972, No. 1,pp. 207-214.

The author presents the organization and activities under-taken by the Committee of Experts in Education. The


Committee was appointed in January 1971 in order toprepare a report on the state of education in Poland. Thearticle discusses various subjects of model solutions pre-pared by the Committee, the time-table of activities andthe typology of specific objectives i.e., 1) evaluation ofthe present state of education in Poland, its foundation,functioning, organization and effectiveness, 2) modeltions pertaining to special difficulties in this respect,

:-3) promoting vocational training and in-service trainingfor state employees, 4) designs of future school reforms.

138. KUPISIEWICZ, CZESLAW: 0 niektOrych moiliwogciachusprawnienia pracy dydaktycznej za pomoc4 nauczania progra-mowanego. (On Some Possibilities of Improving the Quality ofInstruction Through Programming). Przeglqd Pedagogiczny1972, No. 1, pp. 36-41.

The author discusses various possibilites of utilizing theprogrammed instruction for the analyses of structure andcontent of conventional textbooks. Ways are presented ofhow to divide the teaching content into small logicallyconnected steps, to distinguish most important elementsof the teaching content and to divide the bulk of materialsinto rules and examples. The set of procedures describedby the author helps to obtain a distinct view of the overallstructure of the teaching content included in the textbooksand thus enables to introduce all the necessary changes,In addition, important data are thus available pertainingto 1) correctness of definitions included in the textbooks,2) the type and adequacy of examples used, 3) unnecessaryparts which might be excluded from the final Version ofthe textbooks, 4) correlation as between information pre-sented in the textbook and the knowledge gained duringclasses of other subjects, 5) suitability of exercises. addedto particular chapters and 6) the degree of utilization ofbasic educational principles, i.e. that of grading difficul-ties, systematicity and 7) the type of reinforcement used.

139, KUPISIEWICZ, CZESLAW: 0 niektOrych zasadach nowoczes-nego ksztalcenia. (On Some Principles of Modern Education).Dydaktyka Szkoly Wyiszej 1972, No. 1, pp. 17-31, Rez. Sum.Res.


The article contains proposals concerning the moderniza-tion of the present school system on the one hand, and ofthe process of instruction, on the other. In the first partof the article the author discusses some selected principlesto be implemented with the aim to 'modernize the schoolsystem: 1) the principle of universal education, 2) the prin-ciple of permanent education, 3) the principle of continuityand mobility within the school system, 4) the principle ofwide-front education (i.e. of harmonious integrating curri-culum directed school influence and non-school sources ofinformation), 5) the principle of a broad range of training(i.e. extending the foundation of general education asa basis for more specialistic training at higher levels),6) the principle of flexibility in the school system, 7) theprinciple of economy and 8) the principle of consistencybetween the types of studies and the economic plans ofthe country. The second part of the article deals with themodernization of the process of instruction.. theauthor postulates to introduce the following principles:1) the principle of university education for all teachers,2) the principle of activating learners in the teaching-learning proceSs and 3) the principle of full utilization ofmodern teaching aids.

140. OKOP", WINCENTY: Szkola jutra w Anent rewolucji nauko-wo-technicznej. (The Future School in the Times of Scientificand Technological Revolution). Przeglqd Pedagogiczny 1972,No. 1, pp. 14-27.

The article contains a discussion on current educationaltheories. Emphasis is given to new contents and methodsin general schooling, the demand for which results bothfrom the rapid advancement in science and technologyand from the present promotion of secondary education.A discussion of new educational objectives including theformation of scientific thinking processes follows as wellas a review of immediate aims to be achieved by theschool system, -..e. the democratization of _schooling, mo-bility within the school system, establishing links betweenthe school and the environment and intensification of edu-cational processes. The final part of the article is devoted


to the formation of cognitive and practical skills in theprocess of instruction.

141. Rocznik Statystyczny Szkolnictwa 1970/71. (The StatisticalYearbook of Schooling for the Year 1970/71). GlOwny UrzqdStatystyczny, Warszawa 1971, 353 pp.

The publication presents data concerning the develop-ment of general and vocational secondary as well as ofhigher schooling in Poland in the year 1970/71. Informa-tion concerning institutions of care for children and ado-lescents is also included. Data are compared with thosevalid for the former years. Introduction contains a dis-cussion on the organization of schooling in the PolishPeople's Republic and explains the "grouping of data. Thepublication is divided into six parts: 1) general informa-tion concerning the school system, 2) general secondaryschooling, 3) vocational secondary schooling, 4) higherschooling, 5) care for children and adolescents, 6) schoolclubs, know-your-country movement, pupils' trips, pupils'cooperatives and forms of their work. Each part containsbasic methodological information.

142. SUCHODOLSKI, BOGDAN: 0 nowy aspekt strategii ogwiato-wej. (N,.w Aspects of the Educational Strategy). MiesiecznikLiteracki 1971, No. 10, pp. 87-94.

This is a report delivered at the October 1971 session ofthe Committee for Research and Prognosis "Poland 2000".The author discusses some problems connected with thedevelopment of schooling as well as new ideas pertainingto educational influence. Considerations are presentedalong two basic lines, i.e. preparation for a profession andpersonality formation. In the final part of, the article neweducational strategy is presented which would har-moniously integrate both these trends.

143. SWIWKI, ANDRZEJ: Dzig i jutro szkaly polskiej. (The Presentand the Future of the Polish School). Ksigika i Wiedza, War-szawa 1972, 219 pp.


In January 1971, according to the recommendation pre-sented by the Central Committee of the Polish UnitedWorkers' Party, the Minister of Education appointeda Committee of Experts in Education which is the firstorgan of this type in the Polish People's Republic. Thetask of the Committee of Experts is to prepare a reporton the state of education in Poland as well as a model ofa desirable educational system. Activities of the Com-mittee are to be completed by the end of 1972. Thepresent publication is an attempt at presenting solutionswhich might contribute to the improvement of the exist-ing educational system. Consideration is given to theshortcomings of some selected parts of the educationalsystem. Several postulates are also advanced concerningthe future model of the Polish schooling.

144. WOJTYPSKI, WACLAW: VI Zjazd PZPR o szkole, naucewychowaniu. (6th Party Congress About School, Teaching and

Attitude-Formation). Ruch Pedagogiczny 1972, No. 1, pp. 1-7.

The present article attempts to point out the most impor-tant problems raised in the course of the nation-wide dis-cussion preceding the 6th Party Congress and then takeninto consideration during its debates. In the course of thenation-wide discussion emphasis was given to the promo-tion of secondary education, modernization of teachingcontent in primary and secondary schools, strengtheningthe ties between school and environment, teacher training,teacher's prestige and higher schooling. Resolution adopt-ed by the Congress presents two main. trends in moder-nization activities. The first pertains to the preparation ofa new model of educational system, while the second aimsat eliminating discrepancies between the quality of in-struction in various schools through raising teachers'qualifications and improving the course of school work.According to the resolution, a new model of educationshould solve problems from the following areas: popu-larization of secondary education, introduction of newteaching methods, teaching content and teaching methodsfor gifted pupils, etc. Improvement in the work of schoolsshould be obtained through the modernization of schoolequipment, increase in the number of boarding houses and


financial grants, changes in the organization of lesson,non-lesson and out-of-school activities.

145. WOLCZYK, JERZY: Ksztalty strategii ogsviatowej. (Educa-tional Strategy). Zycie W arszawy 1971, No. 290, pp. 5.

The author of the article discusses factors indispensablefor the improvement of the quality of instruction in thePolish educational system. The most important are thefollowing: 1) university education for all the teachers ofboth primary and secondary schools, 2) elimination of un-necessary rules and regulations hindering the work ofschools, 3) introduction of new principles for the financialpolicy, 4) implementation of the school reform in gradesI-IV of the primary school, 5) promotion of secondaryschooling on-a national scale, 6) modernization of voca-tional schools through extending the period of generaleducation, and 7) construction of new curricula in a spe-cially created center. The final part of the article is devot-ed to problems of attitude formation.

146. WOLCZYK, JERZY: Rola hadali pedagogicznych w przebudo-wie systemu ogwiaty i wychowania. (The Significance of Re-search in Modernizing the System of Education). Glos Nauczy-cielski 1972, No. 10, pp. 1, 4-5.

The article by the Vice-Minister of Education presents themost urgent needs in the field of educational research inPoland. In his opinion, investigations should concentrateon 1) links between pedagogy and other sciences, 2) theteacher's profession, 3) attitude-formation and 4) managing the school system. Various types of investigations tobe undertaken are then considered as well as the existingshortcomings in the state of educational research. TheMinister emphasized that a considerable number of newresearch centers has recently' been established and thatthe state, will continue the activities aiming at the ex-tension of educational research, through establishing newcenters and doctoral studies. Attention is given to stateplans of creating national institutes, each of which woulddeal with an assigned area of educational problems.

See also: 192.

SOCIAL AND EDUCATIONAL SCIENCES 13

IV. SOCIAL AND EDUCATIONAL SCIENCES

147. ALEKSANDER, TADEUSZ: Awans awiatowy mlodziely wiej-skiej 1945-1970 na przykladzie sqdecczyzny. (EducationalCareer of the Rural Youth on the Example of the Sacz District).Ludowa Spoldzielnia Wydawnicza, Warszawa 1972, 235 pp.

The publication is based on research carried out in 20villages of the Sacz district. Research objective was tostate: 1) educational opportunity at the postprimary level,2) school selection at the postprimary level, 3) motivationand conditions for learning in vocational and general sec-ondary schools, 4) careers of graduates. Permanent andsystematic observation, analysis of school documents, in-terviews and questionnaires were used as research tech-niques. Investigations revealed that the percentage ofrural adolescents in postprimary schools depends on:1) the number and structure of schools in the district,2) the economic development of the local community,3) the number and quality of cultural and social institu-tions in the district, 4) the professional structure of thedistrict, 5) the quality of instruction in the primary schooland 6) educational tradition of both the village and thefamily. Much attention is also given to ways of increasingthe percentage of the rural youth in various types ofpostprimary schools.

148. BOWNIK, ZYGMUNT: Zaklady pracy wojewodztwa lubelskie-go wobec problemu pedagogiki opiektuiczej 1959-1969. (Employ-ing Institutions of the Lublin Voivodship and Care Pedagogy).Kuratorium Okregu Szkolnego, Lublin 1971, 202 pp.

An analysis is presented of educational and tutelar activ-ities undertaken in the voivodship of Lublin during theyears 1959-1969. Special attention is given to cooperationof schools and employing institutions in promoting educa-tional influence and introducing new forms of care forchildren and adolescents. Examples of most effective activ-ities are presented against the background of psychologyand pedagogy. The publication contains the followingchapters: 1) Care for children and adolescents in the con-temporary world; 2) Psychological and sociological aspects

14 SOCIAL AND EDUCATIONAL SCIENCES

of care pedagogy; 3) Educational problems in school andfamily; 4) Difficulties in organizing proper educationalenvironment; 5) Activities undertaken by Lublin employ-ing institutions with the aim to help schools and families,and 6) New tasks in the field of care as viewed by the5th Party Congress.

149.. CHMIELEWSKA, LIDIA: Wycieczki w wychowaniu plastycz-nym. (Trips in the Art Education). Pal stwowe Zak lady Wydaw-nictw Szkolnych, Warszawa 1972, 88 pp., bibl.

The author discu.sses the role of trips in realizing arteducation. Various forms of trips are described accordingto the age of pupils and the subject to be introduced atlessons of art education. As the publication is designedfor teachers, numerous technical instructions are givenconcerning the organization, preparation and utilization oftrips in the process of instruction. Methodological chaptersare followed by a theoretical discussion of abilities formedin the course of art educatioh through trips.

150. GOLASZEWSKI, TADEUSZ: Pickno natury w Awiecie dziecic-cym. (Beauty of Nature in the Child's World). Nasza Ksiegar-nia, Warszawa 1972, 183 pp.

The publication presents an analysis of the child's per-ception of the world. Data have been obtained by meansof individual and collective interviews with children, ob-servation of their behavior, compositions written by olderchildren, observation of lessons in primary schools, testsof aesthetical preference and observation of biological andgeological collections of children. On the basis of researchresults the author presents a description of landscape,plants and animals as viewed by the children, as well asan analysis of most specific features of their perception.Educational problems connected with the subject are alsodiscussed. The publication contains ample exemplificatorymaterial.

151. IZDEBSKA, HELENA: Przygotowanie do Zycia w rodzinie.(Preparation for Life in the Family). Wiedza Powszechna(War-szawa 1972, 241 pp.


The author concentrates on the family considered as aneducational environment. Much attention is given to in-terpersonal relations in the family, the role played byparents and children, as well as to emotional ties betweenthem. Discussion pertains to three generations livingwithin the family and to differences in their models offamily life. Consideration is also given to principles andmethods of exerting educational influence aiming at fullpreparation for life in the family.

152. JONKISZ, JULIAN (ed.): Eksperymentalne klasy sportowew szkolnictwie PRL. Konferencja odbyta we Wroclawiuw dn. 10-11 wrzeSnia 1971. (Experimental Sport Classes in thePolish Schooling. Conference Held in Wroclaw, September10-11, 1971). Wyisza Szkola Wychowania Fizycznego, Wroclaw1971, 362 pp.

Special classes with the extended number of lessons inphysical education have been established in the Polishprimary and secondary schooling within the frameworkof educational experiments carried out by teachers, localauthorities and sport-advisory centers. A conference onthe subject was organized in September 1971 at the Wro-claw Higher School for Physical Education, one of themost active in the experiment. The present publicationcontains materials from the conference. Leading reportsare the following: 1) A. Baranski: "Specialization in Sportin the Light of the Polish Pedagogical Writings";2) W. Lysomirska-Lobolewicz: "Pedagogical and Organi-zational Aspects of Establishing. Sport Classes in Primaryand Secondary Schools", and 3) M. Goncewicz, M. Kraw-czyfiski and W. Cichy: "Evaluation of Physical Health inChildren and Adolescents from Sport Classes". Other re-ports are presented in four groups, i.e. a) physiomor-phology, b) sport, c) organization and administration andd) psychological and pedagogical aspects of the experiment.

153. KOBLEWSKA, JANINA: Korzystanie przez mlodziei ze grod-masowego przekazu w czasie wolnym. (Mass-Media in the

Leisure Time of Adolescents). Zagadnienia Wychowawczew Aspekcie Zdrowia Psychicznego 1971, No. 1/2, pp. 60-72.


The article presents research carried out in the years1966-1968 on a sample of 4728 primary and secondaryschool pupils. Investigations concerned the utilization ofmass-media in the leisure time of Polish children andadolescents aged 12-18, as compared with the results ofresearch on the same subject carried out in other coun-tries. The following problems are discussed at length:1) cinema in the pupils' leisure time, 2) motivation for thechoice of a film, 3) time of cinema-going and 4) desireselicited by the cinema. Research revealed that the fre-quency of cinema attendance is determined by a varietyof factors, the most important of which are: age, sex,access to a television-set, amount of education in parents,living conditions, composition of the family and the typeof the social environment. As to motives for the choice ofa film the following factors were stated: actors, director,knowledge of the content and knowledge of the book onthe basis of which the film was made. The article presentsa number of conclusions pertaining to educational andpsychological aspects of the problem.

154. KOWALSKI, STANISLAW: Funkcjonowanie systemu wycho.wawczego w grodowisku. (Educational System in the Environ-ment). Nauczycie/ i Wychowanie 1972, No. 1, pp. 16-35.

The author discusses the functioning of the educationalsystem in which he distinguishes the national plane andthe local community plane. The latter is then divided intoa) the plane of moral education (i.e. the family), b) theplane of direct education (i.e. the family and educationalinstitutions in the community) and c) the plane of indirecteducation (i.e. institutions established for other purposes,but exerting an influence on education). Detailed discus-sion of the functioning of the educational system at eachof these planes follows, on the example of industrial, ruraland urban regions. Concluding, the author points to thevarying degree of integration in the educational influenceresulting from different sources of initiative, differentcenters of activities and different types of educationalproblems.


155. KOWALSKI, STANISLAW: Rola rodziny w jednolitym syste-mie wychowania. (The Role of Family in the Integrated Educa-tional System). Studia Socjologiczne 1972, No. 4, pp. 79-98.

On the basis of several research projects the authordiscusses the role of family in the integrated educationalsystem. Basic information is drawn from autobiographiesby 300 students of Teachers' Colleges as well as fromquestionnaires administered in the voivodships of Warsawand Lod2 in the year 1970. The following problems areconsidered: 1) the family as an important factor of socialeducation, 2) formation of a new model of the family and3) forms of aid given to the family in its educational activ-ities. Much attention is also devoted to living conditionsin average families, cultural and moral standards, style oflife, educational influence and difficulties in achievingeducational objectives.

156. LEWANDOWSKA, KINGA: Postawy uczniow wobec szkoly.(Pupils' Attitudes Toward the School). Kwartalnik Pedagogicz-ny 1972, No. 1, pp. 77-87.

The article presents research on pupils' attitudes towardschool and their impact on educational achievement. Theaim of investigations which covered 320 primary and sec-ondary school pupils in the voivodship of Gdansk was tostate whether the attitude toward school can be treated asa factor differentiating between slow, average and ablelearners as well as to determine the types of attitudesprevailing in each of the above mentioned groups ofpupils. Research techniques used were: Thurstone's andChave's attitude scale, Grzywak-Kaczyfiska's test of in-tellectual development, and Konopnicki's test of socializa-tion. Research revealed a distinct correlation as betweenthe pupil's attitude toward the school and his educationalachievement. In the final part of the article the authorpresents a detailed discussion of research results.

157. LEWIN, ALEKSANDER (ed.): Dylematy wychowawcze. (Edu-cational Dilemmas). Nasza Ksiqgarnia, Warszawa 1972, 243 pp.

The publication is based on a series of diagnostic investi-gations carried out by the Section of Social and Moral


Education at the Institute for Educational Research inWarsaw. Research covered 1000 pupils in 20 postprimaryschools of various types. Questionnaires and interviewswere administered both to teachers and pupils and non-school activities were permanently observed. The publica-tion is a collection of articles on various aspects of theproblem. J. Maciaszkowa discusses relations between pu-pils an teachers. H. Barankiewicz presents pupils' atti-tudes toward school requirements and the educational val-ues of pupils' selfgovernment. Social work undertaken bysecondary school pupils and their attitude toward thestate property are analyzed by M. Pelcowa. M. Czarnie-wicz discusses the participation of school in eliciting pu-pils' interests and their out-of-school activities. In thefinal article A. Lewin presents new solutions concerningthe evaluation of pupils' behavior.

158. 0 dalszy postqp pedagogiczny na szkotach dzielnicy Poznan_Nowe Miasto. Program dzialania na lata 1971-1975. (For Fur-ther Educational Progress in Poznan Schools. Program for theYears 1971-1975). Panstwowe Wydawnictwo Naukowe, Poznan1971, 31 pp.

During the years 1966-1970 the teachers of Poznan carriedout planned activities aiming at improving educationalwork in primary and secondary schools. The campaigninitiated by the Committee for Education at the PoznanSection of the Party yielded valuable effects. Since it isexpected that the campaign will be continued, a programof activities for the years 1971-1975 was prepared on thebasis of experience gained in the first phase of the pro-ject. The program is divided into several sections: 1) mainlines in the development of activities during the period1971 -1975, 2) attitude forrration, 3) pre- and in-serviceteacher training, 4) forming proper school equipmentand 5) managing primary and secondary schooling in thedistrict. The annex contains an Act adopted by the TownCouncil and concerning educational problems in the Cityof Poznan.


159. PLESNIARSKI, BOLESLAW (ed.): Zeszyty Naukowe Uniwer-sytetu im. Mikolaja Kopernika w Toruniu. (The ScientificJournal of the M. Copernicus University in Torun). NaukiHumanistyczno-Spoleczne. Pedagogika. (Humanities. Education-al Sciences). Zak lady Graficzne Uniwersytetu im. M. Koperni-ka, Torun 1971, 98 pp.

The present publication constitutes a collection of sevenarticles. K. Moroz discusses educational tasks, principlesof the organization and management of work in-the higherschool; S. Nowaczyk considerstheories and opinions con-cerning educational journals; S. Kokielecki presentsa new model of education through art and S. Kawulaanalyzes the educational influence in the rural family.Historical problems are presented by S. Rafinski ("Teach-ing Polish in the Years 1840-1849") and B. Plegniarski("Origins of Adult Education in the District of Poznan","Educational Historiography in the Times of the NaziOccupation").

160. POGORZELSKA, STANISLAWA: NiektOre czynniki warunku-jqce czytelnictwo nilodzieiy wiejskiej. (Some Factors Determin-ing the Reading Habits of the Rural Youth). Kwartalnik Peda-gogiczny 1972, No. 1, pp. 131-142.

The author analyzes the role of the book against the back-ground of mass-media in the rural areas. Attention wasconcentrated on reading habits in the rural youth as, wellas on factors eliciting children's and adolescents' interestin books. Investigating the type of influence on readinghabits the author analyzes the following: 1) the numberand quality of cultural and educational institutions in thedistrict, 2) the economic development of the local com-munity, 3) the cultural level of the family, i.e. the amountof education in parents, their interests, reading habits,living conditions, etc., 4) the quality of instruction in pri-mary and secondary schools and the size of their libraries.Research by means of questionnaires and interviews wascompleted in 1970 in five villages of the Olsztyn voi-vodship. A detailed discussion on research results as wellas numerous conclusions drawn from the data obtainedare presented.


161. REMBOWSKI, JOZEF: Stosunki migdzy dzieemi a rodzicamiw rodzinach marynarskich. (Relations Between Children andParents in Sailors' Families). Psychologia Wychowawcza 1972,No. 1, pp. 50-53.

The article describes the research on the behavior anddevelopment of children deprived of permanent father'spresence on a sample of 52 sailors' children as comparedto 52 children of town employees. The aim of the investi-gations was to state the children's attitude toward theirparents and particularly toward the father and also tostate the relations. between children within the family.The author used Bene's and Anthony's test of family rela-tions. The most important conclusions drawn from thegathered data are the following: 1) domination of themother and of the eldest son is clearly visible in thesailors' families, 2) in these families mothers are muchmore strict and demanding than those in regular townfamilies, 3) emotional ties with the father are insignifi-cant, and 4) relations between children within a sailor'sfamily are correct, especially so with the younger 'child-ren. Children from the control group revealed strongeremotional ties with both fathers and mothers and muchmore positive attitudes toward older sisters and brothers.A number of other conclusions are also presented and dis-t:ussed.

162. REMBOWSKI, JOZEF: Witgzi uczuciowe w rodzinie. (EmotionalTies in the Family). Par stwowe Wydawnictwo Naukowe, War-szawa 1972, 229 pp.

The publication deals with the problem of emotional tiesexisting within the family, special attention being givento relations between children and parents. The authorpresents the results of his own investigations as well asrecent findings of pedagogical and psychological researchon the subject. The book contains two parts. Part 1 at-tempts at a global presentation of the modern family, theroles played by parents, the models of attitudes revealedby various members of the family as well as the methodsand techniques of investigating interpersonal relationswithin the family. Part 2 presents research results per-


taining to the family atmosphere of children entering theprimary school. Research demonstrated various models ofattitudes toward parents as well as various patterns ofparental behavior. In the final part of the book the authoranalyzes the results and lists the conclusions. Annex' s andan ample bibliography are also included.

163. SIKORA, ANTONI and WITECKI, KAZIMIERZ: Srodowiskorodzinne a poziom intelektualny mlodzieiy szkolnej. (FamilyEnvironment and the Intellectual Development of SecondarySchool Pupils). Nasza Ksiegarnia, Warszawa 1971, 178 pp.

The publication discusses research which has been carried%out on a sample of pupils aged 14-18. Investigations aimedat stating the intellectual development of present-daysecondary school pupils. Results were then compared tofindings of a similar research carried out in Poland in theyear 1927. In the second phase of the project the authorsattempt to formulate the correlation as between the edu-cational achievement on the one hand and living conditionsand IQ, on the other. Research techniques used werea) Matrix test by J. C. Raven, b) Otis's tests, c) Couve'stest of concentration, d) questionnaires pertaining to fam-ily environment, e) analysis of school documents andevaluation by teachers. Research revealed considerableintellectual superiority of the present-day youth, the dif-ference being of about three years. It also has been statedthat environmental conditions exert a strong influenceupon the intellectual development and mainly on non-verbal intellectual processes and psychic maturation. Nosignificant correlation was found as between environ-mental conditions and educational achievement.

164. SLODKOWSKI, WLADYSLAW: Dzielo literackie w szkole.(The Literary Masterpiece in the School). Zaklad Narodowyim. Ossolinskich, Wrodaw 1972, 248 pp.

The publication attempts at presenting a literary master-piece as a subject of school learning in the secondaryschool. Considerations are based on gnosiological and edu-cational foundations. The book contains three chapters.


Chapter 1 deals with the following problems: 1) The na-ture of a literary masterpiece, its value and function,2) The role of literature and its place among other arts,3) Cognitive and educational values of radio and televisionprograms on a subject from literature. In chapter 2 theauthor considers 1) the history of literary developmentand an analysis of literary concepts, 2) literature asa school subject, 3) literature as related to other schoolsubjects, 4) general principles of teaching literature and5) methods and techniques in teaching literature. Chapter3 presents problems of investigating and understandinga literary masterpiece as well as questions concerning itsperception at cognitive and affective planes.

165. SPIONEK, HALINA: Problemy rozwojowe i wychowawczewczesnego dziechistwa. (Developmental and Educational Prob-lems of Early Childhood). Ksia2ka i Wiedza, Warszawa 1972,201 pp.

The book deals with developmental and educational prob-lems of children from their birth to the moment of en-tering the primary school. The role of education is con-sidered as well as its influence on the proper physical andpsychic development of the child at various stages. Eachstage is described in detail together with correspondingplays and games that should be organized in order toensure the regular course of upbringing. Successive chap-ters deal with the following sets of problems: 1) factorsdecisive for the psychomotor development of the child,2) infancy, 3) post-infancy stages, 4) the child in the nurs-ery school, 5) preschool stage, 6) basic activities in thepreschool stage of the child's development, 7) the child inthe kindergarten and at home, 8) individual differences,8) causes of developmental disturbancies and educationaldifficulties, 9) characteristics of developmental disturban-cies and educational difficulties.

166. SUSZEK, KAZIMIERZ: Spoleczne podloie aspiracji szkolnychmlodzieiy. (Social Background of Educational Aspiration inAdolescents). Paristwowe Wydawnictwo Naukowe, Poznan 1971,86 pp.


The publication contains an analysis of school selectionprocesses on the example of some primary and secondaryschools in the voivodship of Szczecin. Research aimed atstating the influence of social factors upon decisions toundertake and continue the learning in postprimaryschools. The following research techniques were used:questionnaires and directed compositions concerning lifeplans, analysis of school documents, interviews with head-masters of primary and secondary schools, representativesof educational authorities and employees of vocational-advisory centers as well as observation concerning par-ent-teacher meetings on the subject of postprimary edu-cation. Research results reveal that educational opportuni-ty at the secondary level varies according to the socialgroup. Free education, aid given by the state and openaccess to secondary schools do not provide equal start forall the adolescents, since aspiration is strongly influencedby the social environment, this however, not alwayssupports further education. On the basis of the dataobtained the author postulates to increase measures thatwould counteract the negative results of natural selectionand thus promote democratization of schooling.

167. SZCZEPANSKI, JAN: Przemiany struktur spolecznych a zada-nia dla oiwiaty. (Changes in the Social Structure and Educa-tional Tasks). Nowa Szkola 1972, No. 2, pp. 2-13.

The first two parts of the article are of a descriptivecharacter. An analysis of social strata in the Polish Peo-ple's Republic is presented, each being discussed accord-ing to its productive, political, ideological, economic, cul-tural and social functions. On the basis of this classifica-tion, the author analyzes the amount of education and thequality of instruction provided for those who are going toperform all the above mentioned functions. The third partof .the article is a proposal advanced by the author for thePc "Ish educational system. A complete set of ideas is pre-sented concerning the type of education indispenSable forparticipation in each of the social strata so that both socialand individual needs could be satisfied.

24 TEACHER'S PROFESSION

168. WINIARSKI, MIKOLAJ: Udzial uczniow w osiedlowych zajc-ciach pozaszkolnych a ich aktywnoie pozalekcyjna. (Pupils'Participation in Activities Organized in Residential Quartersand Their Non-Lesson Activeness). Kwartainik Pedagogiczny1972, No. 1, pp. 89-97.

The article presents research concerning the correlationas between the pupils' participation in activities organizedin the residential quarter and their non - lesson activeness.Investigations carried out in 1967-1968 covered 686 pupilsfrom grades IVVIII of primary schools in Warsaw, Lodiand Lublin. The sample consisted of 450 pupils involvedin activities organized in the residential quarter, 100 pupilsenrolled in various educational institutions outside schooland 150 who never participated in any kind of out-of-school activities. The following research techniques wereused: a) questionnaires, b) interviews, c) sociometricmethods and 4) analysis of school documents. Researchrevealed that the participation of pupils in activitiesorganized in their residential quarter positively influencestheir out-of-school activeness. Pupils involved in theseactivities belong to various types of clubs or youth organ-izations and demonstrate much more activeness in so-cially useful work.

V. THE TEACHER'S PROFESSION

169. JERZAK, JOZEF: Model typow przekonan politycznych. (Typesof Political Attitudes). Psychologia Wychowawcza 1972, No. 1,pp. 25-31.

The author presents the research on the origin, develop-ment intensity and durability of political attitudes. In-vestigations have been carried out in the years 1966-1969and embraced 300 students of the Teacher TrainingCollege in Zielona Gora. Autobiographies, anonymousquestionnaires as well as observation pertaining to socio-political activeness of students were used as researchtechniques. The author distinguished three levels in themodel of convictions: a) the inner level formed by thefamily, b) the medium level formed by school and en-.

TEACHER'S PROFESSION 25

vironment and c) the outer level, i.e. the changing pre-sent-day attitude influenced by the public opinion. The,subjects have been divided into six groups, i.e. 1) the typein which all the three levels constitute a harmoniouswhole and are not susceptible to temporary influence(32D/0), 2) the type with a durable inner level and changingouter level (17t)/o), 3) the flexible and tolerant type(18.7N), 4) the politically active type with a changinginner and durable outer level (5.7°A), 5) the type com-pletely passive politically (6Vo) and 6) the type withmany-sided characteristics, searching for his own model ofattitudes (6.3(1/4). Much attention is given to the origin anddevelopment of attitudes as well as to factors determiningthis development.

170. LAPKOWSKA, STANISLAWA: Z.badai nad poglqdami i po-stawami wobec religii przyszlych nauczycieli wojewodztwazielonogorskiego. (Research on Attitudes toward Religion in theFuture Teachers of Zielona Gora). Psychologia Wychowawcza1972, No. 1, pp. 31-36.

The author presents research on attitudes toward religioncarried out on a sample of 1266 pupils in terminal gradesof pedagogical secondary schools (aged 18-22). A situa-tion of conflict between a father and a daughter overa church wedding was presented to the pupils who werethen asked to fill in a questionnaire in which the father'sand the daughter's behavior was evaluated, and to writea composition on the subject'. On the basis of data obtain-ed four types of religious convictions were distinguished:1) fideists (6.4%) who support an autocratic model of thefamily, 2) traditionalists and conformists (46.8°/n) whotend to achieve a compromise in religious conflicts, 3) ra-tionalists (32%) who neglect religious motives and4) atheists (23.7%). The author emphasizes that researchresults should not be generalized because of the selectionof adolescents for pedagogical secondary schools. In thediscussion on the findings much attention was given to thedevelopment of attitudes, their consistency and durability.Postulates concerning further research on the subject arealso advanced.


171. LESIAK, TADEUSZ: Niektiire sytuacje stressowe w pracy na-uczyciela zawodu. (Some Stress Situations in the Work of theTeacher of a Profession). Kwartalnik Pedagogiczny 1972, No. 1,pp. 120-129.

The article constitutes a report on the research concerningstress situations in the work of the teacher of a profession.Investigations were based on a methodological division ofactivities advanced by Professor Tomaszewski. Considera-tion of the type of activities, their structure and condition-ing helped to distinguish difficult situations, which werethen investigated from the point of view of losses in theoverall amount of energy. The author aimed at statingwhich types of situations are most frequent, which reac-tions are then elicited and which emotional reactions arepositively correlated with stress situations. Research hasbeen carried out by means of a special observation cardgiven to each pair of subjects who then carried out mutualobservation. Questionnaires and inventories were dividedinto five groups 1) hindrance, 2) difficulties, 3) overload-ing, 4) danger for the activity, 5) danger for the profes-sion. A detailed discussion of the findings is included.

172. MADRZYCKI, TADEUSZ: Badanie wplywu postaw na rozu-mowanie. (The Impact of Attitudes on Thinking Processes).Psychoiogia Wychowawcza 1972, No. 1, pp. 45-50.

In the first part of the article the author considers theimpact of attitudes on thinking processes from the pointof view of the psychology of personality and of the socialpsychology. Two types of research objectives are present-ed: 1) to make the subject realize the negative influenceof his attitudes, which may lead to overcoming-this in-fluence, 2) to state characteristics of the influence, whichmay lead to working out new methods and techniques inattitude measurement. In the second part of the articlethe author presents research which covered 213 studentsfrom the Higher School of Education in Gdansk. Thesubjects were to solve 10 syllogisms, part of which per-tained to religion and part to other disciplines. Data whichhave been processed according to the content of syllogismsare then correlated with attitudes toward religion. It has


been found out that syllogisms pertaining to religion causedtwice as many logical errors on the part of the studentsthan the remaining ones. High correlation was stated asbetwen the number of errors and the positive attitudetoward religion, since syllogisms bore antyreligious char-acter. Thus, errors reflected defensive or aggressive reac-tions on the part of the subjects. Errors are, however, dif-ficult to state, as some of the logically wrong solutionsmay be due to intentional denial supplied by the subject.

173. OKON, WINCENTY: Jubileusz Bogdana Nawroczynskiego.(The Jubilee of Bogdan Nawroczynski). Przeglqd Pedagogiczny1972, No. 1, pp. 7-13; bibl. pp. 144-149.

On the occasion of 90 th anniversary of the birth of a fa-mous Polish educator, Professor Bogdan Nawroczynski, hislife and activities are described, special stress being laid onhis educationa'L theory developed in the two main publica-tions, i.e. "The Teacher and the Pupil" and "The Principlesof Instruction". The significance of this theory as well asits basic characteristics are discussed in detail. A discus-sion follows of Professor Nawroczynski's publications, inwhich he presents pedagogy as both descriptive andnormative science and formulates a hierarchy of educa-tional objectives for the Polish school system. Muchattention is given to Professor Nawroczynski's viewsconcerning the formation of personality and educationalinfluence. A complete bibliography of B. Nawroczynski'spublications is also included.

174. POPLUCZ, JAN: Z badan nad konfliktami w zespolach nauczy-cielskich. (Research on Conflicts Among Teachers). KwartalnikPedagogiczny 1972, No. 1, pp. 99-117.

The article presents research carried out on a sample of1258 classroom and head teachers from Katowice, Kielce,Lodi and Wroclaw primary schools and on a sample of3242 primary school pupils from 54 primary schools inKatowice. Research objectives were: 1) to state conflictsfrom the quantitative point of view, 2) to state causes ofconflicts, their intensity, range, length and frequency,3) to state consequences of conflicts for the organization


of school work, educational activities, school atmosphere,opinions in the environment and the private life of theteacher, 4) to state personality characteristics of teachersinv( lved in conflicts, 5) to state factors favoring properinterpersonal relations, 6) to state ways to solve such prob-lems. Researchers used explorative, observational, con-structive and statistical methods. Phase 1 of research con-sisted in mass investigations at special conferences. Phase2 covered individual interviews in 54 school educationalboards. In the final part of the article a detailed discussionof research results is presented as well as a number ofpostulates concerning the ways of improving interpersonalrelations in schools.

175. RYLKE, HANNA: Ksztalcenie umiejgtnaki oceny wlasnegodzialania. (Forming the Ability for Self-Evaluation). PrzeglqdPedagogiczny 1971, No. 4, pp. 115-122.

The article presents research on self-evaluation whichcovered 90 teachers and aimed at stating the degree ofadequacy in self-evaluation, its analytical character andability to distinguish the most important elements forevaluation. Adequacy was measured through stating cor-relation as between self-evaluation and evaluation byjudges. The value of analytical evaluation for diagnosisof errors was then considered. In the third stage of re-search the ability to distinguish most important elementsfor evaluation was investigated as well as its significancefor the improvement of behavioral patterns. Attentionwas also drawn to factors favoring the development ofthe three above mentioned features. A detailed discussionof the course of experiments and of research results isalso included.

176. TREMPALA, EDMUND (ed): Prace Komisji Pedagogiki i Psy-chologii. (Works of the Committee for Education and Psychol-ogy). Vol. 3: Niekt6re problemy pracy pedagogicznej nauczycie-la. (Some Problems in the Teacher's Educational Activity). Pan-stwowe Wydawnictwo Naukowe, Poznan 1971, 114 pp. Bydgos-kie Towarzystwo Naukowe.

The publication constitues a collection of five articles, allof them pertaining to teacher's work. J. JakObowski pre-


sents research on educational failures as caused by im-proper organization and management of school work;E. Trempala discusses the results of a number ofresearches on educational failures; H. Kaja discusses prob-lems connected with evaluation of educational achievementand advances suggestions concerning the construction ofteacher-made tests; M. Pqczkowski considers the teachingto read, while E. Fryckowski gives consideration to vari-ous aspects of teaching history.

177. USCINOWICZ, ROMAN: 0 niektorych czynnikach wplywajq-cych na poziom i efektywnok pracy mlodego nauczyciela.(Factors Influencing the Quality of Work on the Part of aYoung Teacher). Ruch Pedagogiczny 1972, No. 1, pp. 81-87.

The article contains a discussion of factors influencingthe quality of educational work on the part of a youngteacher. The author considers a) motivation for the choiceof the teacher's profession, b) identification with the pro-fession, c) preparation for the profession, and d) the qual-ity of educational work. Considerations are based on re-search carried out on a sample of 87 teachers from 12small towns. Data have been collected by means of ques-tionnaires, interviews, observation at lessons, evaluation ofeducational achievement of pupils, analysis of universitydocuments and interviews with heads of schools inwhich the subjects were employed. In the final part ofthe article the author concentrates on various intercor-relations between the variables, stating that preparationfor the teacher's profession proves to be of the greatestsignificance.

178. WALCZA TANISLAW and SULEK, MAREK and TABO-ROWICZ, A A: Badania grodowiskowe studentow I roku stu-diow jako el ent pracy opiekunow. (Environmental Researchon Students of the Freshman-Year as an Element of the Tutor'sWork). Dydaktyka ,zkoty Wyiszej 1972, No. 1, pp. 113-129.

The authors discuss the significance of care for studentsof the freshman-year, giving special attention to the roleof the tutor. Considerations are based on research carriedout in 1970/71 on a sample of 247 students at the fresh-

30 SCHOOLS AND INSTITUTIONS

man-year of the Warsaw Technological University. Re-search techniques used were the following: 1) analysisof documents, 2) questionnaires, 3) interviews, 4) obser-vation. The analysis of documents permitted to qualitati-vely evaluate the students from the point of view of theireducational achievement. Other techniques were used tostate motivation for learning, causes of difficulties encoun-tered in the course of studies, opinions concerning theexisting educational system of the higher school and at-titudes toward tutors and their activities. Conclusionspresented in the final part of the article are designed fortutors working with the freshman-year students and haveno character of general statements concerning higherschool students.

See also: 131-132, 136.

VI. SCHOOLS AND INSTITUTIONS(by type or level)

VI. 1. PRESCHOOL

179. FRANUS, EDWARD: Znajomoge nazw i funkcji narzgdziw wieku przedszkolnym. (The Knowledge of Names and Func-tions of Tools in Kindergarten Children). Przeglqd Psycho lo-giczny 1971, No. 22, pp. 17-50

The article presents investigations carried out in Cracowin the year 1968 and concerning the knowledge of namesand functions of tools in preschool children. Researchembraced 260 children aged 3.3-6.9. The subjects weretested by means of a picture technique for the knowledgeof 36 such popular tools as, for instance, hammer andscrewdriver. A detailed analysis of data is presented aswell as a discussion of the level of knowledge in childrenand ways of speeding up the intellectual development inorder to achieve the required level of school readiness.

180. WILGOCKA -OKON, BARBARA: DojrzatoAe szkolna a powo-dzenie dzieci w nauce. (School Readiness and School Success).Wychowanie w Przedszkolu 1972, No. 1, pp. 1-8.

SCHOOLS AND INSTITUTIONS 31

The author presents a review of contemporary trends inresearch on school readiness and discusses investigationscarried out on the national scale by the Warsaw Institutefor Educational Research. The representative sample cov-ered 290 six-year-olds, 305 six-and-half y ear-olds and308 seven-year-olds from the rural area, the respectivefigures for the urban area being 226, 245 and 237. In-vestigations pertain to 1) the degree of school readiness,2) the correlation as between school readiness and schoolsuccess, 3) the influence of living conditions, amount ofeducation in parents, and other factors on school read-iness, 4) the influence of kindergarten on school read-iness. Emphasis is given to the correlation as between theschool readiness and school success, which has been statedfor 469 children. Since high positive correlation was foundthe author postulates to promote the idea of an early en-rollment to the primary school. This would help to com-pensate the shortcomings during the six months preced-ing school learning. Compensating activities should becarried out in special groups organized for children withlower degree of readiness either in kindergarten or inprimary school.

VI. 2. PRIMARY

.181. CHYLINSKA, HELENA: Testy dydaktyczne w badaniach po-radni wychowawczo-zawodowych. (Achievements Tests inVocational-Advisory Centers). Psychologia Wychowawcza 1972,No. 1, pp. 76-83.

The author points to the lack of achievement tests forvocational-advisory purposes and presents the results ofresearch on new methods of measurement which has beencarried out in the Warsaw Vocational-Advisory Center.The project aimed at developing three test batteries inmathematics. The first one was designed for pupils ofgrade VVIII and served diagnostic purposes. The secondwas expected to help in prognosticating future education-al achievement in vocational secondary schools on thepart of primary school graduates, while the third one ofthe same type, was designed for those who wanted to


undertake learning in general secondary schools. Reliabil-ity and validity of the three test batteries was stated inthe course of the tryout accomplished on a sample of14 thousand pupils. On the basis of diagnostic and prog-nostic data obtained the author strongly advocates theintroduction of achievement test alongside with psycho-logical testing to the activities of vocational-advisorycenter.

182. LEWANDOWSKA, KINGA: Postawy uczniow wybitnie uzdol-nionych wohec szkoly. (Attitudes of Gifted Pupils Toward theSchool). Psychologia Wychowawcza 1972, No. 1, pp. 36-39.

The author presents research on pupils' attitudes towardthe school and their correlation with educational achieve-ment. Research has been carried out by means ofL. Thurstone's and E. Chave's scales on a sample of 320pupils from grades VVIII of the primary school andfrom grade I of secondary vocational schools. Discussingthe research results the author gives much attention toindicators of positive attitudes toward school in giftedpupils as well as to factors of attitude-formation.

183. ORYL, MIECZYSLAW: Warunki pracy wiejskich i miejskichszkol podstawowych. (Working Conditions of Urban and RuralPrimary Schools). Wychowanie 1972, No. 1, pp. 8-10.

The author discusses research carried out in the year1970 in 50 primary schools. Data obtained through ques-tionnaires revealed factors influencing the educationalprocess in primary school. It was found that the mostimportant of them were the following: 1) amount of edu-cation in teachers, 2) care for children and adolescents,3) school equipment, 4) compensatory groups for slowlearners and 5) activities aiming at the modernization ofthe teaching-learning process. Comparison as betweenrural and urban schools revealed that rural schools dis-pose of much worse equipment, staffing and premises andthus encounter more serious difficulties in the realizationof the educational process.


184. SNIEYISTSKI, MARIAN: Dydaktyczna funkcja irodkow audia-wizualnych stosowanych metodq kompleksowq. (The DidacticFunction of Audiovisual Aids Used in a Complex). Ruch Peda-gogiczny 1972, No. 1, pp. 73-80.

The article describes the research carried out in two Crac-ow schools on the didactic effectiveness of audiovisualaids used in a complex. Investigations pertained to arteducation and embraced experimental and control groupswhich differed by the number and type of teaching aidsused during the lessons. Data for the final analysis col-lected by means of achievement tests, interviews andquestionnaires, revealed considerable superiority of the ex-perimental group. The article presents ample exemplifi-catory material, i.e. descriptions of lessons, achievementtests, statistical data and others.

185. Zaloienia organizacyjno-programowe unowocze§nienia systemudydaktyczno-wychowawczego. (Organizational and CurriculumAssumptions for the Modernization of the Educational System).Okregowy 0Srodek Metodyczny, Warszawa 1971, 51 pp.

In connection with the modernization of the work ofschools in the voivodship of Warsaw to be carried out inthe years 1971-1975, the Warsaw Educational Board andthe In-Service Teacher Training Center undertook theimplementation of recent educational achievements to theeveryday school practice. The activities are based on Dr.E. Fleming's "Organizational and Curriculum Assump-tions for the Modernization of the Educational System"which is a synthetic presentation of requirements in' thisfield. Dr. Fleming's article which is reprinted in the pre-sent publication contains the following: 1) a review ofmost important educational theories contributing to themodernization of educational work of schools, 2) a concisepresentation of demands in this field, 3) a discussion ofbasic problems concerning the teaching-learning processand its main principles and 4) a discussion of the role andstructure of the lesson in the modern process of instruc-tion. Examples of lessons in various subjects are also pre-sented.

34 SCHOOLS AND INSTITUTIONS'

186. ZBOROWSKI, JAN: Futurum nauczania poczatkowego. (TheFuture of Initial Instruction). Zycie Szkoly 1971, No. 2, pp. 1-8.

The article contains a discussion of educational difficulties1) caused by the unequal school start of the children onaccount of the varying degree of their school. readiness,2) resulting from discrepancies between methods of in-struction in lower and in higher grades of the primaryschool and 3) springing from faulty teaching methods. Onthe basis of this analysis the author presents develop-mental trends in the Polish initial instruction. Attentionis presently given to compensating individual differencesin school readiness through promoting preschool educationand lowering the school entering age to 6.5. Activitieshave also been started to construct new curricula forgrades IIV which would stress concept-formation, self-dependence, practical activity and formation of structu-r alized knowledge of nature and society instead of present-ing encyclopaedic bits of information. Further, the dis-crepancy between curricula and methods in lower andin higher grades of the primary school will be eliminated,and thus the period of initial instruction will becomeintegrated with the whole course of school instruction.Several other problems are also discussed pertaining tominor difficulties in organizing proper educational en-vironment for younger children.

187. ZBOROWSKI, JAN: Nauczanie poczqtkowe w szkole przyszlo§-ci. (Initial Instruction in the Future School). Przeglqd Pedago-giczny 1972, No. 1, pp. 105-112.

In the first part of the article the author discusses short-comings of initial instruction in the Polish People's Re-public. Unequal school start and wide discrepancies inthe level of school readiness are stated at be the mostdangerous. Attention is also concentrated on difficultiescaused by differences in teaching content and methodsof instruction used in grades IIV and those introducedin higher grades of the primary school. According to theauthor the existing differences between initial instructionand further systematic training are too strong to be over-come by less able children. Emphasis is also laid on cur-


riculum construction, as the present syllabi are consider-ably overloaded with content of little cognitive value.Changes should also be introduced to the teaching meth-ods used at the initial level so as to eliminate verbalismand elicit activeness on the part of the pupils. In thesecond part of the article the author advances postulateswhich would help to improve the quality of initial in-struction in the Polish school.

See also: 166.

VI. 3. SECONDARY

188. BALINSKA, MARTA: Program blokowy w nauczaniu chemiiw I klasie liceum ogOlnoksztalcqcego. (Programming Accordingto the Block Technique in the Secondary School). KwartalnikPedagogiczny 1972, No. 1, pp. 143-150.

The article describes research on the efffectiveness of theprogrammed instruction according to the block technique.Investigations have been carried out in 4 classes of gen-eral secondary schools. The experiment pertained to theteaching of chemistry in grade 1 of the general second-ary school. The following research techniques were used:natural experiment, permanent, global and complexobservation, tests and questionnaires. Research revealeda higher effectiveness of the programmed instruction inthe teaching of chemistry.

189. BOGDANSKA-ZAREMBINA, ANNA: Uczniowie o zajqciachfakultatywnych. (Pupils Opinions Concerning the Seminar-Type Classes). Nowa. Szkola 1972, No. 2, pp. 42-45.

Seminar-type classes have been recently introduced to thecurricula for terminal grades of the general secondaryschool. Four types of classes are' available: 1) humanities,2) mathematical-physical subjects, 3) geographical-eco-nomic subjects and 4) biological-chemical sciences. The newform of instruction aims at providing a certain amount ofspecialization at the end of secondary school learning thusensuring better preparation for studies. Research on the


usefulness of seminar-type classes, presented in the arti-cle, embraced pupils from 37 schools all over the country(13 big town schools, 14 small town schools and 10 bigvillage schools). Anonymous questionnaires were admin-istered, followed by an analysis of school documents asfar as marks at the certificate of preterminal grade andmarks given for participation in seminar-type classeswere concerned. The author presents a detailed discussionof the following problems: 1) the choice of the subjectarea, 2) the correlation as betvieen marks at the certificateof preterminal grade and the actual choice, 3) the mostfrequent choice of lifted pupils, 4) correlation as betweenthe choice of the subject area and plans for the future,5) pupils opinions on the new form of instruction.

190. MATUSEWICZ, CZESLAW: Swiadomoge wartogri rnoralnych.(Moral. Values in Secondary School Pupils). Psychologia Wy-chowawcza 1972, No. 1, pp. 11-25.

The article contains two parts. Part-1 is devoted to prob-lems of attitude measurement. The author discusses sev-eral existing methods in this field and presents his owntest of 20 items, each describing a given style of life.Subjects are supposed to choose the style they like bestand to evaluate all other alternatives on a five pointscale. Part 2 of the article presents the results of researchcarried out by means of this test on a sample of 955pupils in terminal grades of the secondary school. A de-tailed discussion of data follows, the most important con-clusion being the inconsistency between socially approvedstyles of life and those preferred by most of the subjects.

191, SOCZEWKA, JOZEF: Struktura teori; w nauczaniu chemii.(The Structure of Theory in the Teaching of Chemistry). Prze-giqd Pedagogiczny 1972, No. 1, pp. 134-143.

The author discusses the methodological principle of cor-respondence, according to which a scientific theory canbe replaced by a new, more general one only when thelatter not only covers all the phenomena already dis-covered but also all the specific "border points" whichhave not yet been sufficiently explained. The principle


in question is presented on the example of chemical equa-tions systematized according to the increasing degree ofgenerality. Consequences of this principle for gradationand selection of curriculum content are then discussedat length.

192. WILOCH, TADEUSZ: Perspektywa upowszechnienia szkolnic-twa gredniego. (Perspectives of the Promotion of SecondaryEducation). Przeglqd Pedagogiczny 1972, No. 1, pp. 68-84.

In the first part of the article the author discusses thepresent-day state of Polish secondary schooling concen-trating his attention on the achievements in promotingsecondary education as well as on some disproportionsin the development of schooling. Then follows a presenta-tion of various projects concerning further promotion ofschooling. Finally the author presents his own project inwhich attention is given to organizational principles, func-tions of schooling, staffing and equipment against thebackground of demographical data.

193. ZBOROWSKI, JAN: Unowoczegnienie pracy domowej uczniaszkoly gredniej. (Modernizing Homework for Secondary SchoolPupils). Nowa Szkola 1972, No. 2, pp. 38-41.

Research is presented which was carried out on a repre-sentative sample of secondary school pupils from threevoivodships. Investigations aimed at stating the degreeof overburdening pupils with homework assignments.Questionnaires revealed that teachers ascribe dissatisfac-tory results of learning at home to 1j existing curricula,2) lack of ability in pupils and 3) unfavorable conditionsfor learning at home. Pupils, on the other hand, stress1) the difficulties in understanding homework because ofimprecise wording of the subject, 2) inadequate prepara-tion of self-instruction at lessons, 3) lack of formativeevaluation alongside with cumulated summative evalu-ation in various subjects, 4) lack of coordination in as-signing horneworks and 5) faulty distribution of lessonsin a given subject throughout the week. A quantitativeanalysis of research results is also presented, on the basis


of which the author advances several postulates concern-ing changes to be introduced to school work and home-work assignments.

See also: 157, 166.

VI. 4. VOCATIONAL

194. DEJNAROWICZ, CZESLAW and KARWAT, TADEUSZ: Mo-dele programowania w dydaktyce. (Models of Programming inthe General Theory of Instruction). Par stwowe WydawnictwaSzkolnictwa Zawodowego, Warszawa 1972, 289 pp.

The publication deals with classical and modern tech-niques suitable for programming the teaching content forvocational schools. Chapter I contains a classification ofprogramming techniques, requirements for programmedtexts and verification procedures. Chapter 2 concentrateson classical programming. Chapters 3 and 4 present semi-programmed instruction, i.e. semiprogrammed lessons,lectures, laboratory activities, examinations, etc. much at-tention being paid to Methods-Time-Measurement pro-gramming. Chapters 5 and 6 deal with various ways ofprogramming the teaching content (Kiev method, lineardiagram method, network analysis, etc.). Correspondingachievement tests with multiple-choice items are alsodiscussed at length. Ample exemplificatory material aswell as a bibliography of the subject are also included.

195. KOWALCZYK, WLADYSLAW: Przygotowanie zawodowespoleczne absolwentow szkOl zawodowych. (Social and Profes-

sional Preparation of Vocational School Graduates). Chowanna1972, No. 1, pp. 110-120.

The author presents a report on research carried out bythe Ministry of Education and five other ministries onthe social and pi ofessional preparation of vocationalschool graduates. Questionnaires were circulated among16,010 graduates of a) non-full secondary vocationalschools, b) full-secondary vocational schools, c) two-yearpost-secondary vocational schools and d) vocational


schools established for the employees at industrial plants.Information pertained to theoretical knowledge and prac-tical skills, attitudes toward the profession and participa-tion in cultural, social and political life. Additional datahave been obtained through interviews with 4682 grad-uates. On the basis of the analysis the author presentsvarious deficiencies in the Polish system of vocationalschooling and advances several postulates concerning theways of improving the quality of instruction and attitudeformation.

196. KOWALCZYK, WLADYSLAW: Wychowanie spoteczne do pra-cy zawodowej. (Social Education for a Profession). Szkola Za-wodowa 1972, No. 2, pp. 6-9.

The author discusses the problem of socialization in vo-cational secondary schools graduates. Emphasis is givento the following objectives: a) strengthening motivationfor work, b) socialization, i.e. ability to work in collectiveand c) developing sensitivity to ethical values. Variousfactors in the formation of desirable attitudes are con-sidered as well as common difficulties in achieving all theabove mentioned educational objectives. Much stress islaid on the quality of school's work and its impact on theproper preparation of pupils for their future profession.

197. NOWACKI, TADEUSZ: Iniynierowie i technicy w ogwiacie za-wodowej. (Engineers and Technicians in Vocational Education).Szkola Zawodowa 1972, No. 1, pp. 9-12.

The article presents the contents of a resolution adoptedat the 6th Congress of Polish Technicians held in Warsaw,September 2-4, 1971. The most important tasks are thefollowing: 1) preparing new profiles for longterm tech-nological studies, 2) improving the quality of instructionat higher schools for working adults, 3) adjusting the net-work of vocational secondary schools to demands of thenational economy, preparing the anticipated future de-mand for qualified staff, 5) prolonging the period of -gen-eral education as a basis for future vocational training,6) modernizing professional nomenclature, and 7) adjust-ing curricula to recent advancements in science and tech-


nology. Minor problems such as, for instance, organizationof refresher courses, practice periods for vocationalschool pupils, school equipment etc. are also presented.Relatively more attention is given to in-service training.

198. NOWACKI, TADEUSZ: 0 powszechnq szkolq pracy. (TheSchool of Work). Nowa Szkota 1972, No. 2, pp. 13-14.

In view of the coming school reform which will introduceobligatory education in 10-year general school, the authorconcentrates on some characteristics of learning in thenew type of school. Emphasis is given to the role of prac-tice in the course of acquiring theoretical knowledge, andwide application of laboratory activities, classes in schoolworkshops and practice in industrial plants are recom-mended. Much attention is given to the role of practicalactivities in preparing pupils for two-year vocationalschools and other two-year schools leading to universitystudies.

199. RACHALSKA, WANDA: Postawa uezniow technikow rolni-czych wobec zawodu rolnika i pracy na wsi. (Attitudes of Pupilsfrom Secondary Agricultural Schools .Toward the Profession).Paristwowe Wydawnictwo Rolnicze i Legne, Warszawa 1971,120 pp., bibl.

Research described in this publication aimed at statingeducational achievement and attitudes in pupils of second-ary agricultural schools. Investigations were carried outin two phases. In phase 1, i.e. in the year 1965, 634 pupilsof 24 schools were tested and in phase 2, i.e. in 1968459 pupils of 11 schools. In the final processing of data1042 questionnaires were used, 1008 compositions en-titled "My plans for the coming 5-10 years" and 600 es-says concerning changes in the pupil's family settlements.Interviews with headmasters, teachers of vocational sub-jects and heads of boarding houses were also considered.The author presents research results according to the fol-lowing sets of problems: 1) characteristics of pupils en-tering secondary agricultural schools, 2) attitudes ofpupils toward the future profession, 3) educationalachievement.


One of the most important conclusions was that althoughthe pupils' attitude toward their profession is stronglypositive, their emotional ties with the rural area in whichthey are supposed to work are dissatisfactory.

200. RATYNSKA, BARBARA (ed.): Szkola.-Zawod.-Praca. Charak-terystyki zawodow. (School. Profession. Employment. Vocation-al Characteristics). Ksiqika i Wiedza, Warszawa 1972, 148 pp.

The publication contains 66 detailed characteristics of re-quirements for professions existing within the Polishprofessional structure. Vocational characteristics wereprepared with the aim to improve vocational training inpostprimary schools. Each of the characteristics includes:1) physical requirements for a given profession, 2) psycho-logical features indispensable for this profession, 3) pos-sible deviations from the norm, and 4) information con-cerning the course of training and employment. The pub-lication has been prepared for teachers of vocational sub-jects as well as for psychologists and educators on thestaff of vocational-advisory centers. As the publicationis the third in the series, 160 detailed vocational charac-teristics are now available.

201. RYDZEWSKA, MARIA: Warto§ci pracy w gwiadomoki mio-dzieZy technikow zawodowych. (Values of Work as Perceivedby Vocational School Pupils). Psychologia Wychowawcza 1972,No. 1., pp. 39-45.

The author presents research on values of work as per-ceived by secondary school pupils. Investigations em-braced 236 pupils in terminal grades of vocational second-ary schools, 64 percent of whom came from workers'families, 32 percent from intelligentsia and 4 percentfrom peasant families. Research techniques used were:Matusewicz's test of moral choices, questionnaires andinterviews. A discussion of research results follows inwhich the author presents factors influencing the choice,types of choices, their distribution and intercorrelationsbetween the items on the test.


202. SOSNOWSKI, TEOFIL: Stan i perspektywy rozwoju awiatyzawodowej. (The Present State and the Developmental Pros-pects of Vocational Education). 0.§wiata Doroslych 1972, No. 2,pp. 67-73.

The Polish system of vocational education for workingadults covers the following types of schools: a) non-fullsecondary vocational schools for working adults, b) full-secondary, evening and extramural schools, c) post-sec-ondary evening and extramural schools, d) vocationalschools for foremen and e) technological universities withevening and extramural departments. In the present ar-ticle attention is drawn to post-primary vocational educa-tion based on the eight-year primary school and to sever-al types of post-secondary schools. Rules and regulationsfor- these schools have been discussed at length. Discussionthen followed of curricula and the quality of instruction,efficiency of schools, ties between vocational schools andindustrial plants, as well as of educational achievement.In the final part of the article the author considers coursesof pre- and in-service training and points to most urgentneeds in this field.

203. TORBUS, WACLAW: Praktyczne nauczanie zawodu. (Trainingfor a Profession). 2nd ed. Paristwowe Wydawnictwa Szkolnic-twa Zawodowego, Warszawa 1972, 242 pp. Biblioteka Ksztal-cenia Zawodowego.

The book is designed for teachers of a profession in non-full and full-secondary vocational schools. Chapter 1 pre-sents a set of problems connected with the organizationof practical activities in workshops. Chapter 2 deals withthe requirements for the teacher of a profession i.e. hispreparation for vocational and educational activity, qual-ities of mind and character, etc. Chapter 3 discusses or-ganizational aspects of laboratory activities, Chapter 4teaching methods and classroom techniques and Chapter5 some selected technical problems connected withvarious types of laboratory activities. Much attention isalso given to the proper equipment of school workshops,to in-service teacher training as well as to establishinglinks as between educational and vocational aspects, ofthe process of instruction.


204. ZABCZYNSKI, STEFAN: Szkola rolnicza w grodowisku. (TheAgricultural School and Its Environment). Szkola Zawodowa1972, No. 2, pp. 18-23.

The author considers the influence exerted by the agri-cultural school on the environment and its participationin the processes of changing professional and culturalstructure of the region. In the first part of the article thesystem of agricultural schools in the Polish People's Re-public is presented. In the second part of the publicationthe author considers types of interrelations betweenschools and their environment. Much attention is given tovarious forms of influence, especially in the field of rais-ing the agricultural standard of the district, the impact ofschool on reading habits being discussed at length. Theauthor states that it is indispensable to work out curriculawhich would link agricultural theory with practice, sinceotherwise schools will play no significant role in theirenvironment.

205. ZMUDKA, KAZIMIERZ: Proba selekcji uczniow do szkid uni-kalnych. (Selecting Pupils for Unique Schools). Nowa Szkola1972, No. 2, pp. 20-22.

The article deals with the problem of selecting primaryschool graduates to 5-year secondary schools training forunique professions which enroll pupils from the wholeof the voivodship, i.e. to the what are called uniqueschools. Recruitment consists in carrying out district ex-aminations by special committees appointed by local au-thorities. Each district is allotted a definite number ofplaces for candidates. Written and oral examinations takeplace according to the specially prepared examination re-quirements. Financial aid is granted on the basis of opin-ions presented by the committee in which participate allthe headmasters of a given district. In the final part ofthe article the author discusses advantages and disadvan-tages of the present recruitment.

See also: 182.


VI. 5. HIGHER

206. BOROWICZ, RYSZARD: W kwestii metod oddzialywania nasklad spoleczny przyjrnowanych na studia wyisze. (Ways ofInfluencing the Social Composition of Students at the Fresh-man Year). Zycie Szkoly Wyiszej 1972, No. 3, pp. 73-78.

The author reports on research which aimed at statingwhether the introduction of the what are called prefer-ence points allotted for the social origin influenced thesocial composition of students at the freshman year. Socialcomposition at the freshman year was analyzed, coveringthe period of years 1960-64 as compared to the years1965-70. Data pertain to the University of M. Copernicusin Torun. Research revealed that the process of diminish-ing the percentage of students coming from workers' andpeasants' families stopped, although no increase has beennoted. This may be explained by more strict requirementsfor the preferred candidates, difficult access to the uni-versity for candidates from rural secondary schools andthe family tradition. The author stresses the necessity toprovide aid for workers' and peasants' children as early asthe primary school, since in his opinion, aid given at theentrance examination to the university, comes much toolate.

207. JANUSZKIEWICZ, FRANCISZEK: Egzamin w szkole wyi-szej kierunki badari i usprawnien praktycznych. (Examina-tion in the Higher School Directions in Research and Practi-cal Activity). Dydaktyka Szlcoly Wy±szej 1972, No. 1, pp.. 33-58, Rez. Sum. Res.

The article is an attempt at the systematization as wellas at an educational analysis of various aspects in theprocess of evaluating educational achievement in thehigher school. Educational objectives of the existing ex-aminations are discussed, their forms, methods of their ad-ministration and materials indispensable for administeringthem at various stages. The process of evaluation has alsobeen analyzed from the point of view of its influence onthe further course of the process of instruction. On thebasis of these considerations numerous research postulates


were advanced. The final part of the article describes thepossibilities of implementing recent achievements of edu-cational sciences to everyday activities of higher schools.

208. JANUSZKIEWICZ, FRANCISZEK: Egzamin wstepny czy sys-tem kwalifikacji na studia. (Entrance Examination or a Systemof Qualifying Candidates ..F.or Studies). Zycie Szkoly Wybzej1972, No. 2 pp. 104-114.

The author reports on the conference held at the Inter-university Department for Research on Higher Schooling,October 21-22, 1971. The following reports were deliver-ed: 1) Z. Kietlinska: "Recruitment for Higher Studies",2) S. Kowalski: "Research on the Selection of Candidatesfor Higher Studies", 3) M. Jastrzab-Mrozicka: "FactorsInfluencing the Social Composition of Candidates forHigher Studies", 4) F. Januszkiewicz: "Entrance Examina-tion Optimum Solutions" and 5) W. Wiftliewski: "Ef-fectiveness of Selection Measured by Educational Attain-ment in the Course of Studies". Discussion concentratedon the problem of selection of candidates for studies fromthe point of view of examination procedures as wEll asfrom that of the social composition of university stuct,nts.It has been finally stated that the present system shMdbe considered dissatisfactory, since examination is not areliable instrument of selection and the implementationof preference points for social origin did not increase thepercentage of students from workers' and peasants' fami-lies. Concluding statements stress the necessity to increasethe percentage of workers' and peasants' children in gen-eral secondary schools through the increase in the numberof boarding houses and financial grants. Entrance ex-amination should be composed of an interview with thecandidate, a questionnaire concerning his environmentand living conditions, analysis of secondary school certif-icates, achievement and intelligence tests.

209. JANUSZKIEWICZ, FRANCISZEK (ed.):Telewizja w szkolnic-twie wyiszym. (Television in the Higher School). PanstwoweWydawnictwo Naukowe, Warszawa 1972, 231 pp. Rez. Sum.Interuniversity Department for Research on Higher Schooling.


The publication contains reports delivered at the confer-ence on the utilization of television in the higher school,held in Jadwisin near Warsaw, June 25-26, 1971.Possibilities to utilize television in the higher school werediscussed by W. Winkiel, and the emission of educationalprograms on the television by W. Lozifiski. J. Tymow-ski dealt with the role of television in the higher school.F. Januszkiewicz presented achievements of the PolishPeople's Republic in the field of implementing varioustelevision systems to instruction.Cooperation between the Polish Scientific Publishers andthe Polish Television was discussed by A. Zydkowicz,A. Radiko presented the research on Television Technol-ogical University which has been carried out by theInteruniversity Department for Research on HigherSchooling. W. Zakow ski discussed opinions and proposalsof lectures of the Television Technological University.The aim of the present publication was to popularizetelevision as a teaching aid among university teachersand thus to modernize the process of instruction in thehigher school.

210. JOPOWICZ, ZOFIA: Warunki powodzenia w studiach zaocz-nych. (Conditions for Success in Extramural Studies). Pal stwo-we Wydawnictwo Naukowe, Warszawa 1972, 210 pp.

Research presented in the publication pertained to theeffectiveness of extramural agricultural studies at theWarsaw Agricultural University. Investigations concentrated on two problems, i.e. on the intellectual abilities ofstudents and on their ability for self-instruction. The fol-lowing techniques have been used: 1) psychological tests,2) analysis of university documents, 3) questionnaires,4) interviews with students and university teachers atextramural departments. Intellectual ability was meas-ured both in candidates for studies and in students of ex-tramural departments, 'while ability for self-instructionwas investigated during six semesters. In the course of re-search the author measured drop-out and screening, statedthe prognostic value of various types of evaluation tech-niques and investigated motivation. A detailed discussionof research results follows. The most important conclusion


is that psychological factors prove to be more significantfor success in studies than external factors such as hand-books, time budget, etc.

211. KLESZCZYCKA, LILIA and SZUREK, JAN and WIECZO-REK, TADEUSZ (ed): Adaptacja studentow pierwszego rokustudiow do wymagati dydaktyki i Zycia spolecznego w SGGW.(Adaptation of Students at the Freshman Year of the WarsawAgricultural University to the Life of the Higher School). DzialWydawnictw SGGW, Warszawa 1971, 151 pp.

The publication presents results of research on the adap-tation of students at the freshman year of the WarsawAgricultural University to the life of the higher school.In several reports 'prepared by researchers from the In-stitute of Agricultural Education the following problemsare discussed: 1) Preparation of candidates for studies(S. Rajpert); 2) Motivation for the choice of the directionof studies (L. Kleszczycka); 3) Opinions concerning thecourse of instruction in the higher school (J. Kuczynski);4) Self-instruction of students and their reaction to failure(E. Gutek and Z. Jopowicz); 5) Activities of tutors in thelight of students' opinions (W. Rachalska); 6) Students'hostels (M. Dziachan); 7) Interpersonal relations in thehigher school (J. Swirska-Kalinowska, B. Ganczarek);8) Leisure time (S. Korlinski), and 9) Time budget of stu-dents (T. Wieczorek). Considerations are based on dataobtained from 9 departments (1376 students). Two maintypes 'of adjustment difficulties were stated: a) didactic,i.e. change in requirements and teaching methods, b) ad-aptational, i.e. change in the scale of values and in thecharacteristics of the environment. Interviews with re-searchers and university teachers confirm the data ob-tained.

212. OSMSKI, JAN: Proces rekrutacji mlodzieiy do studiow wyi-szych. (Recruitment of Candidates for Higher Studies). ZycieSzkoly Wyiszej 1972, No. 3, pp. 48-58.

On the basis Of statistical data for the years 1960-71 theauthor attempts at stating whether the social compositionof youth at higher schools is determined by decisions of


secondary school graduates or even by decisions madein the terminal grade of the primary school. In the firstpart an analysis is presented of the social structure ofyouth in secondary schools as compared with that at thefreshman year. Almost full correlation has been statedbetween the two variables. However, statistical data re-vealed a decrease in the percentage of youth fromworkers' and peasants' families till the year of introduc-ing preference points for these candidates. Since thattime, no increase of this percentage was noted, althoughthe numbers were equal to those for the year 1960. Then,a comparative analysis follows of the social structure ofprimary and secondary school pupils, which reveals thatthe basic selection is being accomplished at the passageto the postprimary level. 63% workers' children, 76.3%peasants' children and only 28.4°A intelligentsia childrenattending primary schools did not continue learning ingeneral secondary schools. The author discusses decisivefactors which account for the present state of facts.

213. OSINSKI, JAN: Spoleczno-przestrzenne uwarunkowanie do-stqpnogci wyiszego wyksztalcenia. (Social and Spatial Condi-tions for the Access to Higher Education). Wydawnictwo Poli-techniki Wroclawskiej, Wroclaw 1971, 68 pp.

The present publication is a part of a series issued by theInstitute for Social Studies at the Wroclaw TechnologicalUniversity. The author analyzes the process of democra-tization in the higher schooling which took place duringthe years 1960-1970. The problem is considered in bothquantitative and qualitative aspects. The publication isbased on data obtained by the Main Statistical Bureau aswell as on resec.- carried out in several university cen-ters. The following factors have been taken into con-sideration: 1) social origin, 2) the size of the local com-munity and 3) the amount of education in parents. Theauthor states that educational aspirations are considerablyinfluenced by social origin, size of the local communityand the prestige of parents. To a smaller, although stillconsiderable degree they are also influenced by theamount of education in parents.


214. STAROSCIAK, JAN: Problemy ksztalcenia zaoczncgo. (Prob-lems of Extramural Education). Par stwowe Zak lady Wydaw-nictw Szkolnych, Warszawa 1972, 235 pp.

The present publication, being a synthesis of knowledgeon the subject of extramural studies, is based on analyses,research and many-years experience. Its empirical partis based mainly on data obtained in the course of researchcarried out at the Extramural Department of Educationat the University of Warsaw, of Philology at the Univer-sity of Warsaw and of Education at the Higher School ofEducation in Gdansk. The book contains five chapters.Chapter 1 discusses motivation for learning in the higherschool on the part of working adults. Chapter 2 dealswith the process of extramural vocational training. Chap-ter 3 presents forms and methods of instruction, Chapter4 data concerning the social and professional career ofgraduates and Chapter 5 effectiveness of extramuralstudies as well as the most important factors operating inthis form of instruction.

215. STUDNIAREK, ZBIGNIEW: Rola stypendiem w ksztaltowaniustruktury spolecznej studiujqcych. (The Role of Financial Aidin Forming the Social Structure of Students). Zycie SzkotyWyiszej 1972, No. 3, pp. 59-72.

The author presents observations concerning the systemof financial aid given by the state to higher school stu-dents. Analysis aims at stating whether the present systemdiminishes the differences in educational opportunity ofstudents coming form families with varying living condi-tions.The author states that the system does not take into con-sideration the variety of cultural patterns which, as in thecase of workers, favor earlier entering a profession. It alsodoes not ensun the continuation of studies by studentswith the lowest average income per family member. It isalso pointed out that no stimuli are provided to raise thelevel of educational achievement since its indicators haveno bearing on the type of the financial aid. On the otherhand, students who do not profit from the chance givenby the state are not obliged to return definite sums of


money to the state. In the final part of the article severalpostulates are advanced aiming at increasing the effective-ness of the present system.

216: TOWPASZ, STEFAN: Moiliwaci ksztalcenia sic studentOwpracujqcych. (Opportunity to Learn in Extramural Students).Dydaktyka Szko/y Wyiszej 1972, No, 1, pp. 101-112.

The article presents research on the conditions for learn-ing in extramural students, causes of their failure andpossibilities to improve the present situation. Investiga-tions embraced 788 extramural students of the Academyof Mining and Metallurgy in Cracow and were carried outby means of a questionnaire as well as of interviews withstudents and university teachers. Part 1 of the article isdevoted to subjective and objective factors that favor orhinder the process of learning, i.e. health, motivation, at-titude on the part of the employer and time budget. Part2 presents causes of failure as viewed by the students, i.e.inadequate textbooks, teaching aids, shortcomings in theconstruction of curricula, outdated methods and forms ofwork, etc. The final part presents postulates which havebeen advanced by the students.

217. WALCZAK, STANISLAW: 0 przyczynach niepowodzeii egza-minacyjnych. (On the CauSes of Failure at Examinations). ZycieSzkoly Wy±szej 1972, No. 2, pp. 115-121.

The author concentrates on drop-outs from higher schoolscaused by failure at entrance examinations. Research ispresented carried out at the Warsaw Technological Uni-versity in the year 1971. Final analySis was limited to thedata from one department only, i.e. to 144 candidates whowere not enrolled at the freshman year. The question-naire and interviews pertained to 1) the correlation asbetween subjects at the entrance examination and in-formation included in the curricula for secondary schools,2) causes of failure and 3) the evaluation of the presentsystem of recruitment. Research revealed that discrep-ancy between examination requirements and curriculafor the secondary school was the most common cause offailure. Nervousness as well as inadequate preparation


were also stated as important factors of failure. Theauthor presents a detailed discussion of research resultson the basis of which he postulates to introduce a one-year period of observation at the freshman year for allcandidates, since a single written examination does notprove to be a reliable instrument of selection.

218. WIECZOR2K, TADEUSZ: Tendencje rozwojowe wyiszegoszkolnictwa rolniczego w Polsce Ludowej. (DevelopmentalTrends in the Polish Higher Agricultural Schooling). Studia,Materia ly, htformacje 1971, No. 4, pp. 5-27, 1972, No. 1, 5-24.

The article presents an analysis of the following prob-lems: 1) vocational education at a university level duringthe years 1944-1971, 2) characteristics of students at agri-cultural universities, 3) the efficiency of studies, 4) theemployment of graduates and their professional activity,5) extramural and post-grluate studies, 6) researchersand university teachers at agricultural universities, andtheir role in promoting agricultural knowledge. Researchrevealed that there is no urgent need to establish newcolleges of this type, although the existing ones should beconsiderably extended, their quality improved and effi-ciency raised. Extension ought to cover all the specialitiesalready existing at colleges as well as a number of newones, such as economics and organization of agriculture,biology, biophysics and nutrition It is also desirable toestablish new consultation centers and to promote agricul-tural education for working adults, which, being equallyeffective, is almost three times cheaper than day-studies.

See also: 128, 178, 181, 197.

VI. 6. ADULT

219. POLTURZYCKI, JOZEF: Wdraianie do samoksztalcenia w pra-cy ogwiatowej z dorostymi. (Getting Adults Used to Self -In-struction).. Przeglqd Pedagogiczny 1971, No. 4, pp. 19-31.

The article is devoted to various problems of self-instruc-tion, i.e. to the utilization of mass-media, participation incultural activities and application of manysided self-in-


struction to acquiring knowledge. The following problemsare discussed 1) the role of mass-media, 2) the significanc,:sof theater-going, 3) museum attandance and 4) participa-tion in the know-your-country movement. Considerationsas well as methodological suggestions are based on thetheory of manysided instruction, advanced by ProfessorW. Okon. Accordingly, four groups of teaching and learn-ing methods are presented to be used by adults in theprocess of self-instruction. In the second part of the articlethe author considers ways to transmit basic principles ofself-instruction to adult learners during 1) lessons present-ing basic techniques in self-instruction, 2) lessons ex-emplifying some particular problems connected with self-instruction and 3) special training in self-instructionwhich takes place under the supervision of the teacher.

220. LANDY-TOLWINSKA, JOANNA: Z hada' nad poznawaniemdoroslych uczniow. (Research on Adult Learners). Przeglqd Pe-dagogiczny 1971, No. 4, pp. 14-27.

The author discusses results of research carried out on thesample of 2479 adult learners and 120 teachers in schoolsfor working adults. In the first phase of the research in-vestigations pertained to the motivation for learning aswell as to the level of aspirations. The second phase ofresearch aimed at stating the changes that have occurredin adult learners during the period of learning in schoolsfor working adults. The following techniques were used:questionnaires, observation, attitude scales, analysis ofdocuments and directed autobiographies. The author dis-cusses the data obtained, giving much attention to 1) in-formation concerning the process of instruction in schoolsfor working adults, 2) personality of teacher, 3) interper-sonal relations within school and 4) the usefulness ofknowledge obtained in school for professional, culturaland family life of the subjects

221. URBAISTCZYK, FRANCISZEK: DziA i jutro szkol i kursowogolnoksztatc4cych dla doroslych. (The Present and the Futureof General Education for Working Adults). aiwiata Dorostych1972, No. 1, pp. 1-8.


Discussing the present state of adult education in Polandthe author concentrated merely on general education. Hisconsiderations pertain to three types of general schools forworking adults, i.e. primary schools, general secondaryschools and secondary correspondence schools. Attentionis also given to courses of general education establishedin small towns and settlements where institutions of reg-ular adult education are not available. Characterizingthe present state of adult education the author points tothe increase in the number of younger pupils. In the sec-ond part of the article problems of adjusting adult educa-tion to the changing social needs are discussed as well assome particular questions connected with curricula, text-books, teaching methods and teaching aids.

222. WOJCIECHOWSKI, KAZIMIERZ: koncepcja systemu ogwiatydoroslych w PRL. (The System of Adult Education in thePolish People's Republic). Szkola Zawodowa 1972, No, 1,

PP. 5-8.

The autor presents a review of the present state of thePolish adult education. Two main developmental trendsare pointed out, i.e. 1) increase in the number of youngpupils in schools for working adults and decrease in thenumber of older candidates, and 2) increase in the numberof vocational courses all over the country. Consideringthe future developmental prospects of adult education theauthor stresses the necessity to promote general second-ary education and make it obligatory for all the citizensbelow the age of 50. Necessity is also pointed out to in-troduce contents from the field of humanities to all voca-tional courses. As to vocational training the author postu-lates to provide compulsory agricultural training for allindividual farmers. Then considering the organizationalaspects of adult education it is also postulated to establisha central Institute of Adult Education which would inte-grate activities of various administrative and educationalinstitutions and carry out research on the subject.


VI. 7. SPECIAL

223. KOTLARSKI, MIECZYSLAW: Stan i potrzeby oraz perspek-tywy rozwoju szkolnictwa specjalnego dla upoiledzonych umy-slowo. (The State and Prospective Development of SpecialSchools for Mentally Deficient). Szkola Specjalna 1792, No. 2,pp. 1-10.

The author presents the Polish system of schooling formentally deficient. Considerations are based on data ob-tained by the Ministry for Education and Higher Educa-tion. Needs and prospects for special schools in variousvoivodships are discussed in detail, much attention beinggiven to vocational training for mentally deficient. In thefinal part of the article the author considers the necessityto work out curricula for preschool and primary educa-tion of mentally deficient in both general and vocationalsubjects.

224. REMPLEWICZ, JAN: Percepcja dotykowa niewidomych z reszt-kami wzroku i widzacych. (Touch Perception in Blind and Nor-mal Adolescents). Szkola Specjaina 1971, No. 4, pp. 348-355.

The article presents research on the differences in theprecision of touch between blind and normal adolescents.Investigations covered 60 adolescents aged 14-16. Threefactors have been investigated: a) spatial orientation,b) excitability and c) touch perception. Special measure-ment techniques have been worked out for the purpose,the discussion of which is included in the article. The pre-sentation of results follows, the main conclusion being therelatively insignificant difference between the two groupsof subjects as far as the first two factors are concernedand considerable difference in the third factor which ishighly developed in the blind.

225. STRZYZEWSKI, S. and IWANOWSKI, W.: Rozwiij fizycznysprawnoge motoryczna chlopcow w wieku puberalnym uposle-

dzonych umyslowo. (Physical Development and Motor Skills inMentally Deficient Boys in the Age of Puberty). Szkola. Spe-cjalna 1971, No. 4, pp. 328-335.


The author presents research carried out in the year 1970in grades VVIII of a special school in Torun. Investiga-tions aimed at stating the correlation as betwen the phys-ical development of pupils on the one hand and the motorand intellectual development on the other. A detaileddiscussion is included of research results which revealedhigh positive correlation between the three variables.

56 INDEX OF AUTHORS AND EDITORS

INDEX OF AUTHORS AND EDITORS

Aleksander, T. 147Araszkiewicz, F. 127

Balifiska, M. 188Barankiewicz, H. 157Barariski, A. 152 .

Bogdafiska-Zarembina, A. 189Borowicz, R. 206Bownik, Z. 148Brodowicz, J. 129

Chmielewska, L. 149Chylifiska, H. 181Cichy, W. 152Czarnicwicz, M. 157

Dabrowski, H. 133Dejnarowicz, C. 194Dziachan, M. 211

Filipek, J. 134Fleming, E. 185Franus, E. 179Fryckowski, E. 176

Ganczarek, 13. 211Golaszewski, T. 150Goncewicz, M. 152Gutek, E. 211

Iwanowski, W. 225Izdebska, I-I. 151

Jakohowski, J. 176Januszkiewicz, F. 135, 207, 209Jaroszewicz, P. 136Jenak, J. 169Jonkisz, J. (ed.) 152Jopowicz, Z. 210-211JoZwiak, J. 128

Kaczmarek., F. 128Kaja, H. 176

Kalinowska, J. see Swirska-Kali-nowska, J.

Karwat, T. 194Kawula, S. 159Kleszczycka, L. 211Kluczyfiski, J. 137Koblewska, J. 153Korlinski, S. 211Kokielecki, S. 159Kotlarski, M. 223Kowalczyk, W. 195-196Kowalski, S. 154-155Krawczyriski, M. 152Koczynski, J. 211Kupisiewicz, C. 138-139

Landy-Tolwifiska, J. 220Lapkowska, S. 170Lesiak, T. 171Levandowska, K. 156, 182Lewandowski, A. 128Lewin, A. (ed.) 157Loboiewicz, W. see Lysomirska-Lo-

bolewicz, W.Loziriski, W. 209Lysomirska-Loboiewicz, W. 152

Maciaszkowa, J. 15'7Mqdrzycki, T. 172Matusewici, C. 190Moroz, K. 159Mrozowska, K. 129Musielak, J. 128

Nawroczyfiski, 13, 173Nowacki, T. 197-198Nowaczyk, S. 159

Okofi, B. see Wilgocka-Okori, B.Okori, W. 140, 173Oryl, M. 183Oshiski, J. 212-213

INDEX OF AUTHORS AND EDITORS 57

Paczkowski, M. 176Pecherski, M. 130Pelcowa, M. 157Plegniarski, 13. (cd.) 159Pogorzelska, S. 160POlturzycki, J. 219Poplucz, J. 174

Rachalska, W. 199Radiko, A. 209Rajpert, S. 211Rasiiiski, S. 159Raty/iska, B. (ed.) 200Rembowski, J. 161-162Remplewicz, J. 224Rydzewska, M. 201Rylke, H. 175

Slodkowski, W. 164Snieiyhski, M. 184Soczcwka, J. 191Sosnowski, T. 202Spionek, H. 165Stara. cialt, J. 214Studniarski, Z. 215StrzyZewski, S. 225Suchodolski, B. 142Sulek, M, 178Suszek, K. 166Swigtek, M. 1308wiecIti, A. 1438wirska-Kalinowska, J. 211

Szczepanski, J. 167Szurek, J. 211

Taborowicz, A. 178Torbus, W. 203Towpasz, S. 216Trempala, E. (ed.) 176Tymowski, J. 209

Urbahczyk, F. 221UScinowicz, R. 177

Walczak, S. 178, 217Wieczorek, T. 211, 218Wilgocka-Okon, B. 180Wiloch, T. J. 192Winiarsld, M. 168Winkiel, W. 209Wojciechowski, K. 222Wojtynski, W. 144Wolczylc, J. 145-146

Zarembina, A. see Bogdariska-Za-rembina, A.

Zborowski, J. 186-187

Zabczynski, S. 204Zakowski, W. 209Zmudka, K. 205Zydkowicz, A. 209

NAMES OF PUBLISHING HOUSES

Dzial Wydawnictw SGGW Warsaw Agricultural University PressGlOwny Urzad Statystyczny Central Statistical Office

Instytut Wydawniczy Ksigika i Wiedza" Publishing House "Bookand Knowledge"

Instytut Wydawniczy Nasza Ksiegarnia" Publishing House "OurBooksellers"

Kuratorium Okregu Szkolnego, Lublin The District EducationalBoard of Lublin

Ludowa Spoldzielnia Wydawnicza People's Publishing Cooperation

Panstwowe Wydawnictwo Naukowe Polish Scientific Publishers

Panstwowe Wydawnictwo Rolnicze i Leine State Publishers ofAgricultural Publications

Panstwowe Wydawnictwo Wiedza Powszechna" State PublishingHouse "Civic Knowledge"

Panstwowe Zaklady Wydawnictw Szkolnych State, Publishers ofSchool Publications

Wydawnictwa Uniwersytetu im. A. Mickiewicza, Poznan PoznanUniversity Press

Wydawnictwo Politechniki Wroclawskiej Wroclaw TechnicalUniversity Press

Wydawnictwo Wyiszej Szkoly Wychowania Fizycznego, WroclawWroclaw Higher School for Physical Education Press

Zaklady Graficzne Uniwersytetu im. M. Kopernika M. CopernicusUniversity Press in TOYU/i

Zaklad Narodowy im. Ossolifiskich Ossolifiski Publishing House

Documents

DOCUMENT RESUME Wieczorek, Barbara, Ed.; …DOCUMENT RESUME ED 085 312 SO 006 737 AUTHOR Wieczorek, Barbara, Ed.; Krajewska, Korolina, Ed. TITLE Selected Bibliography of Polish Educational